Course Title: Independent Living A&B (FACS Introductory Course)
Length of Course: ILA = 1 Semester/18 Credit: ILA is 1/2 + ILB is 1/2 = 1 total
Clock hours: ILA is 90 + ILB is
weeks & ILB = 1 Semester/18 weeks
90 = 180 total
Grade Level: 9 – 12 grade
Prerequisites: NA
Teaching Resources:
Applying Life Skills, McGraw Hill/ Glencoe, 2007
Creative Living Skills, McGraw-Hill/Glencoe, 2006
Dynamic Leadership & Power of One CD-ROM, 2005, www.fccla.com
Family, Career, and Community Leaders of America Leadership Manual, National FCCLA, www.fccla.com
Family, Career, and Community Leaders of America Star Events Manual, National FCCLA, www.fccla.com
Kansas Balancing Work and Family Curriculum, Technical Education, Kansas State Department of Education
Kansas Career Resource Guide, Kansas State Department of Education, 2006, http://kcterc.ksde.org
Kansas Personal and Family Wellness Curriculum, Technical Education, Kansas State Department of Education
Start Something Curriculum, Tiger Woods Foundation and Target Stores, revised 2006
Websites:
Family, Career and Community Leaders of America, www.fccla.com
Kansas Career and Technical Education Resource Center, http://kcterc.ksde.org
MyPyramid.gov, www.mypyramid.gov
Course Description:
Students will explore the work and family program creating a foundation for further study. This course begins to prepare
students for future roles as family members, wage earners, and community leaders. This course has been split into two
sections : A & B, to allow students to complete the semesters separately. Sections A & B may be taken separately of together.
Each has no bearing on the other.
INDEPENDENT LIVING A: The first nine weeks focuses on personal development, interpersonal skills, communication,
teamwork, leadership, decision making and management. The second nine weeks integrates the process skills to understand
nutrition and basic food preparation. Units include: nutrition, safety and sanitation, measuring techniques and preparation of
basic foods.
INDEPENDENT LIVING B: This semester integrates the process skills to build and maintain relationships, understand
childcare, and resource management including wardrobes and housing.
Experience-based Learning Activities:
Marvelous Me
Learning Activities for Child Care Evening Lab/Babysitting
COURSE OUTLINE – INDEPENDENT LIVING A & B
1
COURSE: Independent Living A
UNIT 1: Personal Growth
TIME SPENT: 1 Week
Ch 1 – Making the Most of Life & Ch 3 – Developing Character
COMPETENCY:
0.6.1 Examine the FCCLA organization and its relationship to the family and consumer sciences curriculum. (Analysis)
0.6.2 Recognize and model positive leadership and teamwork behaviors to inspire others. (CC K&S) (21st) (H-G) (Knowledge)
0.6.4 Recognize diverse abilities of team members. (21st) (SC CD1.1) (Knowledge)
0.6.6 Demonstrate ethical behavior in personal, workplace, and community context. (21st) (SC P/SD 1.1) (SC CD 3.2) (Application)
4.1.1 Examine the effect of self-esteem and self-image on relationships. (*13.2.3) (SD P/SD1.1) (Analysis)
4.1.2 Determine stress management strategies for family, work, and community settings. (Evaluation)
4.1.4 Choose healthful and responsible ways to express self. (Application)
OBJECTIVE: The learner will discover strategies to build self, develop leadership and teamwork through FCCLA. (Application)
COURSE OUTLINE
Teacher will introduce
(0.6.1) FCCLA national programs
Students will demonstrate
Examine opportunities available in each FCCLA national program.
(Analysis)
(0.6.2) (0.6.1) Leadership and teamwork opportunities in
FCCLA
(4.1.1) Self-esteem and self-image: self-concept,
identification, relationships, body image and self image,
positive and negative aspects, positive and negative
influencing factors
Develop a Power of One “Better You” project. (Application)
Describe characteristics of personality. (Knowledge)
Compare and contrast self-esteem and self-image. (Analysis)
Suggest strategies for boosting self-esteem. (Knowledge)
Share examples of how a positive/negative outlook can influence
a relationship. (Application)
Discuss the relationship between body and self-image.
(Synthesis)
Distinguish the factors that influence self-esteem and self-image.
(Analysis)
COURSE OUTLINE – INDEPENDENT LIVING A & B
2
Distinguish between positive and negative self-image. (Analysis)
(4.1.4.) Health & responsibility: aspects of “self”, react to
situations
Analyze the relationship between values and character.
(Analysis)
Self-expression: positive behavior, self-control
Identify healthy and responsible ways to express yourself.
(Comprehension)
Building a positive attitude: positive actions, positive talk,
self acceptance, open to learning, reaching out to others,
self assertion, acceptance and respect for others
Summarize how to build a positive attitude. (Comprehension)
Organize a plan to develop a positive self-attitude. (Application)
Affect of self-esteem and self-image when working with
others: sharing abilities, contributing to a team, positive
team actions, working with others, making ethical choices
Describe how people make ethical choices. (Knowledge)
Create a personal code of conduct. (Synthesis)
(0.6.4) Diverse Abilities: individual abilities, working with
others, learning styles- visual, auditory, tactile, kinesthetic
(0.6.6) Demonstrate ethical behavior
(4.1.2) Causes of stress: physical, mental
Illustrate positive ways for gaining control of emotions.
(Comprehension)
Develop a community service project using the team’s diverse
abilities to promote positive self-expression. (Application)
Explain positive and negative stressors. (Comprehension)
Stress management strategies: physical activity, relaxation List strategies for stress management. (Analysis)
techniques, deep breathing, leisure time activities, we/me
time, know yourself, take care of yourself, manage your
Select appropriate stress management strategies to reduce
time, confront the situation, develop friendships, be
stressful situations at home, school, and work. (Evaluation)
realistic, plan ahead
Discuss the effects that stress has on the physical and emotional
wellness of a person. (Synthesis)
COURSE OUTLINE – INDEPENDENT LIVING A & B
3
COURSE: Independent Living A
UNIT 2: Interpersonal Skills
TIME SPENT: 4 Weeks
Ch 14 – Successful Relationships, Ch 15 – Communication Skills, Ch 16 – Teamwork & Leadership Skills,
Ch 17 – Peer Pressure and Refusal Skills, Ch 18 – Conflict Resolution Skills
COMPETENCY:
0.2.1 Use appropriate communication strategies for most effective outcome. (*13.3.1) (CC K&S) (21st) (SC P/SD1.2) (S1.1.5) (Application)
0.2.2 Use listening and writing skills appropriately to communicate clearly. (*13.3.2) (*13.3.3) (CC K&S) (21st) (SC P/SC1.2) (Application)
0.2.3 Apply and/or interpret nonverbal communication to fully understand meaning. (CC K&S) (Application)
0.3.2 Identify adequate, reliable information, and resources for personal and family problem solving. (CC K&S) (Comprehension)
0.3.4 Evaluate potential consequences of alternative choices. (CC K&S) (Evaluation)
0.3.6 Implement an action plan. (Application)
1.1.3 Demonstrate communication skills and teamwork skills in community and workplace settings. (*1.2.3 & 1.2.4) (SC CD1.2) (Comprehension)
1.1.5 Examine factors that contribute to maintaining safe and healthy work, and community environments. (*1.2.7) (Analysis)
1.5.2 Determine the roles of decision making and problem solving in reducing and managing conflict. (*13.4.3) (FCCLA Planning Process) (SC P/SD3.1)
(Evaluation)
1.5.3 Practice nonviolent strategies that address conflict. (*13.4.4) (FCCLA STOP the Violence) (Application)
4.1.3 Determine the roles of decision making and problem solving in reducing and managing conflict. (Evaluation)
4.6.1 Examine appropriate strategies to initiate, maintain, and end interpersonal relationships. (Analysis)
4.6.3 Compare physical, emotional, and intellectual responses in stable and unstable relationships. (Analysis)
4.6.4 Determine factors that contribute to healthy and unhealthy relationships. (Evaluation)
OBJECTIVE: The learner will explore effective interpersonal skills in keeping the community and workplace safe. (Analysis)
COURSE OUTLINE
Teacher will introduce
(4.6.1) Kinds of relationships, building and maintaining
relationships, ending relationships
Students will demonstrate
Distinguish among different kinds of relationships. (Analysis)
Identify benefits of good relationships. (Knowledge)
(4.6.3 & 4.6.4)) Recognizing healthy and unhealthy
relationships
Analyze factors that influence relationships. (Analysis)
Demonstrate ways to build and maintain strong relationships.
(Application)
Identify characteristics of unhealthy relationships. (Knowledge)
COURSE OUTLINE – INDEPENDENT LIVING A & B
4
(1.1.3) Communication skills and techniques: definition of
communication
Explain communication outcomes based on specific communication
techniques used. (Comprehension)
Forms of communication: voice inflection, text messaging,
teleconferencing, active listening, nonverbal, verbal, written
Compare the use of communication styles. (Comprehension)
Modes of communication: visual, auditory, tactile
Communication styles: assertive, aggressive, and passive
Compare forms of verbal and nonverbal communication.
(Comprehension)
Distinguish between “I” messages and “you” messages.
(Comprehension)
(0.2.3) Verbal & nonverbal communication: define verbal &
nonverbal communication
Create effective “I” messages. (Synthesis)
Explain the affects and meaning of nonverbal communication styles.
(Comprehension)
Communicate through: gestures, body language, posture,
facial expression, eye contact, proximity
Practice verbal and non-verbal communication skills as a means to
communicate. (Application)
(0.2.2) Written communication: complete sentences and
thoughts, punctuation, word choice
Choose words to communicate ideas and thoughts. (Application)
Utilize correct punctuation to convey ideas. (Application)
Listening skills: identify listening skills, eye contact,
repeating, questioning, examine conflict resolution
process
Develop good listening skills. (Application)
Implement good listening skills into conflict-resolution. (Application)
(0.2.1) Communication techniques
Norms of collaboration: promoting a spirit of inquiry,
pausing, paraphrasing, probing, putting ideas on the table,
paying attention to self and others, presuming positive
intentions
Explain the process of asking effective questions including openended, probing and leading questions. (Comprehension)
Types of questions: open-ended questions, probing
questions, leading questions, characteristics of effective
questions
Interview community members about communication in community
and workplace settings. (Application)
Apply questioning skills when discussing workplace skills and
healthy environments. (Application)
Explain the effect of barriers to communication. (Comprehension)
COURSE OUTLINE – INDEPENDENT LIVING A & B
5
Cultural differences
Demonstrate procedures developed to communicate by phone.
(Comprehension)
Appropriate introductions
Active listening behaviors: listening skills, note taking skills
Outline etiquette to communicate by email and virtual conferencing.
(Comprehension)
Barriers to communication: interrupting, judging, changing
subject
Telephone techniques: speak clearly & slowly, state name
and purpose for calling, enunciate, speak with a smile,
contact information
Email etiquette: All caps suggest shouting, keep length
short, respond promptly
Confidentiality
(1.1.3) Teamwork skills and techniques: shared goals and
vision, consensus, collaboration, team process,
types/forms, teamwork/group work, roles of team members
Identify the components of teamwork. (Comprehension)
Leadership skills – initiative, participation, communication,
support of team members
Explain the usefulness of teamwork skills for families and the
workplace. (Comprehension)
Characteristics of effective team members
Explain how working in teams increases productivity in the family
and in the workplace. (Comprehension)
Relate the importance of using teamwork skills. (Comprehension)
Analyze characteristics of effective leadership. (Analysis)
Explain how communication techniques increase team productivity.
(Comprehension)
(1.1.5) Safe and healthy work and community
environments: identify workplace rules and procedures,
Identify employer and worker responsibilities, respond
during emergencies, CPR/first aid
COURSE OUTLINE – INDEPENDENT LIVING A & B
Compare/contrast proper rules and procedures in the workplace.
(Comprehension)
Distinguish employer responsibilities from worker responsibilities.
6
(Analysis)
Leadership and teamwork for safe and healthy workplace
and community: harassment, bullying, safety, positive
communication, cleaning up after self, alert to needs of
others and environment
Compare/contrast rules and procedures in the workplace to rules
and procedures at school to rules and procedures at home.
(Comprehension)
(4.1.3) Distinguishing between positive and negative peer
pressure.
Apply teamwork and leadership skills for a safe and healthy
personal life. (Application)
Describe internal and external influences on decisions.
(Comprehension)
Compare positive and negative peer pressure. (Analysis)
(0.3.2) Management of peer pressure
Analyze the consequences of giving in to negative peer pressure.
(Analysis)
Evaluate ways to manage peer pressure. (Evaluation)
(0.3.4) & (0.3.6) Utilizing refusal skills
Give examples of refusal skills. (Comprehension)
Demonstrate use of refusal skills. (Application)
(1.5.2 ) Positive & negative results of conflict
Explain why conflicts occur. (Comprehension)
(1.5.3) Conflict resolution
Suggest strategies for preventing conflict. (Synthesis)
Evaluate different ways of resolving conflicts. (Evaluation)
Determine ways to prevent violence. (Application)
COURSE OUTLINE – INDEPENDENT LIVING A & B
7
COURSE: Independent Living A
UNIT: 3 Management Skills
TIME SPENT: 3 weeks
Ch 5 – Learning to Manage, Ch 6 – Making Decisions & Solving Problems, Ch 7 – Managing Time & Money,
Ch 8 – Managing Technology and Information
COMPETENCY:
0.1.1 Writes effectively for a variety of audiences, purposes, and contexts. (narrative, expository, technical, persuasive) (W1.4▲) (Application)
0.1.5 Uses information from the text to make inferences and draw conclusions. (R1.4.5▲) (Application)
0.1.9 Research, apply, and evaluate information to accomplish tasks. (CC K&S) (SC CD 2.1) (Application/Evaluation)
0.3.2 Identify adequate, reliable information, and resources for personal and family problem solving. (CC K&S) (Application)
0.3.3 Critique alternative methods of solving problems and accomplishing tasks. (CC K&S) (Evaluation)
0.3.5 Use criteria and standards to make ethical decisions. (21st) (Application)
0.4.2 Use technology to analyze, manipulate, and interpret information. (CC K&S) (21st) (S5.1.1▲) (Application)
0.4.3 Identify adequate reliable information, and resources. (CC K&S) (Comprehension)
0.6.6 Demonstrate ethical behavior in personal, workplace and community context. (Comprehension)
0.7.4 Determine skills and knowledge needed for a life plan. (21st) (SC AD1.2) (Evaluation)
2.1.1 Apply management and planning skills and processes to organize tasks and responsibilities. (*2.1.1) (Application)
2.1.2 Examine how individuals and families make choices to satisfy needs and wants. (*2.1.2) (FCCLA Power of One) (Analysis)
2.1.3 Evaluate community resources and services available to individuals and families. (Evaluation)
2.3.1 Examine the need for personal and family financial planning. (1.3.1) (*2.6.1) (FCCLA Financial Fitness) ($) (21st) (H-G) (Analysis)
2.3.2 Apply management principles to individual and family financial practices. (1.3.2) (*2.6.2 ) ($) (21st) (Application)
OBJECTIVE: The learner will evaluate the use of planning skills and resources in making decisions for individuals and families.
(Evaluation)
COURSE OUTLINE
Teacher will introduce
(2.1.1) Management and organization of tasks and
responsibilities: tasks and responsibilities, prioritizing
obligations, planning, setting priorities, acting on a plan,
evaluating results of a plan
Students will demonstrate
Discuss reasons for and influences on priorities. (Analysis)
Management and planning skills: FCCLA Planning
Process, time management, money management,
managing energy, resource management
Outline the four steps of the management process. (Knowledge)
COURSE OUTLINE – INDEPENDENT LIVING A & B
Explain the benefits of setting goals and the different types of goals.
(Comprehension)
Illustrate planning skills by using visual aids and/or graphic
organizers. (Comprehension)
8
Model the use of family time and its significance to tasks and
responsibilities. (Application)
Develop a plan using a list of tasks and responsibilities. (Application)
(0.7.4) Skills and knowledge needed for a life plan.
Goal setting steps: set your goal, establish a plan,
consider barriers, suggest solutions, identify a reward,
and evaluate your progress.
Apply planning skills to real life situations. (Application)
Choose appropriate steps to accomplish goals. (Application)
Recommend information to accomplish family tasks, goals and
responsibilities. (Evaluation)
Construct a plan for achieving goals. (Application)
(2.1.2) Needs vs. wants- terminology
Determine responsibility for family goals. (Evaluation)
Define needs and wants. (Knowledge)
Needs-a necessity for life: food/water, clothing, shelter, Distinguish a need from a want. (Analysis)
Maslow’s Hierarchy of Needs
Classify needs and wants of individuals and families. (Analysis)
Wants-unnecessary, but desired
(0.1.5) Inferences and drawing conclusions
Draw conclusions from readings of effective ways families accomplish
tasks, goals and responsibilities. (Evaluation)
Needs verses wants depicted in visuals (pictures)
Use pictures to determine how advertising influences needs and
Personal statements, references
wants. (Application)
(0.3.2) Reliable Information: neutral parties, more than Explain what makes information reliable. (Comprehension)
one source supports, research based, recent data
Apply reliable information to consumer decisions. (Application)
(0.3.3) Alternative methods of solving practical
problems: define the problem, list alternatives, list
Solve a problem using the decision making/problem solving steps.
pros/cons of each alternative, choose best decision for (Application)
self and others, evaluate your choice & REASON
practical problem solving
Originate a problem and then use the decision making process to
solve the conflict. (Synthesis)
(0.3.5) Making ethical decisions
COURSE OUTLINE – INDEPENDENT LIVING A & B
9
(0.1.9) Time management strategies, time traps
(2.3.1) Financial planning
Identify strategies for managing time effectively. (Knowledge)
Explain how to avoid common time management problems.
(Comprehension)
Determine how attitudes, priorities, and goals affect money use.
(Comprehension)
(2.3.2) Develop spending plans
(0.4.2) Using technology
Develop a budget for managing income and expenses. (Synthesis)
Compare the benefits and drawbacks of technology. (Analysis)
(0.4.3) & (0.3.2) Reliable information
Evaluate the reliability of information. (Evaluation)
(0.6.6) Ethical use of information
Give guidelines for using information effectively. (Application)
(0.1.1) Purposes of writing: expository, technical,
narrative
Explain the importance of respecting ownership of information.
(Comprehension)
Explain in written form the advantages and disadvantages of a
specific type of technology. (Comprehension)
Six-trait writing process
COURSE OUTLINE – INDEPENDENT LIVING A & B
10
COURSE: Independent Living A
UNIT 4: Careers
Ch 10 – Exploring Career Paths & Ch 13 – Balancing Multiple Roles
COMPETENCY:
TIME SPENT: 2 Weeks
0.7.1 Analyze ways that individual career goals can impact the family’s capacity to meet goals for all family members. (1.1.3) (CC K&S) ($) (SC AD3.1)
(SC CD1.1) (Analysis)
0.7.2 Analyze the potential impact of career path decisions on balancing work and family. (1.1.4) ($) (SC AD3.1) (Analysis)
0.7.3 Develop a life plan for achieving individual, family and/or career goals. (*1.1.6) (CC K&S) (21st) (SC P/SD2.1) (Application)
1.1.1 Examine potential career choices to determine the knowledge, skills, and attitudes associated with each. (*1.2.1) (SC CD1.1) (Analysis)
1.2.3 Evaluate career choices in relation to life-management plan. (FCCLA Career Connection) (SC CD2.1) (Evaluation)
1.2.4 Identify factors that impact current and future career choices. (H-G) (SC AD2.1) (SC CD2.1) (Comprehension)
OBJECTIVE: The student will explore job and career opportunities and how they affect family life. (Analysis)
COURSE OUTLINE
Teacher will introduce
(1.1.1) Job versus career: definitions, Career Clusters
Knowledge and Skill sets associated with Career
Clusters
Students will demonstrate
Explore career choices using career clusters. (Analysis)
(1.2.4) Factors that impact choices.
Compare knowledge, skills and attitudes associated with several
careers. (Analysis)
Compare individual and family goals. (Analysis)
0.7.1 Career goal impact on family goals:
Personal/individual goals
Cause and effect of individual goals to family goals
(0.7.2) Impact of career path decisions: career path
decisions and alternatives, relationship between career
and family, ideal balance between career and family.
Research careers using a variety of resources. (Comprehension)
Explore the effects of personal goals on family goals. (Analysis)
Compare the impact of family goals on family life. (Analysis)
Compare decisions made regarding career and the impact on family.
(Evaluation)
Create a personal life management plan. (Synthesis)
(1.2.3) Effects of career on life management plan
(0.7.3) Develop a life plan for family and career.
COURSE OUTLINE – INDEPENDENT LIVING A & B
Implement an FCCLA “Working on Working” Power of One program.
(Application)
11
COURSE: Independent Living A
UNIT 5: Wellness
TIME SPENT: 1 week
Ch 33 – Heath and Wellness
COMPETENCY:
0.3.6 Implement an action plan. (Application)
0.6.6 Demonstrate ethical behavior in personal, workplace and community context. (Comprehension)
3.1.1 Evaluate the relationship among physical, social, emotional, and mental wellness in life. (*14.6.1) (Evaluation)
3.1.2 Examine how physical activity relates to wellness. (*14.6.5) (Analysis)
3.2.3 Assess the impact of food and diet fads, food addictions, and eating disorders on wellness. (*14.2.3) (Evaluation)
OBJECTIVE: The learner will assess factors affecting wellness and determine the best for him/herself. (Evaluation)
COURSE OUTLINE
Teacher will introduce
(3.1.1) Factors that effect wellness: emotional health (self-esteem, managing emotions), social health - (personal
relationships, substance abuse, sexual health), physical
health - (hunger, appetite, sleep), mental health - (positive
attitude and thinking)
Students will demonstrate
Define wellness, physical health, social health, emotional health,
and mental health. (Knowledge)
Impact of health components on total wellness.
Analysis of personal behaviors for its effect on wellness. (Analysis)
Explain the effect that physical, social, emotional, and mental
health has on wellness. (Comprehension)
Distinguish between the long-term affects of positive wellness
practices and the negative practices. (Analysis)
Determine why all components of a personal wellness program are
important. (Evaluation)
(0.3.6) FCCLA Planning Process: identify concerns, set
the goal, form a plan, take action, follow up
Demonstrate ethical behavior in personal, workplace, and
community context and its impact on wellness. (Comprehension)
Identify the steps to implement a wellness plan. (Comprehension)
Develop a wellness plan including all dimensions of wellness.
(Application)
COURSE OUTLINE – INDEPENDENT LIVING A & B
12
(3.1.2) Benefits of physical activity: reduce risks for disease,
control/maintain weight, manage stress, more energy,
relaxation
Control/maintain weight: energy balance, calculate caloric
intake, calculate BMI, nutritious diet, exercise
Appraise various fitness programs. (Evaluation)
Share strategies to promote lifetime physical fitness. (Application)
Calculate BMI and caloric intake. (Synthesis)
List the health benefits of physical activity. (Knowledge)
Physical activity & wellness:
Health benefits: strength, energy
Types of activity: biking, swimming, running, strength
training, cleaning, walking, etc.
Length and frequency: 60 minutes most days
(3.2.3) Eating disorders: fad diets, food addictions,
anorexia, bulimia, binge eating, obesity
Compare the types of physical activity. (Analysis)
Identify fad diets. (Comprehension)
Describe various eating disorders. (Knowledge)
Causes, symptoms, and treatments of eating disorders
Analyze the causes of eating disorders (Analysis)
Pressures affecting lifestyle decisions: self-esteem, drug
use, alcohol consumption, academic achievement (grades),
relationship w/ parents/friends, adequate sleep, nutrition
and eating habits, activity
(0.6.6) Healthy behaviors to maintain wellness: good
hygiene, maintain positive relationships, exercise, nutritious
diet, prioritize time, dimensions, ethics
Ethical behavior: definition of ethical, list good decisions
that parents can make by modeling correct behaviors in the
family, workplace, and community
COURSE OUTLINE – INDEPENDENT LIVING A & B
Compare the affects of eating disorders and food addictions.
(Evaluation)
Discuss treatment options for people with an eating disorder or
food addiction. (Synthesis)
Define ethical. (Knowledge)
Compare and contrast behaviors to determine whether they are
ethical. (Comprehension)
Identify the impact of ethics on maintaining wellness.
(Comprehension)
13
COURSE: Independent Living A
UNIT: 6 Nutrition and Food Choices
Ch 35 – Guidelines for Food Choices
COMPETENCY:
TIME SPENT: 1 Week
0.1.3 Determines the meaning of words or phrases using context clues from sentences or paragraphs. (R1.3.1) (Evaluation)
0.4.3 Identify adequate reliable information, and resources. (CC K&S) (Comprehension)
3.2.5 Evaluate relationship between food choices, eating patterns, physical activity, and maintaining overall wellness. (9.6.1) (S6.1) (Evaluation)
3.2.7 Apply various dietary guidelines in planning to meet nutrition and wellness needs of individuals, families, and individuals with special dietary needs.
(9.2.2) (9.2.3) (*14.3.1) (Application)
OBJECTIVE: The learner will evaluate the relationship between food choices and wellness. (Evaluation)
COURSE OUTLINE
Teacher will introduce
(3.2.5) Influences on food choices: likes/dislikes, time,
money, advertising, culture, special occasions, friends,
media, available resources, lifestyle, values and
priorities, emotions, schedules
Students will demonstrate
Describe the physical, emotional, and social needs that food satisfies.
(Comprehension)
Eating patterns: when do we eat, what do we eat, how
much do we eat, week days, weekends, emotional,
social, boredom eating, friends and family, time of day,
social settings, diet
Determine healthy food choices. (Evaluation)
MyPyramid
Assess eating habits and physical activity based on MyPyramid.
(Evaluation)
Identify the influences on what people eat. (Comprehension)
Compare and contrast the foods eaten to the recommended food
choices. (Analysis)
Dietary Guidelines for Americans
Determine the benefits of being physically active and a healthy diet.
(Evaluation)
(0.4.3) Adequate, reliable information and resources:
current data/information, reliable, credible author/expert,
unbiased perception
Develop a wellness plan including all dimensions of wellness.
(Application)
Identify adequate, reliable information, and resources available in the
community. (Comprehension)
Apply adequate and reliable information to dietary needs. (Application)
COURSE OUTLINE – INDEPENDENT LIVING A & B
14
(3.2.7) MyPyramid: teen nutrition needs, meeting
nutritional needs of a family, special dietary
considerations, eating right, eating out
Compare consumer information in regards to reliability.
(Comprehension)
Apply eating out tips to personal behavior. (Application)
Identify components of the Food Guide Pyramid and Dietary
Guidelines. (Comprehension)
Dietary Guidelines: guidelines for infants, children,
teenagers, adults, elderly, pregnant women, and others,
using MyPyramid
Identify basic guidelines to follow to have a healthy diet.
(Comprehension)
Serving sizes: review serving sizes of commonly eaten
foods, portion controlling
Discuss the significance of following the Dietary Guidelines and
MyPyramid for long-term health. (Synthesis)
Special dietary needs: diabetes, heart disease, high
blood pressure
Analyze personal diet according to the recommendations. (Analysis)
Enriched and fortified foods, nutrient density
Choose the appropriate guidelines for the appropriate group.
(Application)
Examine serving sizes for commonly eaten foods. (Analysis)
Construct a meal plan for someone with special dietary considerations
such as diabetes, heart disease, high blood pressure. (Application)
(0.1.3) Reading strategies: key words in sentences,
meaning of phrases
Apply reading strategies to determine the meaning of dietary
information. (Application)
(0.1.4) Utilize text features to locate pertinent
information.
Locate dietary information for personal use. (Synthesis)
COURSE OUTLINE – INDEPENDENT LIVING A & B
15
COURSE: Independent Living A
UNIT 7: Food Selection and Safe Handling
Ch 37 – Shopping for Food, Ch – 38 – Safe Kitchen, Safe Food
COMPETENCY:
TIME SPENT: 2 Weeks
0.5.2 Practice safety techniques to create a safe environment. (CC K&S) (SC P/SD3.1) (Application)
0.5.4 Follow regulations, organizational policies and procedures to assure a safe and healthy environment. (Application)
2.5.1 Identify factors affecting consumer decisions. (H-G) (Comprehension)
2.5.2 Identify strategies for comparison-shopping. (Comprehension)
3.2.8 Demonstrate ability to select, store, prepare, and serve nutritious foods. (9.5.1) (*14.3.3) (Comprehension)
3.2.9 Analyze nutrition label information to make positive food choices and wellness decisions. (9.5.3) (Analysis)
3.3.1 Determine conditions and practices that promote safe food handling. (9.4.1) (*14.4.1) (Evaluation)
3.3.2 Demonstrate safety and sanitation practices. (9.3.1) (9.3.2) (*14.4.2) (Comprehension)
OBJECTIVE: The learner will determine safety and sanitation practices that promote safe food handling. (Evaluation)
COURSE OUTLINE
Teacher will introduce
(2.5.1) Food budgeting
Students will demonstrate
Explain factors that affect food costs and the family food budget.
(Comprehension)
(2.5.2) Comparison shopping
(3.2.8) Food selection: consumer awareness, evaluation
of good food quality, grocery store tactics, unit price, “sell
by” date, “use by” date, expiration date, damaged goods,
cans free of dents, packaged intact, free of bruising,
select hot and cold foods last, food location, sales, store
brand/national brands
Food storage: dry, refrigerator, freezer, cold, fresh foods,
canned goods, frozen foods
(3.2.9) Nutrition labels: location of labels, labeling laws,
label ease test, serving sizes, calories, calories from fat,
percent daily values, nutrient content
Discuss strategies for saving money when shopping for food.
(Comprehension)
Identify guidelines to follow when purchasing foods of good quality
and freshness. (Comprehension)
Identify selling tactics used in grocery stores. (Comprehension)
Explain the purpose of food storage procedures. (Comprehension)
Compare different types of food storage. (Analysis)
Identify the parts of a food label and their meanings.
(Comprehension)
Examine nutrition labels for applicable information. (Analysis)
COURSE OUTLINE – INDEPENDENT LIVING A & B
16
Make inferences about positive food choices and wellness decisions
by using nutrition labels. (Analysis)
(0.5.4) Safe and healthy environment: food and drug
administration, food additives, environmental protection
agency, food safety, inspection services, regulations &
policy, health inspections, restaurants, school cafeterias,
violations, critical & non-critical
(3.3.1) Safe food practices: food handling
Spoilage: keeping areas around food clean, no insects,
keeping foods covered
Storing leftovers
(0.5.2) Safety guidelines in the kitchen: be aware of
surroundings, be aware of others, emergency
procedures, fire extinguisher, keeping areas clean,
prevent hazards
(3.3.2) Kitchen safety basics: handling sharp edges,
glass items, hot items, preventing fires, using electricity
safely, household chemicals, falls, burns, fires, cuts,
electrical shock, sanitation
Kitchen sanitation practices: sanitizing, clean facilities,
work space, appliances, utilities, clean up, personal
hygiene, foodborne illness, cross-contamination
COURSE OUTLINE – INDEPENDENT LIVING A & B
Assess government methods of recall for contaminated food.
(Evaluation)
Research jobs in the food industry. (Comprehension)
Interview a person who handles food in public setting about his/her
job. (Application)
Defend the position of keeping clean surfaces, appliances, and
utensils to prevent food borne illnesses from cross-contamination.
(Evaluation)
Investigate the consequences of improper food handling and food
storage. (Analysis)
Demonstrate proper sanitation practices in the kitchen.
(Comprehension)
Implement classroom/lab safety guidelines. (Application)
Practice safety and sanitation in the lab area. (Application)
Describe how kitchens are equipped and organized.
(Comprehension)
Practice accident prevention skills in the kitchen. (Application)
Identify ways to prevent foodborne illness. (Knowledge)
Practice safety and sanitation practices in the lab area. (Application)
17
COURSE: Independent Living A
UNIT 8: Food Preparation
TIME SPENT: 4 Weeks
Ch 39 – Food Preparation Basics
COMPETENCY:
0.1.3 Determines the meaning of words or phrases using context clues from sentences or paragraphs. (R1.4.2▲) (Evaluation)
0.1.7 Generates and/or solves multi-step real-world problems with rational numbers and algebraic expressions using computational procedures and
mathematical concepts. (M1.4.A1 a,b,d) ($) (Synthesis)
0.2.1 Use appropriate communication strategies for most effective outcome. (*13.3.1) (CC K&S) (21st) (SC P/SD1.2) (S1.1.5) (Application)
0.6.5 Apply leadership, citizenship, and teamwork skills in authentic experiences. (21st) (H-G) (Application)
3.2.8 Demonstrate ability to select, store, prepare, and serve nutritious foods. (9.5.1) (*14.3.3) (Comprehension)
OBJECTIVE: Demonstrate food preparation skills. (Application)
COURSE OUTLINE
Teacher will introduce
(3.2.8) Reading recipes, food preparation, cooking
techniques & methods
Serving foods: hot foods hot, cold foods cold, attractive,
serving size, serving utensils
Students will demonstrate
Demonstrate food preparation techniques. (Application)
Explain the differences among basic cooking methods.
(Comprehension)
(0.1.3) Reading recipes
Explain what to consider when choosing a recipe. (Comprehension)
Identify the basic information provided in recipes. (Knowledge)
(0.1.7) Measuring ingredients, adjusting quantities
Create a schedule for meal preparation. (Synthesis)
0.2.1) & (0.6.5) Utilize communication and teamwork in
food preparation lab teams to prepare foods
Prepare foods by cooperating with lab team members. (Application)
COURSE OUTLINE – INDEPENDENT LIVING A & B
18
COURSE: Independent Living B
UNIT 9: Family Relationships
TIME SPENT: 2 weeks
Ch 19 – Your Family Ties, Ch 20 – Challenges for Families
COMPETENCY:
0.1.2 Comprehends a variety of texts. (narrative, expository, technical, persuasive) (R1.4▲) (Comprehension)
0.3.1 Clarify personal and family issues. (Comprehension)
0.3.2 Identify adequate, reliable information, and resources for personal and family problem solving. (CC K&S) (Comprehensive)
0.4.1 Use a variety of communication technologies to locate information and manage records for family, work, and community settings. (*13.3.6) (CC K&S)
(21st) (Application)
4.3.1 Examine family as a basic unit of society as it transmits societal expectations. (Analysis)
4.3.2 Examine global influences on the family in teaching culture and traditions. (Analysis)
4.3.4 Compare and contrast the impact of change and transitions over the life course. (Analysis)
4.5.1 Investigate the impact of heredity, gender, ethnicity, culture, and social forces on human development. (Analysis)
4.5.4 Develop strategies for sharing ownership of responsibilities of managing family and work. (Synthesis)
OBJECTIVE: The learner will explain the importance of the family structure to individuals and society. (Evaluation)
COURSE OUTLINE
Teacher will introduce
(4.3.1) Types of families structures:
Define: nuclear, blended, single parent, adopted, extended,
and foster
Students will demonstrate
Identify types of family structures. (Comprehension)
Family life cycle
Describe the traditional family life cycle and its variations.
(Comprehension)
Explain the primary functions of families. (Comprehension)
Effects of families structures on society: blended families,
income level of single parents, challenges of foster parents, Identify the influence of society and cultural expectations and
elder care issues of extended family, challenges and issues traditions on family structures. (Comprehension)
of nuclear family, adopted family concerns, challenges and
issues of grandparents in primary caregiver role.
Explore the influence of society and cultural expectations and
traditions. (Analysis)
COURSE OUTLINE – INDEPENDENT LIVING A & B
19
(4.3.2) Unique features of families
Examine what makes a family unique. (Analysis)
Cultural practices and traditions
Research global impacts on families related to cultural differences.
(Comprehension)
Global issues and impacts on families
(4.3.4) Transitions in life cycle: balancing work and family
roles, marriage and divorce, serious Illness and death,
family crisis, mobility, societal- war, terrorism, violence;
environmental disasters- hurricanes, floods, tornadoes;
economic catastrophes- depression, inflation, stock market
crashes.
(0.3.1) Personal issues: internal and external conflicts
Family issues: common family problems, solutions to
issues
(4.5.4) Roles and responsibilities of a family: the
importance of relationships, developing positive
relationships, healthy and unhealthy relationships
Compare and contrast the changes within families that can and
cannot be controlled. (Analysis)
Explain how changes and crises affect families. (Comprehension)
Identify strategies that help families cope with challenges.
(Knowledge)
Clarify personal and family issues. (Comprehension)
List and discuss family problems and solutions.
(Knowledge/Synthesis)
Discuss positive techniques to manage life situations. (Synthesis)
Identify ways to strengthen family relationships. (Comprehension)
Examine and prioritize family responsibilities. (Analysis)
Explain why and how family roles change. (Evaluation)
(0.3.2) Resources to assist families in need
Explore skills needed to develop positive relationships. (Analysis)
Describe specific challenges often faced by families.
(Comprehension)
(4.5.1) Terms related to topic: heredity, gender, ethnicity,
culture, and social force.
Assess sources of help for families facing challenges. (Evaluation)
Define heredity, gender, ethnicity, culture, and social forces.
(Knowledge)
Effects of heredity, gender, ethnicity, culture, and social
forces in life
Examine how heredity, gender, ethnicity, culture, and social forces
can change throughout a lifetime. (Analysis)
Factors that affect human development: physical
Compare and contrast how physical, intellectual, emotional, and
COURSE OUTLINE – INDEPENDENT LIVING A & B
20
development, intellectual development, emotional
development, social development
social development affects the interaction within the individual and
family. (Analysis)
(0.4.1) Communication technologies: Internet, brochures,
newspapers, magazines
Use the Internet to gather statistics on the types of families and
where those families are in the family life cycle. (Application)
(0.1.2) Variety of texts: fiction vs. non-fiction
Use communication technologies to analyze local community
needs. (Application/Analysis)
Use a variety of texts to investigate the transitions in the life cycle.
(Application)
Reading strategies: scan, read, notes, visuals/graphic
organizers, review
COURSE OUTLINE – INDEPENDENT LIVING A & B
21
COURSE: Independent Living B
UNIT 10: Peer Relationships
TIME SPENT: 2 Weeks
Ch 21 – Your Friendships, Ch 21 – Dating & Marriage
COMPETENCY:
0.2.4 Communicate respectfully and effectively with people of different cultures and diverse perspectives. (*13.3.5) (CC K&S) (21st) (SC P/SD1.2)
(Comprehension)
0.3.5 Use criteria and standards to make ethical decisions. (21st) (Application)
0.3.7 Evaluate outcomes to measure progress. (CC K&S) (Evaluation)
4.6.1 Examine appropriate strategies to initiate, maintain, and end interpersonal relationships. (*13.1.1) (SC P/SC1.2) (Analysis)
4.6.4 Determine factors that contribute to healthy and unhealthy relationships. (*3.1.4) (Evaluation)
5.2.1 Choose nurturing practices that support human growth and development. (*15.2.1) (Synthesis)
5.2.2 Practice communication strategies that promote positive self-esteem in family members. (*15.2.2) (Application)
OBJECTIVE: The learner will investigate ways to build and maintain relationships. (Analysis)
COURSE OUTLINE
Teacher will introduce
(4.6.1) & (4.6.4) Friendship
Qualities of a friend: caring, dependable, loyalty, respect,
empathy, forgiveness, common interest.
Students will demonstrate
Compare and contrast attributes of good and bad friendship
qualities. (Analysis)
Identify cliques within the school environment. (Comprehension)
Diverse friendship: generation gaps- younger, older, same Appraise the value of diverse friendships. (Evaluation)
age, culture, socioeconomic status
Apply ideas to handle rejection. (Application)
Ending friendships: how to handle, handling rejection.
Discuss factors that contribute to healthy and unhealthy
Healthy and unhealthy relationships: factors that
relationships. (Synthesis)
contribute to relationships, characteristics of healthy and
unhealthy relationships, time spent with friends,
Evaluate characteristics that determine healthy and unhealthy
responsibilities to friends and family, internet
relationships. (Evaluation)
friendships/relationships: chat rooms, websites
(0.2.4) Differences between friends of mixed cultures:
Interpret cultural issues and perspectives related to mixed cultured
traditions, family expectations
friendships. (Comprehension)
COURSE OUTLINE – INDEPENDENT LIVING A & B
22
(0.3.5) Criteria and standards for ethical decisions:
explanation of ethical decisions, role of ethical decisions
and its importance to healthy relationships
Explain what makes a decision ethical. (Comprehension)
Select ethical decisions that contribute to healthy relationships.
(Application)
(0.3.7) Evaluating progress of decisions
(0.5.1) Nurturing practices in dating and marriage
Explain reasons for dating. (Comprehension)
(0.5.2) Communication strategies in dating and marriage
Give guidelines for responsible dating relationships. (Application)
Suggest ways of handling emotions in romantic relationships.
(Application)
Discuss factors that contribute to marital success and failure.
(Comprehension)
Identify reasons some people remain single. (Knowledge)
COURSE OUTLINE – INDEPENDENT LIVING A & B
23
COURSE: Independent Living B
UNIT 11: Parenting
Ch 24 – Life Span Development
COMPETENCY:
TIME SPENT: 2 weeks
0.6.3 Identify ways to be a responsible citizen in families, career, and communities. (GovB2i2▲K) (SC AD3.1)(Comprehension)
0.6.5 Apply leadership, citizenship, and teamwork skills in authentic experiences. (21st) (H-G) (SC CD3.2) (Application)
5.1.1 Examine parenting roles across the life span. (*15.1.1) (Analysis)
5.2.1 Choose nurturing practices that support human growth and development. (*15.2.1) (Knowledge)
5.2.2 Practice communication strategies that promote positive self-esteem in family members. (*15.2.2) (Application)
5.5.1 Identify physical, emotional, social, intellectual, and ethical growth patterns and needs. (*12.1.1) (Comprehension)
OBJECTIVE: The learner will explore parenting roles throughout the life span. (Analysis)
COURSE OUTLINE
Teacher will introduce
(0.6.3) Responsible citizens
Identify ways to be a responsible parent: balance
between family and work
Students will demonstrate
List ways to demonstrate responsibility and citizenship in families and
community. (Knowledge)
Relate impact of career on citizenship. (Comprehension)
Parenting roles: safety of children, caregiver, provider,
etc.
Explain the influence of personal ethics on family, the
workplace, and the community-at-large
(5.2.1) Developmental areas: physical development,
intellectual development, emotional development,
social development, moral development
Developmental influences: heredity and environment
(nature vs. nurture)
Developmental stages of children: prenatal, infants,
toddlers, preschoolers, early childhood, late childhood
school-age children, adolescents.
COURSE OUTLINE – INDEPENDENT LIVING A & B
List the developmental areas. (Knowledge)
Investigate the skills developed in each developmental area.
(Analysis)
Apply developmental stages of children to real life scenarios.
(Application)
Investigate nurturing practices to promote human growth and
development. (Analysis)
24
Special needs of each developmental stage: meeting
special needs
Select positive role modeling behaviors to promote growth and
development. (Application)
Positive role modeling behaviors: eating healthy,
exercising, contributing to society (job, volunteer), not
smoking, drug free, law abiding citizen
Compare communication strategies that will support human growth
and development. (Analysis)
Communication strategies: positive guidance
Research best suggestions/advice for healthcare, toys, and foods in
order to maximize growth and development. (Comprehension)
Appropriate care for children: healthcare, safe toy
selection, dietary needs
(5.1.1) Parenting roles across the lifespan.
List roles of the parent. (Knowledge)
Examine the changing roles of the parent. (Analysis)
Beginning Family Stage
Parental Stage 1 – Expanding
Parental Stage 2 – Developing
Parental Stage 3 – Launching
Middle Years
Retirement
(5.5.1) Growth patterns and needs: physical needssafety, food; emotional needs-bonding, attachment;
social needs-belonging; intellectual needs; ethical needs
List intellectual and growth patterns in each developmental stage.
(Knowledge)
Recognize the importance of meeting growth needs. (Knowledge)
Classify needs and give examples. (Comprehension)
Explain children’s needs of each developmental stage.
(Comprehension)
(0.6.5) Leadership and teamwork: collaborating together Utilize all group members (family setting, family role play) in an action
to meet one goal, use each person’s strengths to meet
goal. (Application)
goal, take action to meet objective, fulfill a need that is
unmet, work with several different people at one time
Practice being cooperative toward group members. (Application)
Model leadership behaviors. (Application)
COURSE OUTLINE – INDEPENDENT LIVING A & B
25
(5.2.2) Positive parenting through communication: give
praise, set good examples, set clear limits, give simple
explanations
Use communication strategies that promote positive parenting
relations. (Application)
Examine the importance of positive communication to positive selfesteem. (Analysis)
Relate the importance of knowing when you need help when in a
parenting/caregiver role. (Knowledge)
COURSE OUTLINE – INDEPENDENT LIVING A & B
26
COURSE: Independent Living B
UNIT 12: Child Development
Ch 25 – Providing Care, Ch 26 – Nurturing & Guiding
COMPETENCY:
TIME SPENT: 3 Weeks
0.3.4 Evaluate potential consequences of alternative choices. (CC K&S) (Evaluation)
0.5.3 Understand how to document and report emergency/crisis situations and outcomes to the appropriate authorities. (CC KS) (Application)
5.5.6 Create strategies to enhance development of children through play and activities. (Synthesis)
5.5.8 Plan strategies to provide for health and safety needs from conception through adolescence. (Synthesis)
OBJECTIVE: The learner will compile strategies for enhancing the development of children. (Synthesis)
COURSE OUTLINE
Teacher will introduce
(5.5.6) Development of children: types of play, gross
and fine motor skills, play and intellectual skillssequencing, symbols, classification, play and social
skills- sharing, cooperation, communication, leadership,
sportsmanship, play and emotional skills- enhance selfesteem, coping, age-appropriate expression,
vocabulary, play and ethical skills- character, honesty,
kindness, guidelines for choosing age-appropriate
activities.
Students will demonstrate
Define and give examples of play. (Knowledge)
Define and give examples of gross and fine motor skills. (Knowledge)
Explore developmental needs of children. (Analysis)
Investigate types of play and different activities. (Analysis)
Compile a list of types of play for specific developmental stages.
(Synthesis)
Construct activities that develop children’s intellectual, social,
emotional, ethical, skills. (Application)
(0.5.3) Accidents and emergencies: remain calm,
assess situation, call for assistance, and give minimum
necessary first aid.
Apply guidelines for choosing age-appropriate activities. (Application)
Organize a plan using the accident and emergency process.
(Application)
List important phone numbers to use in emergencies. (Knowledge)
Important numbers: poison control, police station,
emergency room, doctor/pediatrician, family members
COURSE OUTLINE – INDEPENDENT LIVING A & B
27
(5.5.8) Health and safety needs
Examine roles of the parent. (Analysis)
Parenting responsibilities: parenting education, dealing
with misbehavior, etc.
Construct ways to make a home safer for children. (Application)
Safety in the home: remove objects that create hazard,
monitor use of stairs, keep doors/windows locked,
supervise children, toy safety, etc
Utilize care-giving skills in a childcare simulation. (Application)
Outdoor safety: playgrounds, streets, swimming pools,
etc.
Caring for children: managing behavior, clothing,
mealtime and snacks, bedtime
Evaluate ways to manage misbehavior. (Evaluation)
Wellness model: physical health, mental and emotional
health, social health.
Physical needs of children: sleep and rest, good
grooming, exercise and nutrition, health care
Demonstrate proper feeding, diapering, bathing, burping, and other
infant care skills. (Comprehension)
(0.3.4) Consequences of choices: look at all
possibilities, identify positive and negative results of
choices, selecting the best choice for all, consequence
of choice
Explain the importance of identifying the consequences of a choice.
(Comprehension)
Consider many choices and the consequences of each choice.
(Evaluation)
Examine the consequences of parents that are unfamiliar with the
development of children. (Analysis)
COURSE OUTLINE – INDEPENDENT LIVING A & B
28
COURSE: Independent Living B
UNIT 13: Selecting and Purchasing Clothes
TIME SPENT: 2 Weeks
Ch 42 – Fashion and Design, Ch 43 – Shopping for Clothes
COMPETENCY:
0.1.7 Generates and/or solves multi-step real-world problems with rational numbers and algebraic expressions using computational procedures
and mathematical concepts. (M1.4.A1 a,b,d) ($) (Synthesis)
0.3.2 Identify adequate, reliable information, and resources for personal and family problem solving. (CC K&S) (Comprehensive)
0.3.3 Critique alternative methods of solving problems and accomplishing tasks. (CC K&S) (Evaluation)
0.3.4 Evaluate potential consequences of alternative choices. (CC K&S) (Evaluation)
0.3.5 Use criteria and standards to make ethical decisions. (21st) (Application)
0.3.6 Implement an action plan. (Application)
0.4.2 Use technology to analyze, manipulate, and interpret information. (CC K&S) (21st) (S5.1.1▲) (Application)
2.1.1 Apply management and planning skills and processes to organize tasks and responsibilities. (*2.1.1) (Application)
2.1.2 Examine how individuals and families make choices to satisfy needs and wants. (*2.1.2) (FCCLA Power of One) (Analysis)
2.1.3 Evaluate community resources and services available to individuals and families. (SC P/SD1.1) (Evaluation)
2.1.4 Evaluate use and impact of time, money, technology, and other resources in the process of working toward goals. (21st) (Evaluation)
OBJECTIVE: Apply management skills to wardrobe selection. (Application)
COURSE OUTLINE
Teacher will introduce
(2.1.1) Utilize planning skills
Students will demonstrate
Describe the main segments of the fashion industry.
(Comprehension)
Analyze ways the fashion industry influences consumers.
(Analysis)
(2.1.2) Making clothing decisions to satisfy needs and
wants – elements & principles of design – color
harmonies
Describe elements and principles of design.
(Comprehension)
Demonstrate knowledge of color terminology. (Application)
(2.1.4) Use of resources in meeting clothing goals
COURSE OUTLINE – INDEPENDENT LIVING A & B
Choose flattering clothing by applying the elements and
principles of design. (Synthesis)
29
(0.4.2) Input measurements into computer program to
determine personal clothing designs
(0.3.2) Identify resources for problem solving
(0.3.3) Critique computer program that calculates personal
clothing designs
(0.3.4) Consequences of clothing for job interview
(0.3.5) Decide on appropriate clothing for specific
scenarios based upon personal measurements.
(2.1.3) Evaluate community resources
Create portfolio demonstrating appropriate personal clothing
design based upon computer programs “Suit Yourself” or
“Your Ideal Silhouette”. (Synthesis)
Select appropriate clothing based upon principles and
elements of design and color for a job interview.
(Synthesis)
Describe strategies for finding clothes at reasonable prices.
(Comprehension)
(0.1.7) Math – calculate cost per wearing
Calculate the cost per wearing of a garment. (Synthesis)
Distinguish between clothing fads and classics.
(Comprehension)
(0.3.6) Implement a plan for obtaining appropriate clothing.
Evaluate clothes for fit and quality. (Evaluation)
Give guidelines for shopping responsibly. (Comprehension)
COURSE OUTLINE – INDEPENDENT LIVING A & B
30
COURSE: Independent Living B
UNIT 14: Wardrobe Maintenance
TIME SPENT: 3 Weeks
Ch 44 – Fabrics and Their Care, Ch 45 – Sewing Basics
COMPETENCY:
2.1.1 Apply management and planning skills and processes to organize tasks and responsibilities. (*2.1.1) (Application)
2.1.2 Examine how individuals and families make choices to satisfy needs and wants. (*2.1.2) (FCCLA Power of One) (Analysis)
2.1.3 Evaluate use and impact of time, money, technology, and other resources in the process of working toward goals. (21st) (Evaluation)
OBJECTIVE: Apply needed skills for wardrobe maintenance. (Application)
COURSE OUTLINE
Teacher will introduce
(2.1.1) Apply management and planning skills to wardrobe
maintenance.
Students will demonstrate
Compare different types of fibers, fabric construction
methods, and finishes. (Analysis)
Explain the importance of proper clothing care.
(Comprehension)
(2.1.2) Making choices to satisfy needs and wants in
clothing.
Select appropriate laundry methods. (Application)
Compare options for drying cleaning clothes. (Analysis)
(2.1.3) Evaluate use of time and money to manage
wardrobe.
Describe how to store clothes properly. (Comprehension)
Identify the uses of basic sewing equipment and tools.
(Knowledge)
Demonstrate basic skills for repairing clothing. (Application)
COURSE OUTLINE – INDEPENDENT LIVING A & B
31
COURSE: Independent Living B
UNIT 15: Housing Choices
TIME SPENT: 1 Week
Ch 46 – Choosing a Place to Live, Ch 47 – Designing Living Space, Ch 48 – Home Care and Safety
COMPETENCY:
0.1.6 Adjusts original rational number estimate of a real-world problem based on additional information. (a frame of reference) (M1.3.A1) ($) (Synthesis)
0.1.8 Uses data analysis in real-world problems with rational number data sets to compare and contrast two sets of data, to make accurate
inferences and predictions, to analyze decisions, and to develop convincing arguments from data displays. (M4.2.A1▲) ($) (Application)
0.4.2 Use technology to analyze, manipulate, and interpret information. (CC K&S) (21st) (S5.1.1▲) (Application)
0.5.1 Manage the physical and social environment to reduce conflict and promote safety in family, workplace, and community. (CC K&S) (21st)
(SC P/SC3.1) (Application)
0.5.2 Practice safety techniques to create a safe environment. (CC K&S) (SC CD 1.1) (Application)
0.5.4 Follow regulations, organizational policies, and procedures to assure a safe and healthy environment. (CC K&S) (GovB1i2▲A) (SC
P/SD1.1) (SC CD3.2) (S6.1▲) (Application)
2.1.2 Examine how individuals and families make choices to satisfy needs and wants. (*2.1.2) (FCCLA Power of One) (Analysis)
2.3.2 Apply management principles to individual and family financial practices. (1.3.2) (*2.6.2 ) ($) (21st) (Application)
2.5.1 Identify factors affecting consumer decisions. (H-G) (Comprehension)
2.5.2 Identify strategies for comparison-shopping. (Comprehension)
OBJECTIVE: Investigate choices in housing. (Analysis)
COURSE OUTLINE
Teacher will introduce
(2.5.1) Deciding on appropriate housing.
Students will demonstrate
Discuss basic needs met by housing. (Comprehension)
(2.5.2) Comparison shopping in housing.
Identify typical housing costs for renters and homeowners.
(Knowledge)
(2.3.2) Manage family finances.
(0.1.8) Comparing costs of buying and renting.
(0.1.6) Utilize measurements and scaled drawings.
(0.4.2) Use computer to design a floor plan, select
furnishings and equipment.
COURSE OUTLINE – INDEPENDENT LIVING A & B
Compare the pros and cons of renting versus buying.
(Analysis)
Explain procedures for renting and buying housing.
(Comprehension)
Describe a scaled drawing of a room’s floor plan.
(Knowledge)
Describe the five elements of design and the effects that
32
can be created with each. (Knowledge)
Explain how the principles of design apply to the design of a
room. (Comprehension)
Create a room design utilizing a computer program.
(Synthesis)
(2.1.2) Satisfying needs and wants in housing.
(0.5.1) & (0.5.2) Manage physical environment to promote
safety.
(0.5.4) Create organizational procedures to maintain a safe
and healthy home.
Discuss factors to consider when choosing furniture and
appliances. (Comprehension)
Summarize the benefits of caring for one’s home.
(Evaluation)
Explain ways to keep a home neat and clean.
(Comprehension)
Identify preventative maintenance tasks. (Knowledge)
Describe strategies for preventing home accidents and
preparing for emergencies. (Knowledge)
COURSE OUTLINE – INDEPENDENT LIVING A & B
33
COURSE: Introduction to Work and Family Studies
Unit 16: Families and the Community
COMPETENCY:
TIME SPENT: 1 week
0.4.2 Use technology to analyze, manipulate, and interpret information. (CC K&S) (21st) (S5.1.1▲) (Application)
0.7.5 Demonstrate processes for cooperating, compromising and collaborating to achieve goals. (*13.5.7) (21st) (SC P/SD2.1) (SC AD1.2)
(Comprehension)
2.2.1 Determine individual and family responsibility in relation to the environment trends, issues, and affects on future generations. (Evaluation)
2.2.2 Examine behaviors that conserve, reuse, and recycle resources to maintain the environment. (Analysis)
OBJECTIVE: The learner will assess the relationship of the environment to family and consumer resources. (Evaluation)
COURSE OUTLINE
Teacher will introduce
(2.2.1) Responsibilities for now and the future
Students will demonstrate
Explore current environmental trends and issues that impact
consumers. (Analysis)
Environmental trends
Environmental issues: responsibility, costs, safety,
research, regulations, policies, related ethics
Effects of environmental abuse
(0.4.2) Use of the Internet: school’s Internet usage policy,
selection and use of reliable resources
Determine the impact of current environmental issues on future
generations. (Evaluation)
Recommend responsible behaviors for maintaining and improving
the environment. (Evaluation)
Research current environmental issues. (Comprehension)
Evaluate environmental responsibilities. (Evaluation)
(2.2.2) Maintaining the environment: conservation
techniques, recycling programs
Definitions: conserve, precycle, recycle, reuse, natural
resources, renewable resources, non-renewable
resources, state of the environment
Maintenance of the environment: identification of
behaviors that conserve, reuse, and recycle, identify
COURSE OUTLINE – INDEPENDENT LIVING A & B
Examine ways individuals and families can conserve, reuse, and
recycle resources. (Analysis)
Selects methods families can use to recycle. (Evaluation)
Examine behaviors that directly affect the environment. (Analysis)
Distinguish the effects of behavior on the environment and its
importance. (Analysis)
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effects of behavior on environment, identify importance of
environment
Examine ways individuals and families can conserve, reuse, and
recycle resources. (Evaluation)
Rejuvenating the environment: conservation, recycle,
reuse
(0.7.5) Cooperation: all participate, need each other,
equal participation, each accountable
Demonstrate the skills of cooperation, compromise and
collaboration to complete projects. (Comprehension)
Compromise and consensus
Collaboration
Show appropriate social skills to work together to complete a project
to rejuvenate the environment. (Comprehension)
Cooperate in projects: (planning, compromising, dividing
responsibilities), Groups/partners work efficiently together
to accomplish a desired goal
COURSE OUTLINE – INDEPENDENT LIVING A & B
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COURSE: Introduction to Work and Family Studies
UNIT 17: Managing Family Finances
TIME SPENT: 1 Week
COMPETENCY:
0.1.6 Adjusts original rational number estimate of a real-world problem based on additional information. (Application)
0.1.7 Generates and/or solves multi-step real-world problems with real numbers and algebraic expressions using computational procedures and
mathematical concepts. (Application)
2.3.1 Examine the need for personal and family financial planning. (Evaluation)
2.3.2 Apply management principles to individual and family financial practices. (Analysis)
OBJECTIVE: The learner will determine management principals to acquire financial security. (Evaluation)
COURSE OUTLINE
Teacher will introduce
Students will demonstrate
(2.3.1) Needs for financial planning
Define financial planning. (Knowledge)
Practices associated with financial planning
Discuss benefits of financial planning in relation to personal, family
and career goals. (Synthesis)
Financial terminology: fixed/flexible expenses, net/gross
income, paycheck terms
Practices that affect individuals & families: retirement,
emergency funds, work toward financial opportunity, early
retirement goals, taxes
Budget influences: inflation/deflation, unemployment,
seasonal, health of the economy, provide a frame of
reference for budgeting, statistics for average consumer
spending, personal records, contracts, technology safety
Introduction to savings: reasons, benefits, interest
Model knowledge of management principles. (Application)
Explain the impact of technology on the budget decisions.
(Comprehension)
Discover the need of budgets to accomplish personal and family
financial goals. (Analysis)
Build personal records through budgets, goals and planning.
(Synthesis)
Inspect practices that affect individuals financially. (Analysis)
Distinguish behaviors that are associated with financial planning.
(Analysis)
COURSE OUTLINE – INDEPENDENT LIVING A & B
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Distinguish behaviors that affect individuals and families differently
in association with finances. (Analysis)
Justify the need for a savings account for all families by including in
a personal budget. (Evaluation)
(0.1.6) Banking basics: checking, savings, balancing and
reconciling, on-line, interest
Develop a monthly budget reflecting needs, wants and financial
goals. (Application)
Estimate: definition, estimation vs. guessing, finding facts
to use, appropriate times for estimation, educated guess,
actual facts,
Adjust budget with additional information. (Synthesis)
Making adjustments: according to changes in lifestyle,
emergencies, etc.
(2.3.2) Management principles
Strategies for a family budget: purpose and benefits of a
budget, financial terms, creating a budget – fixed and
flexible expenses, plan for savings
Banking basics: checking, savings, balancing and
reconciling, on-line, interest
Estimate costs of various consumer purchases. (Synthesis)
Prepare a personal budget that will reflect fixed, flexible, and
periodic expenses. (Application)
Discuss financial terminology (fixed/flexible expenses, net/gross
income, etc.). (Synthesis)
Analyze a family savings plan. (Analysis)
Model knowledge of management principles. (Application)
Management & financial practices: management
principles, family financial practices, relationship between
management and financial practices
Strategies for budgeting: purpose and benefits of a
budget, creating a budget-fixed and flexible expenses,
plans for savings
Utilize knowledge of management principles in planning financial
practices. (Application)
Classify fixed and flexible expenses. (Comprehension)
Prepare a personal budget savings plan. (Application)
Utilize checkbook simulation to practice life skills. (Application)
COURSE OUTLINE – INDEPENDENT LIVING A & B
37
Calculate a checkbook balance. (Synthesis)
(0.1.7) Checkbook Calculations: define rational numbers,
rational numbers in balancing a checkbook, in daily
balance and budgets, balancing check book, algebraic
expressions in daily balance and budgets, percent of
income for budget categories, balancing check book
Interpret a bank statement. (Comprehension)
Create a realistic budget for personal use. (Synthesis)
Rational Numbers: checkbook basics, finding net income,
calculate a checkbook balance, interpret a bank
statement, calculate a checkbook balance, create a
realistic budget
COURSE OUTLINE – INDEPENDENT LIVING A & B
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COURSE: Introduction to Work and Family Studies
UNIT 18: Consumerism and Financial Management
TIME SPENT: 1 Week
COMPETENCY:
0.1.4 Understands the purpose of texts features and uses such features to locate information in and to gain meaning from appropriate-level texts. (R1.4.2)
(Evaluation)
0.1.9 Research, apply, and evaluate information to accomplish tasks. (CC K&S) (SC CD 2.1) (Application/Evaluation)
0.3.2 Identify adequate, reliable information, and resources for personal and family problem solving. (CC K&S) (Application)
2.5.1 Identify factors affecting consumer decisions. (Comprehension)
2.5.2 Identify strategies for comparison shopping. (Comprehension)
OBJECTIVE: The learner will evaluate factors affecting basic consumer decisions. (Evaluation)
COURSE OUTLINE
Teacher will introduce
(2.5.1) Basic economic principles: supply and demand,
technology, media, marketplace, legal and moral factors,
cultural factors, societal factors, resources, needs and
wants
Students will demonstrate
Analyze the basic economic principles of supply & demand.
(Analysis)
Discuss the effects of supply and demand on the current economy.
(Synthesis)
Evaluate the importance of resources and the impact of lack of
resources on consumers and our economic system. (Evaluation)
Distinguish between needs and wants. (Analysis)
Research consumer decisions. (Comprehension)
Explain factors that affect consumer decisions. (Comprehension)
Explain what makes information reliable. (Comprehension)
(0.3.2) Reliable Information: neutral parties, more than
one source supports, research based, recent data
COURSE OUTLINE – INDEPENDENT LIVING A & B
Apply reliable information to consumer decisions. (Application)
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(0.1.9) Research information affecting consumer
decisions: number of resources, validity of research
resources, value of research information
Evaluate information that affects consumer decisions. (Evaluation)
Research methods to make good consumer decisions.
(Comprehension)
Determine responsibility for financial decisions. (Evaluation)
Choose appropriate steps to establish good financial decisions.
(Application)
(2.5.2) Comparison shopping: conspicuous consumption,
impulse buying, habit buying, seduction of credit
Identify the advantages and disadvantages of comparison-shopping.
(Comprehension)
Strategies for comparison-shopping: unit price, credit
score, deductible, compare, research
Develop personal comparison-shopping strategies. (Synthesis)
Explain how varying life situations affect the consumer choices
made. (Evaluation)
Propose solutions for common pitfalls in shopping practices.
(Synthesis)
(0.1.4) Text features: bold, words in italics, table of
contents, summaries, headings
Utilize text features to analyze & research consumer information
(Application)
Consumer text resources: consumer reports, technology,
media
COURSE OUTLINE – INDEPENDENT LIVING A & B
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