21st Century Instructional Guide for Career Technical Education
Parenting and Strong Families
Human Services
Family and Consumer Sciences
Title:
Parenting and Strong Families (WVEIS 0903)
Standard Number:
HS.S.PSF.1
Essential Questions:
Objectives:
HS.O.PSF.1.1
Readiness for Parenting
Students will demonstrate an understanding of the roles and responsibilities of parenting.
What does it mean to be a parent?
Students will
Learning Plan & Notes to Instructor:
examine roles and responsibilities of
Complete the following survey:
positive parenting practices.
http://www.uen.org/Lessonplan/downloadFile.cgi?file
=602-6-810parents_are_people.doc&filename=parents_are_peo
ple.doc
HS.O.PSF.1.2
examine personal readiness for parenting.
Read this article on “Why Americans Want to Have
Children” and discuss in small groups.
http://www.sciencedaily.com/releases/1997/06/9706
30000458.htm
Assign or have students select a responsible
parenting trait from this site: http://www.kstate.edu/wwparent/comments/index.htm. Then,
have students respond to one another about what
the speaker said.
“Fundamental Experiences and Outcomes in the
Development of Conscience from Birth to Age Five”
is a color-coded chart summarizing significant
changes in self-awareness, personal responsibility,
and kindness during the early years. Send your
request for a chart to pseele@oznet.ksu.edu.
Calculate a divorced parents financial costs:
http://www.divorcelawinfo.com/calculators.htm
Journal reasons for planning for children.
1
HS.O.PSF.1.3
examine family structures.
http://www.trinity.edu/mkearl/family.html
The following lesson plan for “Exploring and Sharing
Family Stories “can be accessed at
http://www.readwritethink.org/lessons/lesson_view.a
sp?id=805 .
After choosing a family member to interview,
students create questions, interview their relative,
and write a personal narrative that describes not only
the answers to their questions but their own
reactions to these responses. These narratives are
peer reviewed and can be published as a class
magazine or website. Resources are found as links.
Read Mixing Memory and Desire: A Family Literacy
Event by Mark Faust and Stories of the Family by
Christiane Brems. These essays both provide
excellent background on the significance of memory
that you can use during the lesson, especially during
Session 1.
Make one copy of My Father's Legacy: The Lion on
the Mountain by Margie (Twitchell) Brown, the Note
to Families, the Personal Narrative Assignment
Sheet, the Oral History Questions worksheet, and
the How to Interview a Relative worksheet for each
student in the class. Make two copies of the Peer
Review Worksheet for each student in the class.
Assess student participation during both whole-class
discussions and small-group work using your
observations and anecdotal notes.
Evaluate the interview questions and the notes from
the actual interview. How well were students able to
2
use the materials you provided (the Oral History
Questions worksheet and the How to Interview a
Relative worksheet) to develop their interview
questions and conduct their interviews? Did students
choose thoughtful and appropriate questions? Did
they use these questions during the interview? Did
they take opportunities to ask related questions while
interviewing their relative?
HS.O.PSF.1.4
summarize biological processes and
alternative choices related to conception.
Use the Family Memories Narrative Rubric to
evaluate the completed personal narratives and peer
review forms.
National Adoption Center
The Adoption History Project
Research alternatives to conception for prospective
parents.
HS.O.PSF.1.5
evaluate cultural norms related to
contraceptive methods and birthing
practices.
Summarize the biological processes related to birth.
Analyze trends related to birth spacing:
http://www.infoforhealth.org/pr/l13/l13chap5_2.shtml
Research and present findings on cultural norms
related to contraception and birthing practices.
Journal changing thoughts on parenting.
View and discuss episode of “The Baby Borrowers”.
Examine the Parenting Pathfinder workshops at
http://www.coping.org/parenting/contents.htm
Determine responsible parenting tools at
http://www.coping.org/parenting/contents.htm
HS.O.PSF.1.6
explore reasons for becoming a parent.
HS.O.PSF.1.7
assess rewards and challenges of
parenting.
examine parent role expectations and
readiness.
Healthy Beginning for Family
Students will demonstrate understanding of the importance of a healthy beginning for a family.
How do families begin?
Students will
Learning Plan & Notes to Instructor:
examine processes related to prenatal
New Information about Premature Births (For
HS.O.PSF.1.8
Standard Number:
HS.S.PSF.2
Essential Questions:
Objectives:
HS.O.PSF.2.1
3
development and birth.
Consumers)
Listen To This Podcast... (5:39)
Examine prenatal testing at
http://health.howstuffworks.com/prenataltesting.htm/printable
The following lesson plan is available at :
http://www.sciencenetlinks.com/Lessons.cfm?DocID
=45
Have students use their First Nine Months student ESheet to view the Basic Embryology Review
Program: Overview Movie presented by the
University of Pennsylvania Health System.
The movie lasts less than a minute but it quickly
shows the development of a human child from
conception to its state at nine months. Have students
view the movie twice.
After the first viewing, ask if the development of a
human fetus presented in this movie is different from
what they believed happened to a fetus during
pregnancy. If it is different, ask them to explain what
they thought took place.
As students watch the movie a second time, ask
them to consider the following and record their
thoughts in their science journal:



What appears to happen almost immediately
after fertilization of the egg?
What happens to the appearance of the
fertilized egg as it develops?
What parts of the body seem to develop first?
4


What does the fetus look like in the early
stages of development?
At what point in the movie do you first
recognize the fetus as being human?
Divide students into small groups. Have students use
their student E-Sheet to visit Fetal Development: See
how your baby grows on the BabyCenter website.
Each group should study a trimester of pregnancy,
becoming the class "experts" on its particular set of
three months. To do this, each group should make
use of the resources available at this site to gather
information about human development. Students
should be sure to take notes about their research in
their science journals.
To help guide students in their research, you might
want to post these questions on the blackboard:





What body features, if any, have formed
during the three months you are studying?
What is happening to the cells of the fetus?
What organs, if any, have formed?
How long is the fetus? How much does the
fetus weigh?
What senses, if any, have developed?
Once students have completed their research, they
should use what they have learned to create
drawings to show what is happening to the fetus
during the three months for which they are
responsible and also point out the developmental
milestones that the fetus reaches during this time.
Students may want to use rulers to help them depict
the amount of growth a fetus goes through from one
month of age (at 1/10th of an inch) to its size at nine
5
months (19-22 inches).
Ask each group of students to present its findings to
the rest of the class. Be sure to remind the groups to
take notes on their classmates' presentations in their
science journals.
After the group presenting the first three months has
made its presentation, ask students these questions:





What body features, if any, have formed
during the first three months?
What organs, if any, have formed?
How long is the fetus? How much does the
fetus weigh?
What senses, if any, have developed?
Are there any features the fetus possesses at
the end of the first three months that would
lead you to believe that it is a human fetus?
Now have the second trimester group make its
presentation and follow-up with these questions:




What body features, if any, have formed
during the second three months?
What organs, if any, have formed?
How long is the fetus? How much does the
fetus weigh?
What senses, if any, have developed?
Finally, have the third trimester group make its
presentation to the class. After the presentation, ask
students these questions:

What body features, if any, have formed
during the last three months?
6




What organs, if any, have formed?
How long is the fetus? How much does the
fetus weigh?
What senses, if any, have developed?
What activities does the fetus engage in that
he/she might continue to do once he/she is
born?
Based on students' responses to the questions for
each of these sections, you may have to spend more
time discussing what they have learned about fetal
development during each of the trimesters. Use
these questions as a way to gauge what students
understand about fetal development.
HS.O.PSF.2.2
summarize factors affecting prenatal health
of mother and child.
Have each student create a timeline featuring the
nine months of pregnancy, dividing the timeline into
three sections (for the three trimesters of
pregnancy). Instruct them to list the major
developments that occur during each of the
trimesters, using the knowledge they have gained
during this lesson. Students should draw diagrams if
they feel it will help them with their explanations.
Have students share their work with the rest of the
class.
Listen to these podcasts from Center for Disease
Control to facilitate class discussion:
New Information about Premature Births (For
Consumers)
Listen To This Podcast... (5:39)
Folic Acid: Helping to Ensure a Healthy Pregnancy
Listen To This Podcast... (4:37)
Ten Tips to Prevent Infections During Pregnancy
7
Listen To This Podcast... (4:07)
Put Down That Drink if You Are Pregnant (or Trying
to Be)!
Listen To This Podcast... (2:28)
If You’re Pregnant, Don’t Smoke
Listen To This Podcast... (2:56)
Diabetes and Pregnancy: Gestational Diabetes
Listen To This Podcast... (4:35)
HS.O.PSF.2.3
plan strategies to secure the necessary
resources to ensure well-being of parent
and child.
HS.O.PSF.2.4
develop strategies to integrate a new child
into the family.
HS.O.PSF.2.5
explain the impact of the bonding process
on parent-child relationships.
HS.O.PSF.2.6
estimate the costs of rearing a child.
Have a Happy Birthday
Listen To This Podcast... (2:35)
Explore strategies that ensure the well being of
parents. Develop a public service announcement
that showcases one of the strategies.
Research the necessity of car seats for children at
http://www.carseat.org/ . Have students illustrate
their findings.
Develop a plan for a family who is bringing the
newest family member home.
http://pregnancychildbirth.suite101.com/article.cfm/br
inging_baby_home
Examine how birthing practices have developed
based on current understanding of the bonding
process.
http://www.cnpp.usda.gov/ExpendituresonChildre
nbyFamilies.htm
Have students use the Family Resource Simulator
to calculate the cost of raising a child in various
states. http://www.nccp.org/tools/frs/. The Simulator
models the impact of federal and state work support
8
policies – such as child care assistance and public
health insurance – on the budgets of low- to
moderate-income families.
Standard Number:
HS.S.PSF.3
Essential Questions:
Objectives:
HS.O.PSF.3.1
HS.O.PSF.3.2
HS.O.PSF.3.3
HS.O.PSF.3.4
Standard Number:
HS.S.PSF.4
Essential Questions:
Objectives:
HS.O.PSF.4.1
http://www.babycenter.com/cost-of-raising-childcalculator
Taking Responsibilities within the Parenting Role
Students will summarize ways to balance care of self and children.
Who’s taking care of mom and dad?
Students will
Learning Plan & Notes to Instructor:
develop strategies for dealing
http://www.parenting.org/ is a site with advice and
constructively with emotions and changes
resources for parenting infants to teens.
that occur within the parenting role.
examine the interrelationship of parenting,
Download a report on the social impact of
career choices, and life goals.
marriage/parenthood at
http://pewresearch.org/pubs/526/marriageparenthood. In small groups or partners, have
students examine the graphics and interpret the
responses.
develop ways of sharing parenting roles.
Using the powerpoint and handouts found at
“Building Strong Families”, discuss the balancing of
responsibilities in a family:
http://extension.missouri.edu/bsf/balancing/index.htm
Have students reflect on the statistics given on role
sharing at http://pewresearch.org/pubs/542/modernmarriage.
Track the family’s life cycle. Have students develop
a timeline of the American family’s life cycle.
http://www.trinity.edu/mkearl/family.html
summarize the importance of lifelong
learning related parenting skills and
responsibilities.
Nurturing the Development of Children
Students will demonstrate an understanding of child development and practices that nurture the
development of children.
How can you grow healthy children?
Students will
Learning Plan & Notes to Instructor:
examine the essential elements
Family History - An Early Warning for Your Child
9
representing the physical, social,
emotional, intellectual and moral
development of children.
HS.O.PSF.4.2
HS.O.PSF.4.3
assess parenting practices that meet
developmental needs.
plan strategies for meeting individual
developmental challenges and special
needs.
HS.O.PSF.4.4
plan strategies to enhance development of
children through play and activities.
HS.O.PSF.4.5
practice techniques for meeting nutritional
needs.
HS.O.PSF.4.6
use realistic guidance, discipline, and
communication techniques.
Listen To This Podcast... (9:57)
Investigate how the brain develops at
http://www.pbs.org/wnet/brain/
Explore the parenting resources on developing
infants and toddlers at:
http://www.zerotothree.org/site/PageServer
Find strategies to build a child’s language and
literacy skills during routine activities of life.
http://www.pbs.org/parents/readinglanguage/
Physical Development
Social & Emotional Development
Thinking Skills
Communication Skills
Select strategies and resources for determining
developmental milestones:
http://www.med.umich.edu/1libr/yourchild/devmile.ht
m
Examine early signs of autism:
http://www.cdc.gov/ncbddd/autism/actearly/
Listen to a podcast from Dana Foundation on how
parents help children learn:
http://www.dana.org/events/detail.aspx?id=7110.
Then, plan a play activity with an infant, a toddler,
and an elementary age child.
Advice from a mom/dietician. A link to her blog is
available.
http://www.pbs.org/parents/experts/
Develop a plan for sharing family tasks:
http://mykidschores.com/
Examine positive guidance resources; reflect on the
10
HS.O.PSF.4.7
demonstrate the use of appropriate
communication skills with children in
various stages of development.
value of specific tools.
http://webehave.com/
Have students develop their own “Child’s Bill of
Rights”.
Present the principles of child management:
 1. Only describe behaviors as non-acceptable
 2. Listen to behaviors
 3. Redirect unwanted behaviors
 4. Catch the GOOD!
 5. Ignore the negative
 6. Use natural and logical consequences
 7. Be consistent!
 8. Be assertive!
 9. Curb your temper
 10. Accept and love unconditionally
 11. Encourage uniqueness and individuality
 12. Encourage sense of autonomy
 13. Seek win-win solutions
 14. Encourage mutual respect
 15. Avoid being overprotective
 16. Empathize with hard knocks
 17. Have fun!
 18. Stimulate creativity!
 19. Communicate!
 20. Give freedom of choice
 21. Stimulate leadership potential
 22. Encourage a world view
 23. Adapt for special needs
 24. Advocate!
Role play a discussion re: unhealthy behavior
http://www2.philipmorrisusa.com/en/prc/index.asp
HS.O.PSF.4.8
evaluate the interactive practices between
parent and child.
http://www.pbs.org/parents/earlylearning/
11
HS.O.PSF.4.9
HS.O.PSF.4.10
Standard Number:
HS.S.PSF.5
Essential Questions:
Objectives:
HS.O.PSF.5.1
HS.O.PSF.5.2
HS.O.PSF.5.3
HS.O.PSF.5.4
HS.O.PSF.5.5
examine the types, causes and effects of
child abuse and neglect.
Have students develop a presentation based on
research they complete on child abuse and neglect.
The presentation could be in one of several formats:
powerpoint, video, brochure, poster.
plan ways to nurture children and
Role play positive interactions with children:
adolescents.
http://www.coping.org/intervention/floortm.htm
Promoting Appropriate Parenting Practices
Students will demonstrate an understanding of discipline, respect and socially responsible
behavior in appropriate parenting practices.
How do frustrated toddlers become self sufficient responsible adults?
Students will
Learning Plan & Notes to Instructor:
compare the differences between
Revise this lesson plan to have students role play
guidance, discipline, and punishment.
conflict resolution by examining situations and
coming to a logical solution.
http://askeric.org/cgibin/printlessons.cgi/Virtual/Lesso
ns/Health/Family_Life/FAL0201.html
Resource:
Sample Poster Board Set-up
assess the importance of setting
Responsive Discipline:
developmentally appropriate expectations.
http://www.kstate.edu/wwparent/courses/rd/index.htm
analyze outcomes of parenting practices for Construct a family sculpture: A demonstration family
children, families, and society.
sculpture can be a safe and effective technique to
teach family dynamics. To do this, the teacher can
read a simple description of a family. Here is an
example:"I'm going to describe a family to you. First
I'm going to describe it with words, then we're going
to describe it together by doing what I call a family
sculpture. Complete lesson plan available at
http://askeric.org/cgibin/printlessons.cgi/Virtual/Lesso
ns/Health/Family_Life/FAL0003.html
Some modification may be required.
interpret alternative approaches to guiding
and disciplining children and adolescents.
research how different values and
Analyze different approaches in guiding children and
adolescents.
Explore cultural values and expectations related to
12
HS.O.PSF.5.6
HS.O.PSF.5.7
behavioral expectations relate to multicultural families.
assemble ways to encourage responsible
behavior for self and others.
children.
analyze factors that contribute to child
abuse and child neglect.
http://www.trinity.edu/mkearl/fam-viol.html
Have students work through this short on- line
course from WonderWise Parent at Kansas State
University on helping children grow up with self
respect. http://www.kstate.edu/wwparent/courses/ip/ip1-1.htm
Identify who should report and to whom concerns
should be reported.
Describe symptoms of abuse and neglect.
Identify the circumstances for reporting suspicions.
Determine who reports abuse and neglect.
Examine the procedures for reports.
Have students evaluate the anger management
techniques discussed in this on line course titled
“Fireworks” from Kansas State University for parents.
http://www.kstate.edu/wwparent/courses/fireworks/index.htm
A board game (Mary and Julep) is available in which
two to four players (best with two) work cooperatively
to try to prevent Mary, the single mother of 6-yearold Julep, from having an emotional breakdown or
damaging her relationship with her daughter. Order
form is available at the linked site.
http://www.goodcharacter.com/BCBC/PreventingCon
flicts.html
http://www.goodcharacter.com/NFS/SchoolToWork.h
tml
HS.O.PSF.5.8
compare ways to manage anger,
frustration, separation, and loss.
HS.O.PSF.5.9
examine conflict resolution alternatives.
Standard Number:
HS.S.PSF.6
Essential Questions:
Objectives:
HS.O.PSF.6.1
Support Systems for Families
Students will explore and develop criteria for a family support system.
How does the family find support for growth and development of children?
Students will
Learning Plan & Notes to Instructor:
outline components of an effective
Brainstorm appropriate components and prioritize
13
HS.O.PSF.6.2
HS.O.PSF.6.3
Standard Number:
HS.S.PSF.7
Essential Questions:
Objectives:
HS.O.PSF.7.1
HS.O.PSF.7.2
parenting support system.
develop criteria for evaluating quality child
care.
assess sources of assistance available to
families.
them.
Examine the criteria parents use in deciding what
child care to use.
Gastrointestinal Injuries from Magnet Ingestion in
Children --- United States, 2003--2006
Listen To This Podcast... (5:09)
Societal Impact on the Family
Students will analyze the relationship between families and society in providing for children’s
needs.
What is the role of society and culture in the family?
Students will
Learning Plan & Notes to Instructor:
research ways in which culture influences
During class, view the videotape of a popular
parenting beliefs and behaviors.
television program. Model the media observation
activity by stopping the video to discuss various
components of the activity included on the activity
sheet. Give students the Media Observation sheet.
For homework, have students view a television
program and complete the questions on the
observation sheet. Discuss the findings from the
students' media observation activity. Give students
the Media Awareness Scavenger Hunt sheet.
Students should complete activity items 1-12 by
logging on to the media awareness website using the
Web address provided on the activity sheet. For
homework, have students complete the writing
activity at the bottom of the Scavenger Hunt sheet.
Complete plan and resources are found at
http://www.readwritethink.org/lessons/lesson_view.a
sp?id=96
explain ways that parents can support
Discover how TV, movies, advertising, computers
and video games can shape your child's
development and what you can do to create a
media-literate household at
http://www.pbs.org/parents/childrenandmedia/.
Read and discuss in small and large group:
14
children in school success.
HS.O.PSF.7.3
analyze how public and private sector
policies influence parenting.
HS.O.PSF.7.4
analyze how personal financial and social
issues impact the relationships of children
and parents.
HS.O.PSF.7.5
develop strategies to effect change in
society for the benefit of families and
children.
HS.O.PSF.7.6
explore the impact of diversity on families
and society.
examine career opportunities that involve
nurturing families and children.
examine strategies for building family
friendly workplaces.
HS.O.PSF.7.7
HS.O.PSF.7.8
http://www.edletter.org/insights/familyconversation.
html
Examine the link for “Learning” at
http://www.childdevelopmentinfo.com/
Determine several policies that impact the family.
Have students write an essay/journal entry on their
response to a policy’s impact.
Examine the impact of financial and social stress on
the family. Play Ayiti: The Cost of Life
http://www.unicef.org/voy/explore/rights/explore_317
0.html
Students can investigate the impact an individual’s
actions have on the environment:
http://sustainability.publicradio.org/consumerconsequ
ences/
Examine various forms of diversity and discuss
findings and experiences with each type of diversity.
Develop a list of careers that work with family and
children.
Examine the different perspectives on family
friendly work:
http://www.nationalseminarstraining.com/Articles/Cat
egory/Office_Politics/FAMFRIEND/index.html
Standard Number:
HS.S.PSF.8
Essential Questions:
Objectives:
HS.O.PSF.8.1
Participating in the Student Organization
Students will participate in a student organization.
How can leadership skills strengthen families?
Students will
Learning Plan & Notes to Instructor:
identify the purposes and goals of the
Review the “Be a Part of It” webquest found at
student/professional organization.
wvfccla.googlepages.com
HS.O.PSF.8.2
explain the benefits and responsibilities of
participation in student/professional/civic
organization.
demonstrate leadership skills through
participation in student/professional/civic
HS.O.PSF.8.3
Discuss the value of the leadership and personal
development activities of FCCLA.
Complete a FCCLA “Families First” project that
encompasses several standards in the course.
15
Standard Number:
HS.S.PSF.9
Essential Questions:
Objectives:
HS.O.PSF.9.1
HS.O.PSF.9.2
Standard Number:
HS.S.PSF.S.10
Essential Questions:
Objectives:
HS.O.PSF.10.1
HS.O.PSF.10.2
HS.O.PSF.10.3
HS.O.PSF.10.4
HS.O.PSF.10.5
organization activities such as meetings,
programs, and projects.
Leadership, Citizenship and Teamwork Skills
Students will demonstrate leadership, citizenship and teamwork skills required for success in the
family, workplace and global community.
What do 21st Century skills mean in the context of a family?
Students will
Learning Plan & Notes to Instructor:
assess factors involved in successful
Determine what skills and traits are developed in the
leadership skills, citizenship traits and
family that impact citizenship and teamwork.
teamwork traits.
apply leadership, citizenship and teamwork Develop a family related project that utilizes the
skills as an integral part of classroom
abilities and skills of all class members.
activities.
Reasoning for Action
The student will apply reasoning processes, individually and collaboratively, to take responsible
action in families, workplaces and communities.
What actions define strong and responsible family members?
Students will
Learning Plan & Notes to Instructor:
contrast consequences of adequate and
Examine the consequences of good and poor
inadequate reasoning for self, others,
reasoning on the family.
culture/society and global environment.
analyze recurring and evolving family,
Determine what community concerns continue to
workplace and community concerns.
Be impacting family life.
analyze practical reasoning components.
Determine the components that are related to that
concern.
implement practical reasoning for
Plan a strategy that addresses a need of families in
responsible action in families, workplaces,
your community.
and communities.
Recommended Supplemental Resource:
The Kid's Guide to Social Action: How to Solve the
Social Problems You Choose--And Turn Creative
Thinking into Positive Action by Barbara A. Lewis,
Pamela Espeland, and Caryn Pernu
ISBN 1575420384
demonstrate inquiry and reasoning to gain
Gather information that directs planning for action.
factual knowledge and test theories on
which to base judgments for action.
16
21st Century Skills
Learning Skills & Technology Tools
21C.O.9-12.1.LS1.
Information and
Communication
Skills:
21C.O.9-12.2.LS1
Thinking and
Reasoning Skills:
Teaching Strategies
Culminating Activity
Have students produce a
brochure on developing a
strong family:
From ReadThinkWrite,
use the lesson plan:
“Brochure: Writing for
Audience and Purpose “
Author Deborah Dean
Provo, Utah
Complete instruction and
activities plan is found at
http://www.readwritethink.
org/lessons/lesson_view.a
sp?id=1002.
Students will engage in
critical thinking as they
analyze and evaluate
information
Evidence of
Success
Review the
brochures according
to the assessment
criteria included in
the Assignment
Brochure. Students
can assess their
own work using the
Reflection
Questions.
Students will use
proper technology to
find information.
Student will create a
timeline.
21C.O.9-12.3.LS1
Personal, and
Workplace, Skills:
Students will maintain a
focus on the larger goal
with the planning of
appropriate steps, as they
prepare their final
product.
Student’s final
product will show
how the students
applied technology
tools for information
analysis and content
learning.
Creating a final
project by working
as a group to
organize, finalize
and present product.
17
Students will incorporate
various elements of
technology into focusing
on long range goals while
working effectively as a
group.
Learning Skills & Technology Tools
A.01
Entrepreneurship
Skills:
Teaching Strategies
Culminating Activity
Develop a product that
would enhance family life.
Choose appropriate standard
according to your content area
based on the national
entrepreneurship
Culminating Assessment:
Evidence of
Success
Complete an
assignment.
Examples:
Culminating
Assessment:
As a high school student, you plan to continue your education and enter a profession related to
children and families. You will research a selected career, utilizing a variety of resources and
methods such as web searches, interviewing local professionals, etc. From your research, you will
develop a display to enter in the FCCLA competitive event. You will be judged by the event rubric
within FCCLA Handbook.
Links and Other Resources
Links and Other
Resources
FCCLA INTEGRATION WITH WV FAMILY AND CONSUMER SCIENCES COURSES
West Virginia FACS Courses
FCCLA INTEGRATION
(STAR and National Programs)
Required Course Offerings
0901 Life Connections
Dynamic Leadership, Families First, Power of
0902 Parenting & Child Development
One: A Better You, Financial Fitness,
0903 Parenting & Strong Families
Community Service
STAR Events: Illustrated Talk, Career
Investigation, Chapter Service Project,
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Interpersonal Communications, Applied
Technology
Electives
Consumer & Family Resources
0911 Personal Resource Management
Family & Human Development
0921 Adolescent Parent
0922 Life Basics
0928 HSDR (Human Services, Development,
& Relationships)
0929 LIFE (Learning for Independence,
Family & Employment)
Applied Design:
House Interior & Furnishings
0941 Housing & Interior Design
Textiles & Apparel
0961 Applied Design
Nutrition & Food Science
0950 Food & Nutrition I
0951 Food Preparation
0952 Nutrition & Food Science
0953 Food & Nutrition II
FCCLA Integration Appropriate for All
FACS Courses
Dynamic Leadership, Power of One: A Better
You, Take the Lead, Student Body, Financial
Fitness, National Programs in Action, Job
Interview
STAR Events: Entrepreneurship, Illustrated Talk,
Chapter Service Project, Interpersonal
Communications, National Programs in Action,
Hospitality, Applied Technology
Dynamic Leadership, Families First, Power of
One: Family Ties
FACTS, Stop the Violence, Skills for Life,
Community Service, Student Body
STAR Events: Illustrated Talk, Chapter Service
Project, Focus on Children, Interpersonal
Communications, Applied Technology
Financial Fitness, Power of One
STAR Events: Illustrated Talk, Career
Investigation, Interpersonal Communication,
Entrepreneurship, Applied Technology, Job
Interview, Chapter Showcase
Student Body, Power of One
STAR Events: Illustrated Talk, Career
Investigation, Interpersonal Communication,
Entrepreneurship, Applied Technology, Job
Interview, Chapter Showcase
Dynamic Leadership, Career Connections,
Power of One, Working on Working
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STAR Events: Illustrated Talk, Career
Investigation, Interpersonal Communication
RELATED WEBSITES:
U.S. Census Bureau
www.census.gov/population/www/socdemo/hh-fam.html families and livings arrangements from
U.S. Census
Federal Interagency Forum on Child and Family Statistics
www.childstats.gov statistics on children and families
National Institute of Child Health and Human Development
www.nichd.nih.gov news, articles and other resources for child health and human development
PARENTING:
PARENTING Highly recommended webquest
The WonderWise Parent at Kansas State University
OSU Extension - Human Development and Family Science
Howstuffworks How Prenatal Testing Works
Adolescents and the Internet Introduction
Baby Care Demonstrations Introduction
Birth Defects assignment
Expenditures on Children by Families, 2007
Family and Parenting Links
Family Genealogy Can you find yours Introduction
Homework Help Page
Kearl's Guide to the Sociology of the Family
ProQuest K-12 - eLibrary Science Teachable Moment
Ayiti: The Cost of Life http://www.unicef.org/voy/explore/rights/explore_3170.html
PATHWAYS TO SUCCESS
http://careertech.k12.wv.us/pathwaystosuccess/
U.S. Department of Labor in the 21st Century
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http://www.dol.gov/
http://www.jan.wvu.edu
Workforce West Virginia
https://www.workforcewv.org/
West Virginia Earn A Degree Graduate Early (EDGE)
http://www.wvtechprep.wvnet.edu/edge.htm
West Virginia Career and Technical Education
http://careertech.k12.wv.us/
Contacts:
Contacts:
FACS Teachers: See FACS Directory
Cluster Coordinator: Donna Wilkes dwilkes@access.k12.wv.us
OCTI Assistant Executive Director: Donna Burge-Tetrick
OCTI Executive Director: Gene Coulson
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