Course #: FS01
Course Name: Intro to FACS
Prerequisites: None
Grade Level: 7 & 8
Level of Difficulty: Average
# of Credits:
The following is a Career and Technical Education (CTE) class.
Intro to FACS Units and Understanding Statements
FS01 Intro to Family & Consumer Sciences – Suggested Teaching Timeline
First Semester
August
Sept.
Oct.
Second Semester
Nov.
Dec.
Jan.
Feb.
March
April
May
Unit 1: Personal Development
Unit 2: Communication
Unit 3: Goals/Decisions/Problem
Solving
Unit 4: Careers
Unit 5: Housing and Interior
Design
Unit 6: Childcare
Unit 7: Nutrition and Wellness
Unit 8: Food Purchasing,
Preparation, Serving and
Manners
Unit 9: Clothing Construction
and Care
1
FS01 Understanding Statements
Unit 1:
Personal Development
The way you feel about yourself influences your decisions and actions.
Unit 2: Communication
Communication skills foster positive relationships and success in social and work endeavors.
Unit 3: Goals/Decisions/Problem Solving
Setting goals, making good decisions and learning how to problem solve contribute to
leading a successful life.
Unit 4: Careers
Awareness of personal abilities, interests and aptitudes is important when choosing and planning for a career.
Unit 5: Housing and Interior Design
Housing provides shelter, security, privacy, and can be a means of self-expression.
Unit 6: Childcare
Understanding and caring for children includes meeting their physical, social, intellectual and
emotional needs.
Unit 7: Nutrition and Wellness
Choosing foods that provide all essential nutrients and and being physically active contribute to a healthy lifestyle.
Unit 8: Food Purchasing, Preparation, Serving and Manners
Purchasing and preparing food successfully includes understanding recipe directions, knowledge of basic cooking skills and
shopping strategically.
Unit 9: Clothing Construction and Fabric Care
Knowledge of basic clothing construction and fabric types will lead to making wiser clothing purchasing and
care decisions.
2
FS01 – Intro to FACS
Career & Technical Education
Unit : 1 Personal Development
The way you feel about yourself influences your decisions and actions.
Knowledge and Skills
Knowledge:
Self-concept is the mental
image you have of yourself
Environment affects your selfconcept
Ways to influence self-concept
(positive and negative)
Skills:
Define self-concept
Identify personal strengths and
weaknesses
Arizona CTE Standards
College and Career Readiness Standards
Write routinely over extended time frames
(time for reflection and revision) and shorter
time frames (a single sitting or a day or two)
for a range of discipline-specific tasks,
purposes, and audiences. (6-8.WHST.10)
Determine the meaning of symbols, key
terms and other domain-specific words and
phrases as they are used in a specific
scientific or technical context relevant to
grades 6-8 text and topics.(RST.4)
Engage effectively in a range of
collaborative discussions with diverse
partners on grade 7 topics, texts, and
issues, building on each other’s’ ideas and
expressing their own clearly. (7.SL.1)
Resources
http://www.mpsaz.org/cte/staff/jlhamm
ann/unit1/
Textbook, Building Life Skills, Chapter
1, pages 1-24
Close Read Article and Questions:
“Self-Esteem: Say Yes to You”
self-esteem\selfesteem.docx
Close Read Article: “A downside to
high teen self-esteem”
A downside to high teen self.docx
Self-Esteem PowerPoint:
self-esteem\Self Esteem.ppt
List ways to improve your selfconcept
Describe factors that contribute
to self-concept
3
FS01 – Intro to FACS
Career & Technical Education
Unit 2: Communication
Communication skills foster positive relationships and success in social and work endeavors.
Knowledge and Skills
Arizona CTE Standards
College and Career Readiness
Standard
Knowledge:
Components of verbal and
nonverbal communication
Common barriers to
communication
Importance of positive
interpersonal communication
Techniques for improving
communication
Determine the meaning of symbols, key
terms and other domain-specific words
and phrases as they are used in a
specific scientific or technical context
relevant to grades 6-8 text and
topics.(RST.4)
Resources
http://www.mpsaz.org/cte/staff/jlhamma
nn/unit2/
Textbook “Building Life Skills”, Chapter
4, pages 38-50
Close Read Article and Questions:
“How I Broke It to My Parents”
Write routinely over extended time
frames (time for reflection and revision)
and shorter time frames (a single sitting
or a day or two) for a range of
discipline-specific tasks, purposes, and
audiences. (6-8.WHST.10)
Skills:
Define verbal and nonverbal
communication
Explain how communication
skills can resolve conflicts
Engage effectively in a range of
collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse
partners on grade 7 topics, texts, and
issues, building on others’ ideas and
expressing their own clearly.(7.SL.1)
Identify barriers to
communication and ways to
avoid them
Identify different ways to
communicate
Apply good communication
skills
4
FS01 – Intro to FACS
Career & Technical Education
Unit 3: Goals/Decisions/Problem Solving
Setting goals, making good decisions and learning how to problem solve contribute to leading a successful life.
Knowledge and Skills
Knowledge:
The differences between long
and short term goals
Arizona CTE Standards
College and Career Readiness Standards
Determine the meaning of symbols, key
terms, and other domain-specific words
and phrases as they are used in specific
scientific or technical context relevant to
grade specific texts and topics.(RST. 4)
Decision-making steps
Consequences of decisions
Ways to efficiently manage time,
money, resources
Write routinely over extended time frames
(time for reflection and revision) and shorter
time frames (a single sitting or a day or two)
for a range of discipline-specific tasks,
purposes, and audiences. (6-8.WHST.10)
Resources
http://www.mpsaz.org/cte/staff/jlh
ammann/unit3/
Textbook, Building Life Skills,
Chapter 7, pages 90-92
Chapter 9, pages 108-110
Goals and Decision Making
Resource
http://www.mentoring.org/downloads
/mentoring_429.pdf
Skills:
Differentiate between long and
short term goals
Write short and long term goals
List pros and cons of choices
Identify positive and negative
consequences for decisions
Apply the decision-making
process to real life situations
Apply problem solving skills to
real life situations
Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 7
topics, texts, and issues, building on others’
ideas and expressing their own
clearly.(7.SL.1)
Close Read Article:
“Do You Tatoo? NOT!”
You Tube: Teen Choices
http://www.youtube.com/watch?v=Ti
RNKlEDwEA
You Tube: Do You Want To Be a
Hero?
http://www.youtube.com/watch?v=B
2VG7aKxO0c
Decision Making Process
UEN lesson plan on decisons
http://www.uen.org/cte/family/expl
ore/downloads/choices/values_ov
erview.pdf
5
FS01 – Intro to FACS
Career & Technical Education
Unit 4: Careers
Awareness of personal abilities, interests and aptitudes is important when choosing and planning for a career.
Knowledge and Skills
Knowledge:
Qualities of a good employee
Job skills needed for
employment
Interview skills
Career opportunities
Importance of a first
impression
Personal interests, aptitudes
and abilities
How to seek information about
careers
Skills:
Evaluate a variety of careers
Complete a job application
Identify ways to make a good
first impression
Arizona CTE Standards
College and Career Readiness Standards
Determine the meaning of symbols, key
terms, and other domain-specific words and
phrases as they are used in specific
scientific or technical context relevant to
grade specific texts and topics.(RST.4)
Conduct short research projects to answer
a question (including a self-generated
question) drawing on several sources and
generating additional related, focused
questions that allow for multiple avenues of
exploration. (6-8.WHST.7)
Draw evidence from information texts to
support analysis, reflection, and research.
(6-8.WHST.9)
Engage effectively in a range of
collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse
partners on grade 7 topics, texts, and
issues, building on others’ ideas and
expressing their own clearly.(7.SL.1)
Resources
http://www.mpsaz.org/cte/staff/jlham
mann/fs01unit4/
Textbook Building Life Skills,
Chapters 38-42 pages 468-528
Activity Guide, Building Life Skills,
Chapter 38-42
http://kids.usa.gov/grownups/jobs/index.shtml
http://www.bls.gov/k12/teachers.htm
http://www.schools.utah.gov/cte/cteintro
_cda.html
http://vacareerview.org/68/print-it/6-8skills
http://vacareerview.org/68/print-it/6-8career-explorer
Identify necessary job skills
Describe
how
interests,
aptitudes and abilities help to
choose careers
Explain how career choices
affect lifestyle
6
Career & Technical Education
FS01– Intro to FACS
Unit 5: Housing & Interiors
Housing provides shelter, security, privacy, and can be a means of self-expression.
Knowledge and Skills
Knowledge:
Elements and principles of
design
Arizona CTE Standards
College and Career Readiness Standards
Resources
Follow precisely a complex multistep
procedure when carrying out experiments,
taking measurements, or performing
technical tasks attending to special cases or
exceptions defined in the text.(RST.3)
http://www.mpsaz.org/cte/staff/jlham
mann/fs-01-unit-5/
Determine the meaning of symbols,
key terms, and other domainspecific words and phrases as they
are used in specific scientific or
technical context relevant to grade
specific texts and topics.(RST.4)
Textbook, Building Life Skills,
Chapter 36, pages 440-446
Housing templates- teacher
resources
Floor plans and traffic patterns
Skills:
Apply the elements and
principles of design
Design a personal living space
Create color schemes
Integrate quantitative or technical
information expressed in words in a
text with a version of that information
expressed visually (e.g., in a
flowchart, diagram, model, graph, or
table.(RST.7)
Online Interactive Room Planner
and Teen room ideas:
http://www.potterybarn.com/designstudio/tool/living_rooms_room_plann
er.html
http://www.pbteen.com/?cm_ven=Cro
ssBrandReferral&cm_cat=PB&cm_pla=
Header&cm_ite=Default
7
FS01 – Intro to FACS
Career & Technical Education
Unit 6: Child Development
Understanding and caring for children includes meeting physical, social, intellectual and emotional needs.
Knowledge and Skills
Knowledge:
Intellectual, social, emotional, and
physical development in children
Arizona CTE Standards
College and Career Readiness Standards
Determine the meaning of symbols, key
terms, and other domain-specific words and
phrases as they are used in specific scientific
or technical context relevant to grade specific
texts and topics. (RST. 4)
Guidelines for caring for infants
toddlers and preschoolers
Special needs of gifted children
and children with disabilities
Draw evidence from information texts to
support analysis, reflection, and research. (68.WHST.9)
Ways to keep children safe
Skills:
List the four types of development
Explain ways to meet children’s
needs at different stages of
development
Identify guidelines for caring for
infants, toddlers, & preschoolers
Identify ways to meet the needs of
gifted and children with disabilities
Explain how to prevent accidents
and how to treat minor injuries
Identify age appropriate toys and
games for a variety of situations
Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 7
topics, texts, and issues, building on others’
ideas and expressing their own
clearly.(7.SL.1)
Resources
http://www.mpsaz.org/cte/staff/jl
hammann/fs01-unit-6/
Textbook, Building Life Skills,
Chapter 10, pp. 123-140
Guest Speakers – CPR/Child
care – City of Mesa Fire Dept.
http://www.enasco.com/page/F
CS/lessons/facs_1364_1/?utm_
source=fcs&utm_medium=Bann
ner&utm_campaign=lesson2
You-Tube – “How Not to
Babysit”
http://www.youtube.com/watch?
v=bmEaBhqm30&list=PLHPQu4T7dm0
o2bOedwkw6a8m_FndlVTe-
Shaken Baby Syndrome video:
http://www.youtube.com/watch?
v=ZcF9Sneof1c&list=PLHPQu4
T7dm0o2bOedwkw6a8m_FndlV
TePrintable resources for
childcare:
http://pubs.ext.vt.edu/350/350045/350-045_pdf.pdf
8
FS01 – Intro to FACS
Career & Technical Education
Unit 7: Nutrition and Wellness
Choosing nutritious foods that provide all essential nutrients and being physically active contribute to a healthy lifestyle.
Knowledge and Skills
Arizona CTE Standards
College and Career Readiness Standards
Knowledge:
Basic food groups
Differences between healthy and
unhealthy food choices
Determine the meaning of symbols, key
terms, and other domain-specific words and
phrases as they are used in specific scientific
or technical context relevant to grade specific
texts and topics. (RST.4)
Information found on food labels
My Plate- USDA guidelines for
eating
Reasons why physical activity
contributes to good health
Skills:
Categorize food items into
appropriate food groups
Read and identify nutrients on
food labels
Create healthy meal plans
Create a meal using My Plate
guidelines
Differentiate healthy and
unhealthy food choices
Identify health benefits of being
physically active
Integrate quantitative or technical information
expressed in words in a text with a version of
that information expressed visually (e.g., in a
flowchart, diagram, model, graph, or table.
(RST.7)
Draw evidence from information texts to
support analysis, reflection, and research. (68.WHST.9)
Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 7
topics, texts, and issues, building on others’
ideas and expressing their own
clearly.(7.SL.1)
Resources
http://www.mpsaz.org/cte/staff/jlh
ammann/fs01unit7/
www.choosemyplate.gov
DVD – My Plate (CTE office)
Websites for Nutrition and
Wellness:
http://www.drexel.edu/nutritioneduc
ation/ms_lesson_plans_fy13.html
http://www.drexel.edu/nutritioneduc
ation/middle_school.html
http://kids.usa.gov/grownups/activities-andworksheets/exercise-fitness-andnutrition/index.shtml
http://www.dairycouncilofaz.or
g/education/teachercurriculum/
http://www.fda.gov/Food/Ingre
dientsPackagingLabeling/Labe
lingNutrition/ucm20026097.ht
m
http://www.enasco.com/pdfs/1
363.pdf?utm_source=FCS&ut
m_medium=downloads&utm_c
ampaign=FCSLesson1PDFs_102011
Guest Speaker:
Dotty Spears
9
University of Arizona
602-827-8200 x 359
602-827-8292 fax
FS01 – Intro to FACS
Career & Technical Education
Unit 8: Food Purchasing, Preparation, Serving and Manners
Purchasing and preparing food successfully includes understanding the meaning of recipe information, knowledge of basic cooking
skills and shopping strategically .
Knowledge and Skills
Arizona CTE Standards
College and Career Readiness Standards
Knowledge:
Cooking terms
Names and purposes of
kitchen equipment
Follow precisely a complex multistep
procedure when carrying out experiments,
taking measurements, or performing
technical tasks attending to special cases or
exceptions defined in the text. (RST. 3)
Measuring equipment and
techniques
Recipe formats
Safety and sanitation
procedures
Determine the meaning of symbols, key
terms, and other domain-specific words and
phrases as they are used in specific
scientific or technical context relevant to
grade specific texts and topics. (RST. 4)
Resources
http://www.mpsaz.org/cte/staff/jlha
mmann/fs01unit8/
Online Resources:
http://www.mpsaz.org/cte/staff/jlh
ammann/fs01unit8/
http://www.mpsaz.org/cte/lesson_
plans/junior-high-lessons/
Personal hygiene
Unit pricing
Various table settings
Appropriate table manners
Skills:
10
Read and follow a recipe
Select and use appropriate
food preparation tools
Demonstrate proper measuring
and preparation techniques
Demonstrate personal hygiene
procedures
Identify and demonstrate
appropriate safety and
sanitation procedures (kitchen
and personal)
Demonstrate correct table
setting techniques for a variety
of menu items
Prepare and properly serve a
variety of foods
Calculate unit prices of food
Demonstrate appropriate table
manners
11
FS01 – Intro to FACS
Career & Technical Education
Unit 9: Basic Sewing and Fabric Care
Knowledge of basic clothing construction and fabric types will lead to making wiser clothing purchasing and care decisions.
Knowledge and Skills
Knowledge:
Appropriate and safe use of a
sewing machine
Characteristics of fabric types
Name and purpose of sewing
equipment
Safe and correct use of
sewing tools
Pattern symbols and layouts
Basic sewing techniques
Arizona CTE Standards
College and Career Readiness Standards
Follow precisely a complex
multistep procedure when
carrying out experiments, taking
measurements, or performing
technical tasks attending to special
cases or exceptions defined in the
text. (RST. 3)
Determine the meaning of symbols,
key terms, and other domain specific
words and phrases as they are used
in specific scientific or technical
context relevant to grade specific
texts and topics.(RST.4)
Resources
http://www.mpsaz.org/cte/staff/jlha
mmann/fs01-unit-9/
Textbook, Building Life Skills,
Chapter 33 pp397-406
Chapter 35 pp 420-430
Online Resources:
About.com- choose sewing videos
The Learning Channel
You Tube
http://www.textileaffairs.com/
Clothing care (laundry skills)
Skills:
http://www.enasco.com/page/fac
s_lesson
Read and understand care
labels
Identify a variety of fabrics
and how to care for them
Apply correct measuring
techniques
Demonstrate safe use of
equipment & procedures
Demonstrate correct pattern
layout procedures
12
Construct a sewing project
Sew a button on a garment
13