Content Area:
Course: Senior Leadership
Strand: NSFCS: Correlation to FCCLA
Family and Consumer Sciences
Unit A: Correlation to FCCLA
Learner Objectives: In the Family Career and Community Leaders of America (FCCLA) unit students investigate leadership qualities,
teamwork, skills for problem solving and community service in the area of independence, financial responsibility, nutrition and wellness,
interpersonal relationships and apparel care and selection
Concepts:
A:
B:
C:
D:
Family Career and Community Leaders of America (FCCLA) opportunities and components
FCCLA planning process
Leadership as part of a responsible family member and citizen
Personal growth, leadership, teamwork, problem solving, community service
Students Should Know
 FCCLA is an international career and technical student organization.
Its mission is to focus on the multiple roles of family member, wage
earner and community leader, while promoting personal growth and
leadership. It is the only in-school student organization with the
family as its central focus.
 There are multiple FCCLA national programs that students can use
for personal growth and to develop their leadership skills in the
areas of independence, financial responsibility, nutrition and
wellness, interpersonal relationships and apparel care and
selection.. (Power of One, Career Connection, Community Service
Award, Dynamic Leadership, Families First)
 There are multiple FCCLA competitive events that students can use
for personal growth and to develop their leadership skills in the
areas of independence, financial responsibility, nutrition and
wellness, interpersonal relationships and apparel care and
selection.. (Applied Technology, Career Investigation,
Entrepreneurship, Illustrated Talk, Job Interview, National Programs
in Action)
 Students can reach their goals in the area of independence, financial
responsibility, nutrition and wellness, interpersonal relationships
FHSD academics JSK
Students Should Be Able to
 Define and give examples of Family Career and Community Leaders
of America (FCCLA) components as each would relate to the area of
independence, financial responsibility, nutrition and wellness,
interpersonal relationships and apparel care and selection. (DOK 2)
 Utilize Family Career and Community Leaders of America (FCCLA)
programs to independence, financial responsibility, nutrition and
wellness, interpersonal relationships and apparel care and selection
issues. (DOK 3)
 Incorporate the Family Career and Community Leaders of America
(FCCLA) planning process into projects related to independence,
financial responsibility, nutrition and wellness, interpersonal
relationships and apparel care and selection (DOK 2)
 Use the Family Career and Community Leaders of America (FCCLA)
components of leadership, teamwork, problem solving and
community service to complete projects and address problems in
the area of independence, financial responsibility, nutrition and
wellness, interpersonal relationships and apparel care and selection.
(DOK 3)
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and apparel care and selection by following the five steps in the
FCCLA planning process (Identify concerns, Set a goal, Form a plan,
Act, Follow Up)
 Students can reach their goals in the area of independence, financial
responsibility, nutrition and wellness, interpersonal relationships
and apparel care and selection. by using the FCCLA components of
developing a leadership style, teamwork, problem solving, using
input from others and community service.
Instructional Support
Student Essential Vocabulary
 CTSO- Career and Technical Student Organization – a school organization that is part of a career and technical class
 FCCLA – Family, Career and Community Leaders of America – the CTSO for Family and Consumer Sciences courses
 LEADERSHIP – the act or instance of leading; there are a variety of styles (Director, Democratic, Delegator)
 FCCLA PLANNING PROCESS – a process to help students plan and complete projects. The five steps in the process are: identify a concern, set
a goal, form a plan, act , and then follow up
 STAR competition – Students Taking Action for Recognition – an FCCLA competitive event starting at the regional level in January
 FCCLA NATIONAL PROGRAM - an FCCLA program for students to receive regional, state and/or national recognition for project completed in
the Family and Consumer classroom or as a stand alone FCCLA chapter
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Sample Learning Activities
Sample Assessments
Student Resources
SKILLS for Personal and Family Living Textbook
Teacher Resources
SKILLS for Personal and Family Living Teacher Edition
Leadership Lessons
FCCLA Web Site
Questions Best-Suited for Teaching These Concepts
Identity Equity and Readiness
Gender Equity
Technology Skills
Racial/Ethnic Equity
Research/Information
Disability Equity
Workplace/Job Prep
Content Area:
Family and Consumer Sciences
x
x
x
Strand:
NSFCS 14.0 Demonstrate nutrition and
wellness practices that enhance individual
and family well-being.
NSFCS 8.0 Integrate knowledge, skills, and
practices required for careers in food
production and services.
NSFCS 9.0 Integrate knowledge, skills, and
practices required for careers in food
science, dietetics, and nutrition.
Learner Objectives: Students will demonstrate knowledge of nutrition and wellness practices and be able to apply knowledge to enhance
individual and family well-being.
Concepts:
A:
B:
FHSD academics JSK
Course: Senior Leadership
Unit B: Nutrition and Wellness
nutrition
wellness
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C:
D:
E:
F:
G:
food safety and sanitation procedures
food production equipment usage and maintenance
menu planning
food preparation techniques
special dietary needs across the life span
Students Should Know
 Proper food safety and sanitation procedures are necessary to
enhance wellness.
 Menus need to be planned in order to meet personal and family
needs.
 Using nutrition principles is necessary to plan and prepare meals.
 Various factors exist which influence nutrition and wellness practices
across the life span.
 Nutritional needs change across the life span in relation to health
and wellness.
 Various factors affect food safety.
 Science and technology has made a great impact on food
composition, safety and other issues (such as storage, shelf-life,
etc…)
FHSD academics JSK
Students Should Be Able to
 Demonstrate food safety and sanitation procedures. (NCFCS 8.2)
 Demonstrate selecting, using, and maintaining food production
equipment (NCFCS 8.3)
 Demonstrate planning menu items based on standardized recipes to
meet needs. (NCFCS 8.4)
 Evaluate nutrition principles, food plans, preparation techniques,
and specialized dietary plans. (NCFCS 9.3)
 Demonstrate food science, dietetic, and nutrition management
principles and practices. (NCFCS 9.6)
 Analyze factors that influence nutrition and wellness practices across
the life span (NCFCS 14.1)
 Evaluate the nutritional needs of individuals and families in relation
to health and wellness across the life span. (NCFCS 14.2)
 Demonstrate ability to acquire, handle, and use foods to meet
nutrition and wellness needs of individuals across the life span.
(NCFCS 14.3)
 Evaluate factors that affect food safety, from production through
consumption. (NCFCS 14.4)
 Evaluate the impact of science and technology on food composition,
safety, and other issues. (NCFCS 14.5)
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Instructional Support
Student Essential Vocabulary
 A LA CARTE—items on a restaurant menu that are priced individually
 ACQUIRED IMMUNE DEFICIENCY SYNDROME (AIDS)—a deadly sexually transmitted disease caused by the human immuno-deficiency virus,
which breaks down the immune system, leaving the body vulnerable to disease
 AEROBIC CAPACITY—a measure of endurance and the condition of the heart and lungs
 AMINO ACID—a component of proteins
 ANOREXIA NERVOSA—a complex eating disorder in which the victim avoids eating, sometimes to the point of starvation
 ANTIPERSPIRANT—a grooming product that reduces the flow of perspiration
 ASEPTIC PACKAGING—a packaging technique in which foods and containers are sterilized separately before food is packed in the container
in a sterilized chamber
 BAKEWARE—utensils used for baking foods in an oven
 BASAL METABOLISM—life-sustaining activities that account for energy expended whe4n the body is at physical, emotional, and digestive
rest
 BISCUIT METHOD—a mixing technique used in food preparation in which dry ingredients are mixed together, and then fat is cut into the
mixture before liquid ingredients are added
 BODY MASS INDEX (BMI)—a calculation used by health professionals to assess an adult’s weight in terms of his or her height
 BULIMIA NERVOSA—an eating disorder, also known as the binge-purge syndrome, in which the victim consumes large amounts of food and
then vomits or takes laxatives or diuretics to avoid weight gain
 CALORIE—the unit of measurement of food energy
 CARBOHYDRATE—a nutrient that serves as the major source of energy in the diet
 CEREAL—a starchy grain used as food
 CHOLESTEROL—a fatty substance found in every body cell
 CONVECITON COOKING—a method of cooking that involves circulating hot air over all food surfaces, allowing food to cook quickly and
evenly
 CONVENIENCE FOOD—a food product that requires minimal preparation
 COOKWARE—utensils, including saucepans and skillets, used for cooking on top of a range
 COVER—the individual place setting and allotted space needed by each person at a table
 DEFENSE MECHANISM—a behavior pattern used to protect a person’s self-esteem
 DEHYDRATION—the depletion of body fluids during periods of activity
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 DEODORANT—a grooming product that controls body odor by interfering with the growth of bacteria
 DEPILATORY—a chemical that dissolves unwanted hair so it can be washed away
 DEPRESSION—an emotional state that ranges from mild, short-lived feelings of sadness to a deep, despairing sense of dejection
 DERMATOLOGIST—a doctor who specialized in treating skin
 DIETARY GUIDELINES FOR AMERICANS—ten suggestions made by the U.S. Departments of Agriculture and Health and Human Services to
help people choose healthful diets
 EMERGENCY MEDICAL TECHNICIAN—a trained professional who provides immediate treatment to victims of serious illness and injury
 ENRICHED—a term used to describe a food product that has nutrients added back to it that were lost during processing
 ETIQUETTE—approved social conduct, or good manners
 FAT—a nutrient that provides a concentrated source of food energy
 FIRST AID—emergency care or treatment given to people right after an accident, which relieves pain and prevents further injury
 FOOD GUIDE PYRAMID—a model for making daily food choices that groups foods on the basis of their similarity in nutrient content and
gives recommended numbers of daily servings for each group
 FOOD ROTATION—storing the freshest food at the back of the shelf in order that the oldest foods, stored at the front of the shelf, will be
used first
 FOODBORNE ILLNESSES—a sickness caused by eating contaminated food
 FORTIFIED—a term used to describe a food product that has had nutrients added to improve its nutritional value
 GENERIC PRODUCT—a product that has a plain label containing only required information
 GRATUITY—a sum of money left for a waiter in a restaurant as a measure of gratitude for service received, usually fifteen to twenty
percent of the total bill; also called a tip
 GROOMING—cleaning and caring for the body
 HOMOGENIZED—refers to the process by which milkfat is broken up into tiny particles that remain suspended throughout milk
 HOUSE BRAND—a brand that is sold by a store or chain of stores
 HUMAN IMMUNODEFICIENCY VIRUS (HIV)—the virus that causes AIDS
 INSOMNIA—the inability to get the amount of sleep needed when it is needed
 KITCHEN UTENSIL—a hand-held kitchen tool used for measuring, cutting, mixing, cooking, or baking tasks
 LEAVENING AGENT—an ingredient used to produce carbon dioxide to make baked products rise
 LEGUME—seeds that grow in the pods of some vegetable plants
 MEAL MANAGEMENT—using resources of skills, money, and time to put together nutritious meals
 MEAL SERVICE—the way a meal is served
 MEASUREMENT EQUIVALENTS—an amount that is equal to another amount, such as one-fourth cup equaling four tablespoons
 MEAT—the edible portion of animals including muscles and organs
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 MEAT ANALOG—a plant-based protein product made to resemble various kinds of meat
 MINERAL—an inorganic substance needed for building tissues and regulating body functions
 MUFFIN METHOD—a mixing technique used in food preparation in which dry ingredients and liquid ingredients are mixed together in
separate bowls, and then the liquid ingredients are poured into a well made in the center of the dry ingredients
 NATIONAL BRAND—a product that is advertised nationwide
 NATURAL CHEESE—cheese made from milk, whey, or cream
 NUTRIENT—a chemical substance provided by food and used by the body to function properly
 NUTRITION—the science of how nutrients support the body
 OBESE—a term used to describe an adult who has a BMI over 30
 OPEN STOCK—tableware purchased one piece at a time
 OVERWEIGHT—a term used to describe an adult who has a BMI of 25 up to 30
 PASSIVE SMOKING—inhaling smoke in a smoke-filled environment
 PASTA—grain products such as spaghetti, macaroni, and noodles
 PASTEURIZATION—a heating process that destroys harmful bacteria in dairy products
 PHYSICAL FITNESS—the condition of the body
 PHYSICAL WELLNESS—a state of health in which the body is able to fight illness and infection and repair damage
 PLACE SETTING—the tableware that one person would need, such as a dinner plate, salad plate, cup, and saucer
 PLAQUE—a colorless film of bacteria that forms on the teeth
 PODIATRIST—a physician specializing in the care of feet
 PORTABLE APPLIANCE—a cooking aid that can be easily moved from one place to another
 POULTRY—any domesticated bird used for meat and/or eggs
 PROCESS CHEESE—cheese made by blending and melting two or more natural cheeses
 PRODUCE—fresh fruits and vegetables
 PROTEIN—a nutrient that is found in every cell of the body and is needed for growth, maintenance, and repair of body tissues
 RECIPE—a list of ingredients with a complete set of instructions for preparing a food product
 RECOMMENDED DIETARY ALLOWANCES (RDA)—daily needs for energy, protein, and some vitamins and minerals outlined for each sex and
for several age groups
 REFINED—a term used to describe flour that has had parts of the grain kernel removed during the milling process
 RETORT PACKAGING—a shelf-stable food packaging method in which foods are sealed in a foil pouch and then sterilized
 SANITATION—the process of maintaining a clean and healthy environment
 SATURATED FAT—a fat that is generally solid at room temperature
 SEXUALLY TRANSMITTED DISEASE (STD)—a disease spread mainly through sexual contact with symptoms and side effects ranging from an
FHSD academics JSK
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outbreak of blisters to blindness and death
 SHELLFISH—fish that have shells instead of backbones
 SMOKELESS TOBACCO—a product, such as chewing tobacco or snuff, that is placed in the mouth for chewing or dipping
 STARCH—the complex carbohydrate part of plants
 STRESS—the body’s reaction to the events in a person’s life
 TABLE D’HOTE—a type of menu in which one price is charged for an entire meal
 TABLEWARE—dinnerware, flatware, and glassware
 UNDERWEIGHT—a term used to describe an adult who has a BMI below 18.5
 UNSATURATED FAT—a fat this is most often liquid at room temperature
 VEGETARIAN DIET—a pattern of eating that is made up largely or entirely of foods from plant sources
 VITAMIN—an organic substance needed in small amounts for normal growth and the maintenance of good health
 WORK PLAN—a detailed list of all the duties that must be completed during a lab experience
Sample Learning Activities
Sample Assessments
Learning Activity #1 :
1. Students will receive the “Planning and Preparing a Meal”
assignment sheet. (Appendix B 1).
2. Students will be divided into 5 groups to participate in a
cooking lab experience to demonstrate understanding of food
safety and preparation techniques previously discussed in
class.
3. As a group, they will prepare the recipe in one class period.
4. They will eat and evaluate the food item from lab experience
the following day.
NSFACS
NSFACS RFA
Assessment #1:
1. Students will each receive the “Preparing a Meal Evaluation”
sheet (Appendix B 2), answer the questions and return to teacher
before the end of the class period the day they eat their food
product.
Activity’s Alignment
Demonstrate food safety and sanitation
procedures. (NCFCS 8.2)
Demonstrate selecting, using, and maintaining
FHSD academics JSK
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10 points possible
1. What factors affected the food safety of your
product? How could you solve this issue? (4 pts.)
2. What areas of food preparation techniques could
your group have done a better job on? Please
include specific examples and suggestions on how
to improve. (4 pts.)
3. Evaluate the nutritional content of this food item.
What suggestions would you make to this recipe
Revised Fall 2010
food production equipment (NCFCS 8.3)
CONTENT
to make it healthier? (2 pts.)
CA 3 Reading nonfiction
MA 5 Mathematical systems
PROCESS
1.5 Comprehend print resources
1.10 Apply ideas and skills
2.6 Apply skills to the workplace
3.3 Apply own’s strategies
3.5 Reason logically
4.3 Analyze duties of individuals
4.5 Develop plans of action
4.6 Identify cooperative tasks
4.7 Apply safety/health practices
DOK
2
INSTRUCTIONAL Cooperative groups
STRATEGIES
ISTE
NSFACS
NSFACS RFA
Evaluate factors that affect food safety, from
production through consumption. (NCFCS 14.4)
CONTENT
PROCESS
DOK
LEVEL OF
EXPECTATION
FHSD academics JSK
Assessment’s Alignment
Evaluate nutrition principles, food plans,
preparation techniques, and specialized dietary
plans. (NCFCS 9.3)
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CA 4 Writing formally
CA 7 Evaluating relationships
H/PE Consumer health issues
1.7 Evaluate information
2.4 Present perceptions and ideas
3.1 Identify and define problems
3.3 Apply ones’ own strategies
3.5 Reason logically
4.4 Analyze duties of individuals
3
100% of students will score above 80%
Revised Fall 2010
Learning Activity #2:
1. Students will receive the “Menu Analysis Across the Life Span”
restaurant menu activity (Appendix B 3). Teacher will need to
obtain several menus from various local restaurants to
complete this activity.
2. Students will choose menu items based on specific customer
descriptions, with different dietary needs, in different stages
of life.
3. Students will fill in a chart naming specific menu items, cost
and why each item is appropriate for the selected customer.
NSFACS
NSFACS RFA
CONTENT
PROCESS
Activity’s Alignment
Evaluate the nutritional needs of individuals and
families in relation to health and wellness across
the life span. (NCFCS 14.2)
Demonstrate ability to acquire, handle, and use
foods to meet nutrition and wellness needs of
individuals across the life span. (NCFCS 14.3)
Evaluate nutrition principles, food plans,
preparation techniques, and specialized dietary
plans. (NCFCS 9.3)
CA 3 Reading nonfiction
CA 7 Evaluating relationships
SC 4 Interactions of organisms and their
environments
H/PE 6 Consumer health issues
1.4 Select information using tools
1.5 Comprehend print resources
1.10 Apply ideas and skills
3.5 Reason logically
Assessment #2:
1. Each student will receive the “Menu Analysis Exit Card”
(Appendix B 4).
2. Students will be given 10 minutes to answer the questions
on the exit card about the Menu Analysis Activity.
10 points—complete sentences, 3 valid generalizations
discussed, 1 appropriate suggestion for people with
special dietary needs discussed
8 points—1 requirement from above not included
6 points—2 requirements from above not included
4 points—3 requirements from above not included
2 points—4 requirements from above not included
0 point—all five requirements from above missing
NSFACS
NSFACS RFA
CONTENT
DOK
2
INSTRUCTIONAL Nonlinguistic Representation
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Assessment’s Alignment
Evaluate the nutritional needs of individuals and
families in relation to health and wellness across
the life span. (NCFCS 14.2)
Demonstrate ability to acquire, handle, and use
foods to meet nutrition and wellness needs of
individuals across the life span. (NCFCS 14.3)
CA 1 Speaking and writing English
CA 4 Writing formally
CA 7 Evaluating relationships
SC 4 Interactions of organisms and their
environments
H/PE 1 Human body systems
H/PE 3 Diseases
H/PE 6 Consumer health issues
Revised Fall 2010
STRATEGIES
PROCESS
ISTE
1.6 Discover relationships
1.10 Apply ideas and skills
2.4 Present perceptions and ideas
3.5 Reason logically
DOK
3
LEVEL OF
100% of students will score 80% or higher
EXPECTATION
Student Resources
Skills for Personal and Family Living textbook Ch. 12, 14-18
Teacher Resources
Skills for Personal and Family Living textbook Chapters 12, 14-18
Student workbook
Questions Best-Suited for Teaching These Concepts
From the DESE website, only Comm Arts is completed at this time. They are labeled “assessment interpretations” on the DESE website. In
math and social studies, and science, you might look at the supplement to the curriculum frameworks or assessment annotations for some
examples.
Include an “X” in a box below only when one of the following skills are EXPLICITLY taught in class.
Identity Equity and Readiness
Gender Equity
Technology Skills
Racial/Ethnic Equity
Research/Information
Disability Equity
Workplace/Job Prep
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Senior Leadership
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Content Area:
Family and Consumer Sciences
Course: Senior Leadership
Unit C: Interpersonal Relationships
Strand:
NSFCS 6.0 Evaluate the significance of family
and its impact on the well-being of
individuals and society
NSFCS 7.0 Integrate knowledge, skills, and
practices required for careers in family and
community services
NSFCS 13.0 Demonstrate respectful and
caring relationships in the family, workplace,
and community
Learner Objectives: Demonstrate respectful and caring relationships in the family, workplace and community. 13.0
Concepts:
A: Developmental Task of Teens
B: Relationship Types
C: Communication Skills
D: Successful Workplace Skills
E. Relationship Skills
F: Family Roles
G: Parenting
H: Management Process
Students Should Know
 The five types of relationships: parents, siblings, peers, romantic,
and work.
 Maslow’s Hierarchy of Needs: physical, safety and security, love and
acceptance, esteem and self actualization.
 The benefits of a positive relationship are physical, mental, social
and emotional.
 Qualities needed for a positive relationship include: mutual respect,
FHSD academics JSK
Students Should Be Able to
 Demonstrate appreciation for diverse perspectives, needs, and
characteristics of individuals and families. (NSFCS 6.2)
 Evaluate conditions affecting individuals and families with a variety
of disadvantaging conditions. (NSFCS 7.4)
 Analyze functions and expectations of various types of relationships.
(NSFCS 13.1)
 Analyze personal needs and characteristics and their impact on
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trust, openness, and reliability.
 How to plan and prioritize personal goals, standards, wants and
needs.
 The eight steps to the decision making process are defining the
problem or decision to be made, establishing your goals, prioritizing
your goals, look for resources, identify alternatives, make a decision,
carryout the decision and evaluate the decision.
 Types of love include: altruistic, companionate, romantic, and
sexual.
 How to avoid/deal with negative relationships, peer pressure, sexual
harassment and sexual assault.
 Active listening includes: asking questions to clarify, paying
attention, patience, interest, and keeping the speaker in mind.
 The steps in the conflict resolution process: state the problem, list
solutions, evaluate solutions, pick the best solution, carry out the
solution and evaluate the results.
 How to solve conflicts using mediation and peer mediation..
 Family structures include: nuclear, single parent, stepfamilies,
extended, childless, adoptive and foster.
 Factors that influence families: culture, societal, technological,
demographics, economic and world events.
 Family life cycle stages: beginning, childbearing, parenting,
launching, middle years, aging stage.
FHSD academics JSK
interpersonal relationships. (NSFCS 13.2)
 Demonstrate communication skills that contribute to positive
relationships. (NSFCS 13.3)
 Evaluate effective conflict prevention and management techniques.
(NSFCS 13.4)
 Demonstrate teamwork and leadership skills in the family,
workplace, and community. (NSFCS 13.5)
 Demonstrate standards that guide behavior in interpersonal
relationships. (NSFCS 13.6)
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Instructional Support
Student Essential Vocabulary
 ABSTINENCE—a choice to refrain from sexual intercourse until marriage
 ACQUAINTANCE RAPE—rape that occurs between people who know each other
 ACTIVE LISTENER—a listener who gives the speaker some form of feedback
 ADDICTION—a dependence of the body on a continuing supply of a substance, such as a drug
 ALCOHOLIC—a person who suffers from the disease of alcoholism
 ALCOHOLISM—a disease in which a person develops a physical and psychological addiction to alcohol
 ALTRUISTIC LOVE—a type of marital love based on the concern one spouse has for the well-being of the other spouse
 BODY LANGUAGE—body movements, such as facial expressions, gestures, and posture used to send messages to others
 CODED MESSAGES—a means of communication in which people fail to say what they really mean
 COMMUNICATION—the process of conveying information so messages are received and understood
 COMPANIONATE LOVE—the most common type of love in a marriage in which a couple share feeling os deep friendship, mutual respect,
and affection
 COMPROMISE—a technique used in negotiating conflicts in which all parties agree to give up something of importance to reach a mutual
agreement
 CONFLICT—a struggle between two people who have opposing views
 CONFLICT RESOLUTION PROCESS—a step-by-step form of communication that allows conflicts to be resolved in a positive manner
 CRISIS—an event that greatly influences people’s lives and causes them to make difficult changes in their lifestyles
 DATE RAPE—the rape of a dating partner
 DECISION—a conscious or unconscious response to a problem or issue
 DECISION-MAKING PROCESS—a logical, step-by-step method people can use to make the decisions that are best for them
 DIVERSE—differing from one another
 DRUG ABUSE—the use of a drug for a purpose other than it was intended
 DUAL-CAREER FAMILIES—a family is which both spouses are employed outside the home
 E-MAIL—short for electronic mail, which is a message delivered to your computer from another computer
 EMOTIONAL ABUSE—a for of abuse that happens when one person purposely hurts another’s self-concept through constant yelling,
teasing, or insulting
 EMOTIONAL NEGLECT—the failure to provide loving care and attention to family members
 EMULATION—the act of imitating the behavior of other people around you
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 ENABLER—someone who unknowingly acts in ways that contribute to an alcoholic’s or addict’s drug use
 FEEDBACK—a clue that lets the speaker know the message is getting through to the listener and how it is being received
 FLEXIBLE WORKWEEKS—employees may work four-day, 40-hour workweeks with 10-hour workdays
 FLEXTIME—employees set their own work schedules within certain company terms
 GOALS—an aim a person is consciously trying to reach
 GROUP DATING—a type of dating in which a number of people of both sexes go out together
 HUMAN RESOURCE—a resource, such as knowledge, energy, a skill, or a talent, that comes from within a person
 INFATUATION—an intense feeling of admiration
 JOB SHARING—two people divide the work responsibilities of one job, each working on a part-time basis
 LONOG-TERM GOALS—a goal that takes from months to years to achieve
 MANAGEMENT—wisely using means to achieve goals
 MANAGEMENT PROCESS—a series of steps that helps people plan how to best use resources to achieve goals
 MANNERS—rules to follow for proper social conduct
 MEDIATION—technique in which a third person is called upon to help reconcile differences between conflicting parties
 MULTICULTURAL SOCIETY—people from many different cultures living in the same communities
 MULTIPLE ROLES—two or more roles, such as work and family roles, being filled by one person
 MUTUAL RESPECT—regard held by two people who each view the other with honor and esteem
 NEEDS—a basic item, such as food, clothing, or shelter, that all people require for living
 NEGOTIATION—communicating with others in order to reach a mutually satisfying agreement, usually through compromise
 NETWORKING—forming an interconnected group whose members work together to help one another
 NONHUMAN RESOURCE—a resource such as money, a possession, or a community facility, that is not physically or mentally part of a
person
 NONVERBAL COMMUNICATION—a process of communication that involves sending messages without words
 OPEN COMMUNICATION—a free flow of ideas, opinions, and facts among the people communicating
 PASSIVE LISTENER—a listener who does not respond to the speaker in any way
 PEER MEDIATORS—students who are trained in the conflict resolution process and are called upon to act as mediators when conflicts arise
among their peers
 PEER PRESURE—the influence a person’s peers have on him or her
 PERSONAL PRIORITIES—the beliefs, feelings, and experiences people consider to be important and desirable
 PERSONAL SPACE—the area surrounding an individual
 PHYSICAL ABUSE—the physical injury of one person by another through such behaviors as hitting, kicking, biting, or throwing objects
 PHYSICAL NEGLECT—failure to provide proper food, clothing, shelter, medical care, and parental supervision to meet family needs
FHSD academics JSK
Senior Leadership
15
Revised Fall 2010
 PREJUDICES—preconceived ideas or judgments of people or objects that are based on a lack of understanding
 PRIORITIES—a list of items or tasks that have been ranked in order of importance
 RANDOM DATING—a type of dating, also called casual dating, that allows people to date more than one person at a time
 RAPE—the crime of forcing another person to submit to sexual relations
 REFLECTION—the listener repeats in his or her own works what he or she thinks the speaker said
 RESOURCE—object, service, or ability use to achieve goals
 ROLE EXPECTATIONS—a pattern of socially expected behavior in which people learn to behave the way they think society expects them to
behave
 ROMANTIC LOVE—the type of love shared by two people who idealize each other and are devoted to each other
 SCAPEGOATING—an attempt to resolve conflicts by blaming others. The person blamed for this problem is the scapegoat
 SELF-ACTUALIZATION—people’s need to develop to their full potential and be the best that they can be
 SEXUAL ABUSE—a form of abuse in which one person forces another to engage in sexual activities
 SEXUAL HARRASSMENT—unwanted or unwelcome sexual advances, requests for sexual favors, or other verbal or physical sexual conduct
 SEXUAL LOVE—an extension of the intimacy and communication of a married relationship
 SHORT-TERM GOALS—a goal that takes a short tome to reach, such as an hour, a day, or a week
 SIBLING—a brother or sister
 STANDARDS—an accepted level of achievement
 STEREOTYPES—a set belief that all members of a group are the same
 STEADY DATING—a type of dating in which two people agree to date only each other
 SUBSTANCE ABUSE—the use of illegal drugs or the misuse of legal drugs such as alcohol
 SUPPERT GROUP—a group of people who share a similar problem or concern
 SUPPORT SYSTEM—a network of people and organizations family members can turn to during a crisis
 TAILORED PAYCHECKS—a program that allows employees to choose benefits that best meet their own wants and needs
 TECHNOLOGY—the use of scientific knowledge for practical purposes
 VERVBAL COMMUNICATION—a form of communication that involves the use of words
 VISIONARY GOALS—a goal that inspires people to do more than they thought they were capable of achieving
 WANTS—items people desire, but don’t need to survive
FHSD academics JSK
Senior Leadership
16
Revised Fall 2010
Sample Learning Activities
Sample Assessments
Learning Activity #1 :
 Teacher will divide the students into eight groups.
 Give each group and index card. (teacher will have pre-made
index cards that say one of the following words: positive self
concept, negative self concept, citizenship, self esteem,
adolescence, hormones, goals, needs.
 Each group is to brainstorm their own definition of the word
and words that describe or identify their index card word.
 Give each group a few magazines. The group needs to flip
through the magazines to find pictures that describe their
word.
 Each group is to designate a speaker.
 The speaker moves from group to group sharing their word,
definition, identification words and pictures.
 The class will have a discussion when the speaker has made it
around to all groups.
 The teacher will also give the definition from the book to all
students. Students must write the definition down in their
notes.
NSFACS
NSFACS RFA
CONTENT
PROCESS
Rubric
Questions 1 and 2 (1pt each)
1. Self Concept- Your view of your self
2. Self Esteem- sense of worth that you attach to your
self
Question 3 and 4 (3pts each)
Activity’s Alignment
13.2.1, 13.2.3, 13.1.4
Must give 3 appropriate examples for each. Each example
is worth one point. Teacher determines if the answer is
appropriate.
CA1, 3, 4, 6
1.1, 1.2, 1.6, 2.3, 4.1
Total _________/8 points
DOK
DOK 2
INSTRUCTIONAL Summarizing and Note Taking, Cooperative
STRATEGIES
Learning
FHSD academics JSK
Assessment #1:
Use an Exit Slip to assess the following questions:
1. define self concept
2. define self esteem
3. Describe a person with positive self esteem (use at least 3
examples)
4. Describe a person with negative self esteem (use at least 3
examples)
NSFACS
NSFACS RFA
CONTENT
PROCESS
Senior Leadership
17
Assessment’s Alignment
13.2.1, 13.2.3
CA 1, 4
1.5, 1.6
Revised Fall 2010
ISTE
DOK
DOK 1
LEVEL OF
90%
EXPECTATION
Learning Activity #2:
 Teacher will write Benefits of Positive Relationships on the
Assessment #2:
board.
 Students will participate in a teacher led discussion about
Communication Quiz (C2)
positive relationships. The teacher will ask the students what
comes to mind when they hear “positive relationships”.
 The teacher will write the student answers on the board.
 Students will be directed to read pages 48-52 in their book and
Each question is worth 2 points.
complete the Benefits of Positive Relationships graphic
organizer on page 75 of the TWE. (C1)
Total _____/ 22 points
 Students will turn the assignment into the teacher.
1. J
 The teacher will then pose the question “how can positive
2. A
relationships help you in the workplace”.
3. B
 Students will have an open format discussion about this
4. E
question.
5. C
6. H
Activity’s Alignment
7. F
NSFACS
13.1.1, 13.2.5, 13.2.1, 13.2.2
8. K
NSFACS RFA
9. D
CONTENT
CA1, CA3, CA4, CA6
10. I
HPE2
11. G
PROCESS
1.1, 1.2, 1.6, 2.3, 4.1
DOK
FHSD academics JSK
DOK 1
NSFACS
NSFACS RFA
CONTENT
Senior Leadership
18
Assessment’s Alignment
13.3.1
CA 1, 3,
Revised Fall 2010
INSTRUCTIONAL Graphic Organizers, summarizing and note taking
STRATEGIES
ISTE
Student Resources
Skills for Personal and Family Living textbook Chapters 1.3, 1.4, 2, 3,
7.2, 7.3, 10.1, 10.2
PROCESS
1.5, 4.6
DOK
DOK 1
LEVEL OF
85%
EXPECTATION
Teacher Resources
Skills for Personal and Family Living textbook Chapters 1.3, 1.4, 2, 3,
7.2, 7.3, 10.1, 10.2
Student workbook
Questions Best-Suited for Teaching These Concepts
Gender Equity
Racial/Ethnic Equity
Disability Equity
FHSD academics JSK
Identity Equity and Readiness
Technology Skills
Research/Information
Workplace/Job Prep
x
x
Senior Leadership
19
Revised Fall 2010
Content Area:
Family and Consumer Sciences
Course: Senior Leadership
Unit D: Apparel selection, care and
construction
Strand:
NSFCS 5.0 Integrate knowledge, skills, and
practices required for careers in facilities
management and maintenance.
16.0 Integrate knowledge, skills, and
practices required for careers in textiles and
apparel.
Learner Objectives: Integrate knowledge, skills and practices required for careers in textiles and apparels. 16.0
Concepts:
A:
B:
C:
D:
Analyze career paths within textile apparel and design industries
Evaluate fiber and textile products and materials
Demonstrate skills needed to produce, alter, or repair fashion, apparel, and textile products.
Evaluate elements of textile, apparel, and fashion merchandising.
Students Should Know
 How clothing meets physical, psychological, and social needs.
 How to identify the best line, texture and form for their body style.
 The difference between monochromatic, analogous, and
complementary color schemes.
 How to build a wardrobe that is appropriate for various activites.
 How to use hangtags and labels to make wise clothing selections.
 How particular pieces of clothing require special laundering.
 How to properly read a garment care label.
 How to properly iron a shirt.
 How to properly set up and take down the sewing machine.
 How to properly lay and cut out a pattern guide.
 How to distinguish between various fabric finishes.
 How to properly take body measurements.
 How to properly use a variety of sewing machines, utensils and
FHSD academics JSK
Students Should Be Able to
 Demonstrate a work environment that provides safety and security
(NSFCS 5.5)
 Demonstrate appropriate laundering processes. (NSFCS 5.6)
 Evaluate fiber and textiles materials (NSFCS 16.2)
 Demonstrate skills needed to produce, alter, or repair textile
products and apparel (NSFCS 16.4)
Senior Leadership
20
Revised Fall 2010
materials.
 What are the common repairs that clothes might need.
Instructional Support
Student Essential Vocabulary
 ACCESSORY—an item that accents clothing and gives an outfit a finished look
 ADJUSTMENT LINES—two parallel lines that extend across a pattern piece, indicating where to shorten or lengthen the pattern piece
 ALTERATION—a change made to the size of a pattern or garment to make the garment fit the wearer perfectly
 BACKSTITCHING—sewing backward and forward in the same place for a few stitches to secure thread ends
 BALANCE—equal visual weight on both sides of a central point
 BASTING—a technique of sewing long, loose stitches, either by hand or by machine
 BIAS—the diagonal intersection of the lengthwise and crosswise grains in a piece of fabric
 BOBBIN—a small metal or plastic spool that feeds the lower thread on a sewing machine, which is needed in making a lockstitch
 CASING—an enclosure for elastic or a drawstring that gathers a ferment snugly to the body
 CLASSIC—a fashion that never changes drastically
 CLEAN FINISHING—turning under the raw edges of a garment and stitching
 CLIPPING—making straight cuts in a seam allowance toward the stitching line, usually at ½ in intervals, to prevent puckering
 COLOR WHEEL—a tool that shows how colors relate to one another
 CONFORMITY—wearing garments similar to those worn by others
 CUTTING LAYOUT—a drawing showing how to fold fabric and place pattern pieces for cutting
 CUTTING LINE—a bold line on pattern pieces used as a guide for cutting fabric
 DART—a construction element used to give shape and fullness to a garment made by stitching to appoint through a fold in the fabric
 DIRECTIONAL FABRIC—a fabric with nap, pile, texture, a border print, or one-way design
 DIRECTIONAL STITCHING—stitching in the direction of the grain
 DOT—a pattern symbol used to match seams and other construction details
 DRESS CODE—a standard of dress that is enforced in a social setting
 DRY CLEANING—the process of cleaning clothes using an organic chemical solvent instead of water
 EASING—a sewing techniques that involves making a piece of fabric fit a slightly smaller piece of fabric as a seam is sewn and provides
needed fabric fullness at certain points on the body
FHSD academics JSK
Senior Leadership
21
Revised Fall 2010
 EMPHASIS—the center of interest in a design
 FABRIC—a textile product usually made by weaving or knitting yarns together
 FACING—an extra piece of garment fabric used to finish the raw edges of garment pieces
 FAD—a style that is popular for a short period of time and then disappears
 FASHION—the manner of dress being worn by the majority of people at a given time
 FEED DOGS—two small rows of teeth that move the fabric forward under the presser foot
 FIBER—the basic unit of all fabrics
 FIGURE TYPE—a category developed by pattern companies to standardize pattern sizes based on height and general body proportions
 FILAMENT YARNS—one or several continuous strands of fibers
 FILLING YARNS— yarns that run along the crosswise grain of fabric
 FORM—a design element that defines the shape of an object
 GATHERING—tiny, soft folds of fabric formed in a garment to produce a rounded shape
 GRADING—trimming each layer of a seam allowance to a different width
 GRAIN—the direction the yarns run in a piece of fabric
 GRAINLINE ARROW—a pattern symbol that indicates how a pattern piece is to be placed on fabric
 HANGTAG—a tag attached to a garment to provide information, such as trademarks, guarantees, style number, size, and price
 HUE—the name given to a color
 INDIVIDUALITY—choosing clothes that set a person apart form others
 IN-SEAM POCKET—a pocket sewn in the side seam of a garment
 INTENSITY—the brightness or dullness of a color
 INTERFACING—a layer of reinforcement fabric between garment fabric and a facing
 INTERMEDIATE COLORS—a color produced from equal amounts of one primary color and one secondary color
 IRONING—a process of moving an iron across fabric to smooth wrinkles
 KIMONO SLEEVE—a sleeve that is cut in one piece with the body of a garment
 KNITTING—a process of looping yarns together to form a fabric
 LABEL—a cloth tag attached to a garment to provide important information, such as fiber content, manufacturer, country of origin, and
care instructions
 LIFESTYLE—a person’s way of life or style of living
 LINE—a design element that gives direction to a design
 LOCKSTITCH—a stitch made by a sewing machine with thread coming from both the upper and lower parts of the machine and licking
securely in the middle of the fabric layers being sewn
 LOOPERS—serger sewing machine parts that form upper and lower stitches
FHSD academics JSK
Senior Leadership
22
Revised Fall 2010
 MANUFACTURED FIBERS—fibers that are produced artificially from substances such as cellulose, oil products, and chemicals
 MICROFIBERS—an extremely thin filament of a manufactured fiber
 MODESTY—a standard held by a cultural group about the proper way to cover the body in various settings
 MULTISIZE PATTERN—a garment pattern designed with three or four sizes on one pattern tissue
 NAPPING—a fabric finish that pulls fiber ends to the fabric surface
 NATURAL FIBERS—fivers that exist in nature
 NEUTRALS—black, white, and gray, which are not true colors but are used as colors in design
 NONWOVEN FABRICS—fabrics made by bonding or interlocking fibers together directly without using yarns
 NOTCH—a diamond-shaped pattern symbol located on the cutting line and used to match garment pieces before sewing them together
 NOTCHING—cutting small wedges out of the seam allowance to remove excess fabric
 NOTIONS—small items needed to construct a garment, including thread, buttons, trims, fasteners, seam binding, and bias tape
 PATCH POCKET—a pocket that is attached to the outside of a garment
 PATTERN GUIDE SHEET—a set of instructions included with every pattern that has step-by-step directions for every phase of the sewing
process
 PATTERN VIEW—a drawing on the front of a pattern envelope showing a garment design that can be made from the pattern included in
the envelope
 PILE FABRIC—fabric that has loops or yarn ends projecting from the surface
 PLEAT—a fold of fabric that provides a garment with controlled fullness
 PRESHRINKING—allowing fabric to shrink before cutting our garment pieces
 PRESSER FOOT—a sewing machine part that holds fabric in place as the machine stitches
 PRESSING—the process of lifting an iron up and down to apply pressure in one area of a garment at a time
 PRIMARY COLORS—colors that cannot be created from other colors, such as yellow, blue, and red
 PRINCIPLES OF DESIGN—balance, proportion, rhythm, and emphasis used as guides for combining the elements of design
 PROPORTION—the spatial relationship of the parts of a design to each other and to the whole design
 RAGLAN SLEEVE—a sleeve that has two diagonal seams that runs from the underarm to the neckline in the front and back of a garment
 RESTYLE—to change a garment to give it a different look
 RHYTHM—a principle of design that creates a feeling of movement in a design
 SEAM—a row of stitching that joins ferment pieces together
 SEAM ALLOWANCE—the space between the cutting line and the stitching line on a pattern. It is generally 5/8 inch wide
 SEAM FINISH—a treatment done after seams are sewn to prevent the raw edges of the seam allowances from raveling
 SECONDARY COLORS—colors created by mixing together equal amounts of two primary colors
 SELVAGE—a lengthwise edge of a woven fabric formed where the filling yarns change direction during weaving
FHSD academics JSK
Senior Leadership
23
Revised Fall 2010
 SERGER—a high-speed sewing machine that can stitch, trim, and finish seams in one simple step
 SET-IN SLEEVE—a sleeve that is attached to a ferment with a seam that goes around the armhole at the shoulder
 SPUN YARNS—yarns made by spinning staple fibers together
 STATUS—a person’s rank within a group
 STAYSTITCHING—a line of machine stitching that keeps the edges of garment pieces from stretching out of shape while being sewn
 STITCHING LINE—a pattern symbol that appears as a broken line just inside the cutting line
 STYLE—specific construction details that make one garment differ from another garment of the same type
 TEXTURE—a design element that affects the way a design looks and feels
 THREAD SHANK—a short stem of thread that provides room for a button to lie over the buttonhole fabric
 THREAD-TENSION REGULATOR—two separate controls found on a sewing machine that balance tension or pull between the upper and
lower threads to form t he proper stitch
 TOPSTITCHING—a row of machine stitching done on the right side of a garment for decorative or functional purposes
 TRIMMING—cutting away part of a seam allowance to reduce bulk
 TUCK—a narrow fold of fabric stitched in place along all or part of its length
 UNDERSTITCHING—a row of stitching that holds a seam allowance to one of the fabric pieces joined by the seam and prevents the facing
from showing on the outside of the garment
 UNIFORM—a distinctive outfit that identifies a person who wears it with a specific group
 VALUE—the lightness or darkness of a color
 WARDROBE—all the cloths and accessories a person has to wear
 WARP YARNS—yarns that run along the lengthwise grain of a fabric
 WEAVING—the process of interlacing two sets of yarns to produce a fabric
 YARN—a continuous strand formed from combined fibers
FHSD academics JSK
Senior Leadership
24
Revised Fall 2010
Sample Learning Activities
Sample Assessments
Learning Activity #1 :
 Each student will receive a SAMPLE PACKET.(D1)
 Students will fill in the blanks in the packet while sitting in
front of a sewing machine.
 The teacher will explain the parts of the sewing machine. The
students will be able to move and touch the parts.
 Students will pair up and quiz each other on the parts and
functions of the sewing machine.
 Teacher will review verbally the information that has been
presented. (D2)
 Day 2 of the lesson the teacher will go over Threading the
Machine (D3).
 After the teacher is done with the lecture each student will
practice threading the machine.
 Teacher will be roaming the room giving verbal feedback to
the students.
NSFACS
NSFACS RFA
CONTENT
PROCESS
Assessment #1:
Threading the Machine. (D3)
Each teacher will assess each student individually as they thread
the sewing machine. The student will need to demonstrate the
following: winding the bobbin, threading the machine, changing
the needle, inserting the bobbin and bobbin case, and dismantling
and putting the machine away properly.
Type assessment in the box.
Demonstrates the following properly without teacher help:
Sets up the machine ___________/10
Winding the bobbin ___________/10
Threading the machine_________/10
Changing the needle___________/10
Bobbin and bobbin case __________/10
Puts the machine/equipment away _____________/10
Activity’s Alignment
16.4.1, 16.7.4
CA1, 3, 4, 6
1.4, 2.7
DOK
DOK 3
INSTRUCTIONAL Homework & Practice, Graphic Organizers,
STRATEGIES
Summarizing & Note Taking
ISTE
Total 60/60
NSFACS
NSFACS RFA
CONTENT
PROCESS
Assessment’s Alignment
16.4.1
CA5, 6
1.4, 4.1
DOK
DOK 3
LEVEL OF
85%
EXPECTATION
FHSD academics JSK
Senior Leadership
25
Revised Fall 2010
Learning Activity #2:
 Students will create a Stuff Bag. (D4)
Assessment #2:
Students will be assessed on their sewing of the Stuff Bag.
See Rubric (D5)
NSFACS
NSFACS RFA
CONTENT
PROCESS
Activity’s Alignment
16.4.1, 16.4.5
CA1, 3, 5, MA1, 2, 5
1.4, 1.5, 1.6
DOK
DOK 4
INSTRUCTIONAL Homework and Practice
STRATEGIES
ISTE
NSFACS
NSFACS RFA
CONTENT
PROCESS
Assessment’s Alignment
16.4.1, 16.4.5
CA1, 3, 5, MA1, 2, 5
1.4, 1.5, 1.6
DOK
DOK 4
LEVEL OF
80%
EXPECTATION
FHSD academics JSK
Senior Leadership
26
Revised Fall 2010
Student Resources
Skills for Personal and Family Living textbook Chapters 19-22
Teacher Resources
Skills for Personal and Family Living textbook Chapters 19-22
Student workbook
Questions Best-Suited for Teaching These Concepts
Identity Equity and Readiness
Gender Equity
Technology Skills
Racial/Ethnic Equity
Research/Information
Disability Equity
Workplace/Job Prep
FHSD academics JSK
x
x
x
Senior Leadership
27
Revised Fall 2010
Content Area:
Family and Consumer Sciences
Course: Senior Leadership
Unit E: Financial Responsibility
Strand: NSFCS 2.0 Evaluate
management practices related to the human,
economic, and environmental resources
Learner Objectives: Students will be able to explain how to manage human, economic and environmental resources and analyze the
interrelationship between consumer actions and the economic system.
Concepts:
A:
B:
C:
D:
E:
Family resources
Consumer actions and the impact on the economic system
Management of financial resources
Financial management plan
Housing options and available resources
Students Should Know
 Management strategies are needed to balance family resources
which include food, clothing, shelter, health care, recreation,
transportation and money.
 Technology impacts individual and family resources in various ways.
 Consumer actions and the economic system are interrelated.
 Financial resources need to be managed to meet the goals of
individuals and families across the life span.
 Many factors need to be taken into consideration when developing a
long-term financial management plan.
 Various conditions affect individuals and families that are already
facing disadvantaging conditions.
 Available resources affect housing decisions.
 Various housing options are available and need to be considered
when making a housing decision.
FHSD academics JSK
Students Should Be Able to
 Demonstrate management of individual and family resources,
including food, clothing, shelter, health care, recreation, and
transportation (NSFCS 2.1)
 Evaluate the impact of technology on individual and family resources
(NSFCS 2.4)
 Analyze interrelationship between the economic system and
consumer actions (NSFCS 2.5)
 Demonstrate management of financial resources to meet the goals
of individuals and families across the life span (NSFCS 2.6)
 Analyze factors in developing a long-term financial management
plan (NSFCS 3.3)
 Evaluate conditions affecting individuals and families with a variety
of disadvantaging conditions (NSFCS 7.4)
 Evaluate housing decisions in relation to available resources and
options (NSFCS 11.2)
Senior Leadership
28
Revised Fall 2010
Instructional Support
Student Essential Vocabulary
 Account statement—a monthly, bimonthly, or quarterly summary of a checking account
 Activity center—a grouping in a room of all the furnishings needed for a particular activity
 Annual percentage rate—(APR) the actual percentage rate of interest paid for an entire year
 Attached house—a single-family house that shares common walls with the houses on either side, also called a townhouse
 Beneficiary—a person who receives a death benefit of a life insurance policy
 Bond—a certificate that represents a promise by a company or government to repay a loan on a given date
 Budget—a plan to help manage money wisely
 Cash value—the amount a policyholder can collect if he or she decides to give up a whole life insurance policy
 Cashier’s check—a check drawn on a financial institution’s own funds and signed by an officer of the institution
 Certificate of deposit—(CD) a type of savings account that pays a set rate of interest on money that is deposited for a set period of time
 Certified check—a personal check for which a financial institution guarantees payment
 Circuit breaker—a switch found in a control panel that interrupts the path of electricity when it trips
 Cleaning agents—materials used to remove soil; often added to water
 Cleaning schedule—a written plan identifying what household cleaning tasks need to be done, who is responsible for which tasks, and how
often the tasks are to be completed
 Co-insurance—an insurance policy provision that requires the policyholder to pay a certain percentage of medical costs
 Collateral—something of value a person owns that he or she pledges to a creditor as security for a loan
 Condominium—an individually owned housing unit in a multiunit structure
 Control panel—a metal box containing either fuses or circuit breakers through which electricity travels
 Cooperative—an apartment building owned by and operated for the benefit of those who live there, forming a nonprofit corporation
 Copayment—a small, fixed fee paid by a policyholder for certain insured items or services
 Credit—an arrangement that allows consumers to buy goods or services now and pay for them later
 Credit contract—a legally binding agreement between creditor and borrower that details the terms of repayment
 Credit rating—a creditor’s evaluation of a person’s ability to repay debts
 Creditors—a person who gives credit to consumers and to whom debts are owed
 Custom house—a house specifically designed by an architect and built by a builder for a new owner
 Deductible—an amount that a policyholder must pay before his or her insurance company will pay on a claim
 Dividend—a distribution of a company’s profits to a stockholder
FHSD academics JSK
Senior Leadership
29
Revised Fall 2010
 Endorse—signing the back, left end of a check before cashing or depositing it
 Estate—what a person leaves behind when he or she dies
 Eviction—a legal procedure that forces a tenant to leave the property before the rental agreement expires if he or she fails to uphold the
terms of the lease
 Finance charges—the total amount a borrower must pay a creditor for the use of credit. These charges include interest, service charges,
and any other fees.
 Finish—a final treatment used to protect wood’s natural beauty or to make it look like another type of wood
 Fixed expenses—a set amount of money that a person is committed to pay, such as a monthly car payment
 Flexible expenses—a cost that occurs repeatedly, but which varies in amount from one time to the next
 Floor covering—material placed and attached on top of the structural floor of a building
 Freestanding house—a house that stands alone
 Fuse—a safety device that screws into a control panel socket and has a strip of metal that melts and stops the flow of power in the event of
an electrical overload
 Health maintenance organization—(HMO) a group of medical professionals and facilities that provides health care services to members
 Housing—any dwelling that provides shelter
 Insecticides—a strong chemical used for insect control
 Interest—the price a borrower pays a creditor for the use of money over a period of time
 Lease—a contract between a tenant and a property owner, listing the rights and responsibilities of both parties
 Liquidity—the degree to which a person will be able to get cash quickly from a savings account or financial investment
 Loan value—the amount a policyholder can borrow from an insurance company using the cash value of a whole life insurance policy as
collateral
 Manufactured house—a house made in a factory and then moved to a site and assembled
 Mobile home—a dwelling that is built and assembled at a factory and then moved to a location and attached to a foundation
 Mortgage—a loan used to pay for a home
 Multifamily dwelling—a building designed to house more than one family
 Mutual fund—a group of many investments purchased by a company representing many investors
 Natural light—light that comes from the sun
 Overdraft—a check written when there is not enough money in a checking account to cover it
 Overload—an excess of electrical demand that will cause a fuse to blow or a circuit breaker to trip
 Policy—an insurance contract
 Policyholder—a person who has an insurance policy
 Portfolio—a group of securities purchased by a mutual fund for an investor
FHSD academics JSK
Senior Leadership
30
Revised Fall 2010
 Preferred provider organization—(PPO)a group of doctors and medical facilities that contract to provide services at reduced rates
 Premium—a regular payment made for an insurance policy
 Rent—a monthly fee paid to the owner of a property in return for living accommodations
 Scale floor plan—a drawing that shows the size and shape of a room, with a certain number of inches equaling a certain number of feet in
the room
 Securities—proof of debt or ownership of a company of government, often in the form of stocks and bonds
 Security deposit—a sum of money, usually one month’s rent, paid by a tenant before moving into a property to cover possible damages
 Single-family house—a house designed to shelter one family
 Solar energy—energy produced from the sun
 Stock—a certificate that represents ownership of a small portion of a company
 Sublease—passing a lease over from a renter to a second tenant who pays rent directly to the owner
 Tract house—a house built by a developer who builds an entire neighborhood at once
 Traffic pattern—the path people follow as they move within a room
 Veneer—thin layer of wood, often used for making inexpensive furniture that looks attractive and costs less than solid wood
 Wattage—a measurement of the amount of energy required to operate an electrical device
 Will—a legal document describing how a person intends for property to be distributed after his or her death
FHSD academics JSK
Senior Leadership
31
Revised Fall 2010
Sample Learning Activities
Sample Assessments
Learning Activity #1 :
Assessment #1:
1. Students will receive the Balancing Your Budget worksheet.
(Appendix E1).
2. After reading Ch. 10.4-10.6, students will need to apply the
information to the given scenario to help a couple decide on
what to do, based on the budget information.
NSFACS
NSFACS RFA
CONTENT
1. Students will receive the Exit Card assessment (Appendix E2)
to complete in approximately 10 minutes.
2. Students will read each scenario and determine what each
person did incorrectly to meet his/her financial goals.
3. Students will then give one suggestion for how each person
could correct the mistake in order to meet his/her financial
goals.
Activity’s Alignment
Demonstrate management of individual and
family resources, including food, clothing,
shelter, health care, recreation, and
transportation (NSFCS 2.1)
CA 1 speaking and writing English
CA 7 Evaluating relationships
MA 1 Number sense
SS 4 Economic concepts
1.6 Discover relationships
1.7 Evaluate information
3.3 Apply one’s own strategies
3.5 Reason logically
3.7 Evaluate strategies
DOK
3
INSTRUCTIONAL Graphic organizer
STRATEGIES
ISTE
Scoring Guide:
Possible points for each scenario: 10
Problem not identified
-2
Problem not explained
-2
Plausible correction not identified -2
Plausible correction not discussed -2
Incomplete sentences
-2
PROCESS
NSFACS
NSFACS RFA
CONTENT
PROCESS
FHSD academics JSK
Senior Leadership
32
Assessment’s Alignment
Demonstrate management of financial resources to
meet the goals of individuals and families across
the life span (NSFCS 2.6)
CA 7 Evaluating relationships
MA 1 Number sense
SS 4 Economic concepts
1.6 Discover relationships
1.7 Evaluate information
3.1 Identify and define problems
Revised Fall 2010
Learning Activity #2:
1. Students will receive Housing Options and Your Resources
activity (Appendix E3).
2. Students will create a scenario of a person/family that would
most likely live in the style of housing assigned to the group
according to the outlined criteria on the assignment sheet.
3. Students will work in groups of 2-4 to complete the activity
and then present the scenario and decisions they made to the
rest of the class.
Activity’s Alignment
NSFACS
Evaluate housing decisions in relation to available
NSFACS RFA
resources and options (NSFCS 11.2)
CONTENT
CA 1 Speaking and writing English
CA 6 Making Presentations
CA 7 Evaluating Relationships
PROCESS
1.6 Discover relationships
2.3 Exchange information and ideas
2.4 Present perceptions and ideas
3.5 Reason logically
DOK
LEVEL OF
EXPECTATION
3.5 Reason logically
3.7 Evaluate strategies
3.8 Assess consequences
3
80% of students should achieve 90% accuracy
Assessment #2:
1. Students will receive Technology and Resources assessment
(Appendix E4).
2. Students will read each type of technology and determine if
each has a positive or negative impact on resources.
3. Students will then provide at least two examples of how each
type of technology specifically impacts resources
DOK
2
INSTRUCTIONAL Cooperative Groups
STRATEGIES
ISTE
Scoring Guide
1 pt. for positive or negative circled
2 pts. for at least two valid examples
12 points possible
NSFACS
NSFACS RFA
FHSD academics JSK
Senior Leadership
33
Assessment’s Alignment
Evaluate the impact of technology on individual and
family resources (NSFCS 2.4)
Revised Fall 2010
CONTENT
PROCESS
CA 4 Writing formally
CA 7 Evaluating relationships
SC 4 Interactions of organisms and their
environment
SC 8 Impact of science on resources
SS Economic concepts
SS Relationships of people and culture
1.6 Discover relationships
2.4 Present perceptions and ideas
3.5 Reason logically
DOK
3
LEVEL OF
80% of students should achieve 90% accuracy
EXPECTATION
FHSD academics JSK
Senior Leadership
34
Revised Fall 2010
Student Resources
Skills for Personal and Family Living textbook Chapters 10.3-10.6, 11.4,
and 23-25
Teacher Resources
Skills for Personal and Family Living textbook Chapters 10.3-10.6,
11.4, and 23-25
Student workbook
Questions Best-Suited for Teaching These Concepts
From the DESE website, only Comm Arts is completed at this time. They are labeled “assessment interpretations” on the DESE website. In
math and social studies, and science, you might look at the supplement to the curriculum frameworks or assessment annotations for some
examples.
Include an “X” in a box below only when one of the following skills are EXPLICITLY taught in class.
Gender Equity
Racial/Ethnic Equity
Disability Equity
FHSD academics JSK
Identity Equity and Readiness
Technology Skills
Research/Information
Workplace/Job Prep
Senior Leadership
35
Revised Fall 2010
Content Area:
Family and Consumer Sciences
Course: Senior Leadership
Unit F: Careers and Leadership Skills
Strand:
NSFCS 1.0 Integrate multiple life roles and
responsibilities in family, career, and
community roles and responsibilities.
NSFCS 7.0 Integrate knowledge, skills, and
practices required for careers in family and
community services.
Learner Objectives: Students will integrate multiple life roles and responsibilities in family, career, and community roles and responsibilities
and integrate knowledge, skills, and practices required for careers in family and community services.
Concepts:
A:
B:
C:
D:
managing multiple roles and responsibilities
employability skills
career paths within family and community services
professional behaviors, skills and knowledge
Students Should Know
 Strategies exist to manage multiple roles and responsibilities.
 Employability skills are transferable to the community and
workplace settings.
 Various career paths exist within family and community services.
 Professional behaviors, skills and knowledge are expected when
providing family and community services.
FHSD academics JSK
Students Should Be Able to
 Analyze strategies to manage multiple individual, family, career, and
community roles and responsibilities. (NCFCS 1.1)
 Explain and demonstrate transferrable and employability skills in
community and workplace settings. (NCFCS 1.2)
 Analyze career paths within family and community services. (NCFCS
7.1)
 Explain and demonstrate professional behaviors, skills, and
knowledge in providing family and community services. (NCFCS 7.3)
Senior Leadership
36
Revised Fall 2010
Instructional Support
Student Essential Vocabulary
 APPRENTICESHIP—a work-based learning program that provides training for a skilled trade
 APTITUDE—a person’s natural talent and his or her potential for learning
 AUTOCRATIC LEADERSHIP—a style of leadership in which the leader has full control of the group and makes all the decisions for the group
 BRAINSTORMING—a group method of solving problems in which members offer any and all ideas
 CAREER—a series of jobs, often in the same field, a person has over a period of time
 CAREER PLAN—a list of steps to achieve a career goal
 COOPERATIVE EDUCATION—a work-based learning program that prepares students for an occupation immediately after high school
through a paid job experience
 DEMOCRATIC—a style of leadership that stresses the needs and wishes of individuals and in which members are encouraged to participate
in decision making by vote
 DIVERSITY—condition of a group whose members represent many different cultures
 ENTREPRENEUR—a person who starts and manages his or her own business
 FOLLOWER—a person who supports a group by helping put goals into action
 FRINGE BENEFITS—employee benefits provided by an employer such as insurance, profit sharing plans, and paid vacations
 GROSS INCOME—the total amount of money an employee earns before deductions
 HOURLY WAGE—a set amount of money paid to an employee for each hour of work
 INTERESTS—all the activities a person likes to do
 INTERNSHIP—a work-based learning program that offers paid or unpaid work experience to learn about a job or industry
 JOB—the work a person does to earn a living
 JOB SHADOWING—a program to explore career options through a student’s one-day visit with an experienced person to his or her job
 LAISSEZ-FAIRE—a style of leadership in which members may do whatever they want to do and leaders are on hand only to serve as
resources
 LEADER—a person who has the power to influence the behavior of others
 MENTOR—a person at a job site who knows how to do a job and teaches a student to do it well
 MOTIVATION—a force that gives people a reason to take action
 NET INCOME—the amount of money left after all deductions have been taken from an employee’s gross pay
 PERSONAL FACT SHEET—an organized list of information, such as education, work experiences, skills, honors and activities, hobbies,
interests, and references, used to fill out job applications
FHSD academics JSK
Senior Leadership
37
Revised Fall 2010
 REFERENCES—people a person knows who can vouch for his or her good work
 RESUME—a brief account of your education, work experience, and other qualifications for employment
 SALARY—a set amount of money paid to an employee for a certain period of time
 TACT—knowledge of what to do or say to avoid offending others
 TEAM—a group of people organized around a common goal
 TECH PREP—a work-based learning program that often combines two years of high school courses with two years of post secondary
education
 TELECOMMUTING—an arrangement where an employee works from and office set up at home. The employee is connected to the office
by electronic technology
 VOLUNTEERS—people who provide valuable services by offering their time, talents, and energy free of charge
 WORK ETHIC—a standard of conduct for successful job performances
FHSD academics JSK
Senior Leadership
38
Revised Fall 2010
Sample Learning Activities
Sample Assessments
Learning Activity #1 :
1. Students will be given the “Career Times Activity” worksheet
(Appendix F 1).
2. Students will refer to pages 162 and 163 in their Skills for
Personal and Family Living textbook to complete the table
with notes/key points from the text sections and write a brief
explanation of the ‘most helpful’ information they obtained
while completing this activity.
3. Students will be given one class period to complete and turn in
the activity.
Assessment #1:
1. Students will receive the “Career Times Assessment “
(Appendix F 2).
2. Students will summarize the 3 factors they think will affect
their career choice the most.
NSFACS
NSFACS RFA
Scoring Guide
9 3 factors identified and the effect of each on their
career choice explained
6 2 factors identified and the effect of each on their
career choice explained
3. 1 factor identified and the effect on their career
choice explained
0 no factors identified and the effect on their career
choice
explained
Activity’s Alignment
Explain and demonstrate transferrable and
employability skills in community and workplace
settings. (NCFCS 1.2)
Analyze career paths within family and
community services. (NCFCS 7.1)
Explain and demonstrate professional behaviors,
skills, and knowledge in providing family and
community services. (NCFCS 7.3)
CONTENT
PROCESS
FHSD academics JSK
CA 3 Reading nonfiction
SS 4 Economic concepts
SS 7 Tools of social science inquiry
1.5 Comprehend print resources
1.7 Evaluate information
1.8 Organize data and ideas
3.5 Reason logically
4.5 Develop plans of action
NSFACS
NSFACS RFA
CONTENT
PROCESS
DOK
Senior Leadership
39
Assessment’s Alignment
Explain and demonstrate professional behaviors,
skills, and knowledge in providing family and
community services. (NCFCS 7.3)
CA 1 Speaking and writing English
CA 7 Evaluating relationships
SS 6 Relationships of people and culture
1.1 Evaluate information
3.5 Reason logically
3.7 Evaluate strategies
3
Revised Fall 2010
4.8 Explore job opportunities
LEVEL OF
80 % of students will score 100% on this
EXPECTATION assessment
DOK
2
INSTRUCTIONAL Summarizing and notetaking
STRATEGIES
Graphic organizer
ISTE
Learning Activity #2:
1. Students will receive the “Career Pathways” assignment sheet
Assessment #2:
(Appendix F 3).
1. Each student will receive the “Career Skills
2. Students will refer to the beginning of each chapter and locate
Assessment” (Appendix F 4).
the section titled careers and look for 3 different careers that
2. Students will answer the question “If you were hiring a
sound interesting to them that relate to family and community
new employee in a career related to family and
services. These choices can come from any of the chapters in
consumer services, what 3 qualities, skills and
the textbook.
behaviors would you definitely want this potential
3. Students will then use the internet as a resource and answer
employee to possess?” Students will then explain why
the questions about each career path that interests them. This
each of these qualities, skills and behaviors is
activity may take 2-3 class periods.
important in a career related to family and consumer
services.
Activity’s Alignment
NSFACS
Analyze career paths within family and
Scoring guide:
NSFACS RFA
community services. (NCFCS 7.1)
9 points 3 qualities, skills and behaviors are identified and
defended
Explain and demonstrate professional behaviors,
as to why they are the most important
skills, and knowledge in providing family and
6 points 2 qualities, skills and behaviors are identified and
community services. (NCFCS 7.3)
defended as
to why they are the most important or the
CONTENT
CA 3 Reading nonfiction
explanation is not
MA 3 Data analysis
thorough for each skill
SS 4 Economic concepts
3 points 1 quality, skill or behavior rise identified and
defended as to
FHSD academics JSK
Senior Leadership
40
Revised Fall 2010
PROCESS
1.1 Conduct research
1.5 Comprehend print resources
2.2 Use information technology
4.8 Explore job opportunities
why it is the most important or the explanation is
missing for
each skill
0 points quality, skill, or behavior is not identified or
explained
DOK
2
INSTRUCTIONAL
STRATEGIES
ISTE
Technology Skills
NSFACS
NSFACS RFA
CONTENT
PROCESS
Assessment’s Alignment
Explain and demonstrate transferrable and
employability skills in community and workplace
settings. (NCFCS 1.2)
Explain and demonstrate professional behaviors,
skills, and knowledge in providing family and
community services. (NCFCS 7.3)
CA 7 Evaluating relationships
SS 6 Relationships of people and culture
1.6 Discover relationships
1.10 Apply ideas and skills
2.4 Present perceptions and ideas
3.5 Reason logically
DOK
3
LEVEL OF
80% of students will score 100%
EXPECTATION
FHSD academics JSK
Senior Leadership
41
Revised Fall 2010
Student Resources
Skills for Personal and Family Living textbook Ch. 4 and 5
Teacher Resources
Skills for Personal and Family Living textbook Chapters 4 and 5
Student workbook
Questions Best-Suited for Teaching These Concepts
From the DESE website, only Comm Arts is completed at this time. They are labeled “assessment interpretations” on the DESE website. In
math and social studies, and science, you might look at the supplement to the curriculum frameworks or assessment annotations for some
examples.
Include an “X” in a box below only when one of the following skills are EXPLICITLY taught in class.
Identity Equity and Readiness
Gender Equity
Technology Skills
Racial/Ethnic Equity
Research/Information
Disability Equity
Workplace/Job Prep
FHSD academics JSK
Senior Leadership
42
Revised Fall 2010