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					                       21st Century Instructional Guide for Career Technical Education

                                          Personal Resource Management
                                                 Human Services
                                          Family and Consumer Sciences

Title:                 Personal Resource Management (0911)


Standard Number:       Leadership, Citizenship and Teamwork Skills
HS.S.PRM.1             Students will demonstrate leadership, citizenship and teamwork skills required for success in the
                       family, workplace and global community.
Essential Questions:   What do 21st Century skills mean in the context of individual skills and abilities?
Objectives:            Students will                                   Learning Plan & Notes to Instructor:
HS.O.PRM.1.1           assess factors involved in successful           Have students create a brainstorm list of good
                       leadership skills, citizenship traits and       leadership traits and skills. Discuss reasons why we
                       teamwork traits.                                need good leaders. Determine what skills and traits
                                                                       are developed in the family that impact citizenship
                                                                       and teamwork.
HS.O.PRM.1.2           apply leadership, citizenship and teamwork Have students set-up a student organization board of
                       skills as an integral part of classroom         directors, elect class officers, select standing
                       activities.                                     committees, and learn about parliamentary
                                                                       procedure. Lead students as they develop a family
                                                                       related project that utilizes the abilities and skills of
                                                                       all class members.
Standard Number:       Management of Individual and Family Resources
HS.S.PRM.2             Students will demonstrate management of individual and family resources such as food, clothing,
                       shelter, health care, recreation, transportation, time, and human capital.
Essential Questions:   How do I make the best choices for utilizing my resources?
Objectives:            Students will                                   Learning Plan & Notes to Instructor:
HS.O.PRM.2.1           apply management and planning skills and Introduction:
                       processes to organize tasks and                 State the following: An important technique for
                       responsibilities.                               understanding the importance of money in our lives
                                                                       is to develop a budget.
                                                                       http://www.frbsf.org/education/teachers/index.html
                                                                       Examine the relationship between education
                                                                                                                              1
attainment and earning potential, develop a budget,
and explore changes in labor market trends.
Resources include lesson plan and powerpoint.
Following projects were developed by:
Erin Wilhite Smagala; Tennessee Technological University

Occupation/Salaries/Family Situations (2 days)
Have students will randomly draw from pre-selected
occupations/salaries and family situations. They will
then construct a monthly budget with given criteria.
Print resources are available. Contact the FACS
coordinator for access.
Handouts:
(1.a) Occupations/Salaries (cut out and draw from a
hat) (Word)
(1.b) Family Situations (cut out and draw from a hat)
(Word)
(1.c) Monthly Budget Worksheet (Word)
Websites/Resources:
http://swz.salary.com/salarywizard/layouthtmls/swzl_
salarycenter.html

Life Happens (2 days)
Summary: Students will randomly draw life
events/occurrences that may be negative or positive.
They must adjust their budgets accordingly, as well
as manage savings plans and find extra income,
when needed.
Handouts: Life Events/Occurrences (cut out and
drawn from a hat) (Word)

Second Chances (1 day)
Summary: Have students review their Real World
Budget activities and write a paper about what they
have learned about budgeting, changes they would
have made, and budgeting techniques they will use
                                                 2
                                                           in the future.
                                                           Websites/Resources: http://www.apa.org and
                                                           http://www.mla.org

                                                           The Federal Bank of Dallas has developed an
                                                           interactive site, “Building Your Wealth”,
                                                           http://dallasfed.org/ca/wealth/index.cfm

                                                           Have students organize a plan that can be
                                                           implemented during the course:

                                                            1) Define a major objective in your life or work.
                                                            2) List the steps you need to take in order to
                                                               achieve.
                                                            3) Put those steps in order of priority.
                                                            4) Now list the resources or materials you will need,
                                                               identify where you will work on each goal, state
                                                               how long each goal will take and list any people
                                                               whose input you will need.
                                                            5) Make a list of planning and organization tools
                                                               that will help you.
HS.O.PRM.2.2   analyze how individuals and families make   Financial Planning (PBL activity)
               choices to satisfy needs and wants.         Summary: Financial Planning is an FCCLA Star
                                                           event to be done individually. Participants are
                                                           recognized for their ability to budget for costs of
                                                           unforeseen events using skills learned in Family and
                                                           Consumer Sciences.
                                                           Websites/Resources:
                                                            www.fcclainc.org Star Events Manual
                                                           www.creditinfocenter.com
                                                           www.younginvestor.com
                                                           www.moneyinstructor.com

                                                           Students can find out just how much it really costs to
                                                           provide for their needs and what a dream life can
                                                           cost in this interactive site:
                                                                                                             3
                                                               http://www.cdr.state.tx.us/RealityCheck/ or at
                                                               http://www.californiarealitycheck.com/ or at
                                                               http://www.jumpstartcoalition.org/realitycheck/pgv_m
                                                               oney_rc_main.html

HS.O.PRM.2.3   analyze decisions about providing safe and      http://home.earthlink.net/~spcemonk/webquest.html
               nutritious food for individuals and families.   A webquest on genetically engineered foods.

                                                         http://www.learntobehealthy.org A nutrition kit,
                                                         “Powered by Choice”, developed by teens with
                                                         lesson that permits students to pursue a healthier
                                                         lifestyle.
HS.O.PRM.2.4   apply consumer skills to providing and    Have students complete a FCCLA Recycle and
               maintaining clothing.                     Redesign project. www.fcclainc.org STAR manual
                                                         Students redesign a garment for a new look or use.
                                                         Have students bring in a garment to repair. Examine
                                                         the workmanship of quality clothing construction.
                                                         Compare the cost and quality of several brands of
                                                         jeans.
HS.O.PRM.2.5   apply consumer skills to decisions about  http://www.cdr.state.tx.us/realitycheck/ investigate
               housing, utilities, and furnishings.      the true cost of living in this interactive exploration of
                                                         life on your own.
HS.O.PRM.2.6   summarize information about procuring and http://www.smartaboutmoney.org/ Have students
               maintaining health care to meet the needs research health related financial decisions. Have
               of individuals and family members.        them research the impact of such decisions and
                                                         develop a brochure or poster on the chosen issue.
HS.O.PRM.2.7   apply consumer skills to decisions about  Have students develop an list of enjoyable activities.
               recreation.                               Determine costs for a variety of recreational
                                                         activities. How little can be spent and still enjoy the
                                                         time. Make a budget for a vacation.
HS.O.PRM.2.8   apply consumer skills to role play        www.consumerjungle.org Essential. Competency for
               acquisition and maintenance of            the real world: cars, insurance, cell phones, bills,
               transportation that meets the needs of    loans, investments, credit, budgets, and health.
               individuals and family members.           Simulations, resources, and quizzes. Designed for
                                                         educators and students.
                                                         http://missouricareereducation.org/curr/cmd/persfin/i
                                                                                                               4
                                                                      ndex.html Have students complete the project for
                                                                      CSI3 on Personal Finance. Resource and
                                                                      supplementary materials are available for download.
                                                                      Given a scenario, students will apply steps in a
                                                                      problem-solving process and economic
                                                                      reasoning, comparing cost of several cars.
                                                                      Consideration is given to insurance, gas
                                                                      mileage, and other costs.
Standard Number:       Environment and Consumer Resources
HS.S.PRM.3             Students will analyze the relationship of the environment to family and consumer resources.
Essential Questions:   What is the family’s responsibility for the environment?
Objectives:            Students will                                    Learning Plan & Notes to Instructor:
HS.O.PRM.3.1           analyze individual and family responsibility Have students discuss responsibility for a
                       in relation to the environmental trends and      sustainable future. Who is responsible? Who pays
                       issues.                                          for the results? Have students to imagine that an
                                                                        imaginary town has a group that aims to improve a
                                                                        specific environmental trend. Have students write a
                                                                        paper that states where the group could focus its
                                                                        efforts. Which of the needs should the group tackle
                                                                        first? What could the group attempt to do about this
                                                                        issue ? How would families be impacted by the
                                                                        concern over the issue? How would the family and
                                                                        community benefit from the efforts involved in the
                                                                        work?

                                                                      Download the instructions and materials for the
                                                                      following activity at
                                                                      http://www.ellabakercenter.org/page.php?pageid=27
                                                                      &contentid=23

                                                                      Note: The site is a political action group website. Use
                                                                      the site as a beginning point in a discussion of
                                                                      responsibility and action.

                                                                      Activity #1: The Green Wave and My Community

                                                                                                                        5
                                                      The blossoming green economy (which includes
                                                      things like hybrid cars, wind turbines, green
                                                      buildings, and solar panels) is impacting
                                                      communities across the U.S. In this activity, students
                                                      explore the meaning of "green," learn about the
                                                      green economy, and then team up to investigate how
                                                      the Green Wave is (or isn't) impacting their city.



                                                      Activity #2: Exploring Eco-Privilege

                                                      Thanks to the growing green economy, many people
                                                      now have access to products and services for
                                                      sustainable lifestyles. But many more do not. And
                                                      often, those who enjoy such access do not realize
                                                      that it is a privilege — a privilege denied to many
                                                      others across the country. In this activity, students
                                                      use a self-assessment tool to examine if, and in what
                                                      areas, they benefit from eco-privilege.
HS.O.PRM.3.2   summarize environmental trends and     http://www.food-force.com/ Food Force is a game
               issues affecting families and future   based strategy for teaching about global hunger.
               generations.                           Teachers are encouraged to download the game and
                                                      install it on school computers or burn it onto a CD
                                                      and make as many copies as required. The game is
                                                      designed for students 8-13 yrs. The supplementary
                                                      resource materials, however, are valuable in
                                                      development of learning activities for secondary
                                                      students.

                                                      The various Food Force missions demonstrate and
                                                      help explain the following hunger learning themes:

                                                            What is hunger and who are the hungry?
                                                            Why are people hungry and malnourished?
                                                                                                       6
                                                                          What can we do to help end hunger?

                                                                   Have students develop a plan for living in families
                                                                   that are taking measures to live in an
                                                                   environmentally appropriate style. This site has fast,
                                                                   quick, quicker ideas. http://www.simplesteps.org/
HS.O.PRM.3.3           demonstrate behaviors that conserve,        Earth Café 2050 is an activity that is designed to
                       reuse, and recycle resources to maintain    show people their ecological footprint for the year
                       the environment.                            2050 by demonstrating their impact on the earth. It
                                                                   uses a moderate projection of population, land use,
                                                                   resources, etc., your students determine what effects
                                                                   their lifestyles will have on the earth if everyone were
                                                                   to live the same way. The “ecological footprint” is a
                                                                   technique that quantifies the land resources required
                                                                   to support humans depending on their lifestyles.
                                                                   Using "menu driven" information, Earth Café 2050
                                                                   calculates your footprint using Mathis Wackernagel's
                                                                   2003 Household Ecological Footprint Calculator.
                                                                   http://www.ithaca.edu/sustainability/outreach_earthc
                                                                   afe2050.php

HS.O.PRM.3.4           explain government regulations for          http://www.epa.gov/teachers/conservation.htm
                       conserving natural resources.               Many ideas for meeting this objective are found at
                                                                   this EPA site.

                                                                   http://www.wvdnr.gov/ Examine WV approach to
                                                                   regulations and conservation.

                                                                   http://riley.nal.usda.gov/nal_display/index.php?info_c
                                                                   enter=8&tax_level=1&tax_subject=567 Have
                                                                   students identify a specific resource and investigate
                                                                   the regulations that have impact on the resource.
Standard Number:       Policies Impacting Consumers
HS.S.PRM.4             Students will analyze policies that support consumer rights and responsibilities.
Essential Questions:   What are my rights and responsibilities as a consumer?
Objectives:            Students will                                  Learning Plan & Notes to Instructor:
                                                                                                                      7
HS.O.PRM.4.1   analyze state and federal policies and laws   http://www.nefe.org/ Students research consumer
               providing consumer protection.                protection policies and laws.
HS.O.PRM.4.2   analyze how policies become laws relating     Have students read the text on this site and then
               to consumer rights.                           develop a graphic organizer that depicts the process.
                                                             http://www.nutritionwsda.org/wsda.cfm?page=Ideas
                                                             %20to%20Law
HS.O.PRM.4.3   analyze skills used in seeking information    Have students list all the goods and services they
               to consumer rights.                           purchased in the past week. Tally the amount the
                                                             class spent in that time period. Figure an average for
                                                             the class. Multiply that by the school population to
                                                             find what the school spent the past week. Record the
                                                             results on the worksheet.

                                                             Discuss three reasons we buy what we do:

                                                             1. PEERS—Because friends are an important part in
                                                             the lives of most teens; their ideas and tastes can be
                                                             influential. Sometimes just one or two popular
                                                             students can start a fad. What really matters is what
                                                             is best for you.

                                                             2. HABIT—Many buying decisions are influenced by
                                                             habits. Most students eat the same lunch everyday
                                                             just out of habit. If you always shop at the same
                                                             store, you may be passing up a good price at
                                                             another store.

                                                             3. ADVERTISING—This is another influence on what
                                                             you buy. Advertising is everywhere. The major
                                                             advantage of advertising is that it lets you know what
                                                             is available. The disadvantage is that it sometimes
                                                             persuades people to buy things they don’t need.

                                                             Show students a teen magazine. Discuss what
                                                             percentage of the magazine is advertising (count the

                                                                                                              8
                                                                   ads and divide by the total pages).

                                                                   Have students match ad slogans with the companies
                                                                   they represent. (These become outdated very
                                                                   quickly, so just list 10 current slogans that can be
                                                                   remembered.
Standard Number:       Effects of Technology
HS.S.PRM.5             Students will examine the effects of technology on individual and family resources.
Essential Questions:   What strategies can help me achieve more in my life?
Objectives:            Students will                                 Learning Plan & Notes to Instructor:
HS.O.PRM.5.1           summarize types of technology that affect     Discuss the impact of technology and media on
                       family and consumer decision-making.          choices.

                                                                   http://www.uen.org/Lessonplan/preview.cgi?LPid=46
                                                                   5 Employ the Utah Education Network’s FACS
                                                                   lesson plan on consumerism. Resource materials
                                                                   are downloadable.

                                                                   Have students list all the goods and services they
                                                                   purchased in the past week. Tally the amount the
                                                                   class spent in that time period. Figure an average for
                                                                   the class. Multiply that by the school population to
                                                                   find what the school spent the past week. Record the
                                                                   results on the worksheet.

                                                                   Discuss three reasons we buy what we do:
                                                                   1. PEERS—Because friends are an important part in
                                                                   the lives of most teens; their ideas and tastes can be
                                                                   influential. Sometimes just one or two popular
                                                                   students can start a fad. What really matters is what
                                                                   is best for you.

                                                                   2. HABIT—Many buying decisions are influenced by
                                                                   habits. Most students eat the same lunch everyday
                                                                   just out of habit. If you always shop at the same
                                                                   store, you may be passing up a good price at
                                                                                                                     9
                                                             another store.

                                                             3. ADVERTISING—This is another influence on what
                                                             you buy. Advertising is everywhere. The major
                                                             advantage of advertising is that it lets you know what
                                                             is available. The disadvantage is that it sometimes
                                                             persuades people to buy things they don’t need.

                                                             Show students a teen magazine. Discuss what
                                                             percentage of the magazine is advertising (count the
                                                             ads and divide by the total pages).

                                                             Have students match ad slogans with the companies
                                                             they represent. (These become outdated very
                                                             quickly, so just list 10 current slogans that can be
                                                             remembered.
HS.O.PRM.5.2   analyze how media and technological           Have students brainstorm memories of logos, jingles,
               advances affect family and consumer           taglines they recall from childhood.
               decisions.
                                                             Have them produce a media kit directed to younger
                                                             students on the role media pays in decision making.
                                                             http://pbskids.org/dontbuyit/http://pbskids.org/dontbu
                                                             yit/
HS.O.PRM.5.3   assess the use of technology and its effect   Discuss what technology actually is. Reflect on the
               on quality of life.                           development of technology and the overall impact on
                                                             life in the USA. Discuss cultural changes that
                                                             occurred as a result of technological changes. What
                                                             has been beneficial? Detrimental?

                                                             Download the instructions and materials for the
                                                             following activity at
                                                             http://www.ellabakercenter.org/page.php?pageid=27
                                                             &contentid=23
                                                             Note: The site is a political action group website. Use
                                                             the site as a beginning point in a discussion.
                                                             Activity #1: The Green Wave and My Community
                                                                                                              10
                                                                      The blossoming green economy (which includes
                                                                      things like hybrid cars, wind turbines, green
                                                                      buildings, and solar panels) is impacting
                                                                      communities across the U.S. In this activity, students
                                                                      explore the meaning of "green," learn about the
                                                                      green economy, and then team up to investigate how
                                                                      the Green Wave is (or isn't) impacting their city.

                                                                      Activity #2: Exploring Eco-Privilege
                                                                      Thanks to the growing green economy, many people
                                                                      now have access to products and services for
                                                                      sustainable lifestyles. But many more do not. And
                                                                      often, those who enjoy such access do not realize
                                                                      that it is a privilege — a privilege denied to many
                                                                      others across the country. In this activity, students
                                                                      use a self-assessment tool to examine if, and in what
                                                                      areas, they benefit from eco-privilege.
Standard Number:       Economic System
HS.S.PRM.6             Students will analyze relationships between the economic system and consumer actions.
Essential Questions:   How do I manage all of my life roles?
Objectives:            Students will                                 Learning Plan & Notes to Instructor:
HS.O.PRM.6.1           analyze the use of resources in making        What is it like to live in poverty, struggling every day
                       choices that satisfy needs and wants of       to stay healthy, keep out of debt, and get educated?
                       individuals and families.
HS.O.PRM.6.2           analyze individual and family roles in the    Students pairs or small teams learn in this
                       economic system.                              challenging role playing game in which they will take
                                                                     responsibility for a family of five in rural Haiti.
                                                                     http://www.unicef.org/voy/explore/rights/explore_314
                                                                     2.html

                                                                      Ayiti Game of Life: Download the workshops and
                                                                      lesson plans and supporting materials by clicking on
                                                                      the links below

                                                                      The first workshop and lesson plan is designed as a
                                                                      tool for helping youth process their experience after
                                                                                                                       11
                                                           playing the game. Lesson plan 1 [PDF]

                                                           The second workshop and accompanying lesson
                                                           plan can be conducted either before playing the
                                                           game, as a way to introduce students to the game's
                                                           issues, or after playing the game, as a way to help
                                                           them better understand the links between poverty
                                                           and access to education. Lesson plan 2 [PDF]
HS.O.PRM.6.3   analyze economic effects of laws and        Investigate how the monetary system works from the
               regulations that pertain to consumers and   federal level. This site has many features that allow
               providers of services.                      students the opportunity to role play and analyze the
                                                           impact of policy and laws on everyday life. Many
                                                           resources for educators.
                                                           http://www.frbsf.org/education/

                                                           Have student teams research articles on getting out
                                                           of debt, dealing with debt collectors, and filing
                                                           bankruptcy; articles on credit, credit cards, credit
                                                           reports, credit ratings, and credit scores; articles on
                                                           mortgage and auto loans; credit counseling and
                                                           debt management. Students present their findings to
                                                           the class. http://www.bcsalliance.com/

                                                           How much in interest charges does a credit card
                                                           balance accumulate over the years? This can be
                                                           illustrated using the following assumptions: (1) The
                                                           current balance due on a credit card is $3,000; (2)
                                                           the card will not be used any longer; and (3) a
                                                           monthly payment of exactly $100 will be made each
                                                           month until the balance is paid off. How much does a
                                                           credit card really cost to use? How does one pay off
                                                           credit card debt? Take a look at this site:
                                                           http://www.bcsalliance.com/credit_cards00_01.html
HS.O.PRM.6.4   analyze practices that allow families to    Students will pretend to borrow $1000.00 on a credit
               maintain economic self-sufficiency.         card. They will pretend to make the minimum
                                                           payments for a year. When they're done, they will
                                                                                                            12
                                                                   make a pie chart showing how much of their
                                                                   payments reduced their debt, and how much was
                                                                   interest.
                                                                   http://score.kings.k12.ca.us/lessons/crcard.htm

                                                                   Resources:
                                                                   The Credit Card Advisor
                                                                   http://www.banx.com/creditcard.asp

                                                                   GromCo Credit Card Advisor
                                                                   http://www.gromco.com/cca/list.html

                                                                   ABC Guides--Credit Cards
                                                                   http://www.abcguides.com/creditcards/ccina.htm

                                                                   The above resource gives rates and fees for a
                                                                   variety of credit cards.

                                                                   Students need to find an annual interest rate and list
                                                                   of fees for their credit card. Assume a charge of
                                                                   $1000.00 and minimum repayment terms of 2.5%
                                                                   per month. Students need to convert the APR into a
                                                                   monthly rate. The student will work through 12
                                                                   months of payments adding the interest and other
                                                                   charges and deducting the payment. Then they will
                                                                   find the total of their payments and how much of that
                                                                   amount was interest and how much was principal.
                                                                   Next the students should make a pie chart showing
                                                                   what percent of their payments went to principal and
                                                                   what portion went to interest and other charges.

                                                                    Discuss the pros and cons of credit.
Standard Number:       Management of Financial Resources
HS.S.PRM.7             Students will demonstrate management of financial resources to meet the goals of individuals and
                       families across the life span.
Essential Questions:   How can I get the most from my resources?
                                                                                                                   13
Objectives:            Students will                                 Learning Plan & Notes to Instructor:
HS.O.PRM.7.1           assess the need for personal and family       www.consumerjungle.org Essential. Competency for
                       financial planning.                           the real world: cars, insurance, cell phones, bills,
HS.O.PRM.7.2           illustrate management principles to           loans, investments, credit, budgets, and health.
                       individual and family financial practices.    Simulations, resources, and quizzes. Designed for
HS.O.PRM.7.3           apply management principles to decisions      educators and students.
                       about insurance for individuals and
                       families.                                     Ordeal by Check Activity: The original activity was
HS.O.PRM.7.4           examine personal and legal documents          authored by Elizabeth Nagy-Shadman, Department
                       related to managing individual and family     of Geological Sciences, CSU-Northridge, based on
                       finances.                                     an original activity by Mike Rivas, Department of
                                                                     Secondary Education, CSU-Northridge.
                                                                     Small groups engage in the "Ordeal by Check"
                                                                     activity, which involves creating a story based on
                                                                     evidence (a series of checks) and adjusting their
                                                                     story based on more evidence. At the end of the
                                                                     activity, the educator leads a class discussion on
                                                                     how individuals and families
                                                                     choose how their income will be spent. How do those
                                                                     choices reflect who we are and how we want to be
                                                                     viewed? Directions and materials may be requested
                                                                     from the WV FACS coordinator.
Standard Number:       Participating in the Student Organization
HS.S.PRM.8             Students will participate in a student organization.
Essential Questions:   How can leadership skills strengthen an individual?
Objectives:            Students will                                   Learning Plan & Notes to Instructor:
HS.O.PRM.8.1           identify the purposes and goals of the          Complete the “Be a Part of It” webquest found at
                       student/professional organization.              http://www.fcclainc.org/assets/files/pdf/membership/2
                                                                       008SteponeActivity.pdf
HS.O.PRM.8.2           explain the benefits and responsibilities of    Discuss the value of the leadership and personal
                       participation in student/professional/civic     development activities of FCCLA.
                       organization.
HS.O.PRM.8.3           demonstrate leadership skills through           Complete a FCCLA project that addresses several
                       participation in student/professional/civic     standards in the course.
                       organization activities such as meetings,
                       programs, and projects.
                                                                                                                      14
  21st Century Skills      Learning Skills & Technology Tools            Teaching Strategies             Evidence of
                                                                         Culminating Activity              Success
                      21C.O.9-      Student recognizes information Have students produce a          Review the
Information and       12.1.LS1      needed for problem solving,       brochure:                     brochures according
Communication Skills:               can efficiently browse, search    From ReadThinkWrite,          to the assessment
                                    and navigate online to access     use the lesson plan:          criteria included in
                                    relevant information, evaluates “Brochure: Writing for          the Assignment
                                    information based on credibility, Audience and Purpose “        Brochure. Students
                                    social, economic, political       Author Deborah Dean           can assess their
                                    and/or ethical issues, and        Provo, Utah                   own work using the
                                    presents findings clearly and     Complete instruction and      Reflection
                                    persuasively using a range of     activities plan is found at   Questions.
                                    technology tools and media.       http://www.readwritethink.
                                                                      org/lessons/lesson_view.a
                                                                      sp?id=1002.
                        21C.O.9-    Student engages in a problem      Students will engage in       Students will use
Thinking and            12.2.LS3    solving process by formulating    critical thinking as they     proper technology to
Reasoning Skills:                   questions and applying            analyze and evaluate          find information.
                                    complex strategies in order to    information.
                                    independently solve problems.                                   Student’s final
                                                                                                    product will show
                                                                                                    how the students
                                                                                                    applied technology
                                                                                                    tools for information
                                                                                                    analysis and content
                                                                                                    learning.




                                                                                                                   15
                     21C.O.9-       Student demonstrates              Students will maintain a     Creating a final
Personal, and        12.3.LS3       ownership of his/her learning     focus on the larger goal     project by working
Workplace, Skills:                  by setting goals, monitoring      with the planning of         as a group to
                                    and adjusting performance,        appropriate steps, as they   organize, finalize
                                    extending learning, using what    prepare their final          and present product.
                                    he/she has learned to adapt to    product.
                                    new situations, and displaying
                                    perseverance and commitment  Students will incorporate
                                    to continued learning.       various elements of
                                                                 technology into focusing
                                                                 on long range goals while
                                                                 working effectively as a
                                                                 group.
                         Learning Skills & Technology Tools          Teaching Strategies           Evidence of
                                                                     Culminating Activity          Success
                     A.01                                        Develop a marketable              Complete the
Entrepreneurship                                                 product that would                project.
Skills:                                                          enhance nutrition in the
                                                                 life of an individual or
                                                                 family.
                                                     Culminating Assessment:

Culminating          As a high school student, you plan to continue your education and enter a profession related to
Assessment:          nutrition. 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 in the FCCLA
                     Handbook.

                                                        Links and Other Resources

Links and Other      Personal Resource Management
Resources            Mrs. Donner's Problem-Solution WebQuest Identity Theft Webquest
                     Family Economics and Financial Education Educational Resources Super site!
                     Personal Budget WebQuest Teacher Page
                     http://jumpstart.org/ Personal finance for students, excellent
                     http://www.cashcourse.org/und/Default.aspx Getting ready for life during college
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http://serc.carleton.edu/teacherprep/resources/activities/ordeal.html


Life Basics/ LIFE/Life Connections
Reality Check - Careers
Mouse Party
JennysJourney.com
NIDA for Teens The Science Behind Drug Abuse
NOYS.org Youth safety
Main Page - ExecutivePlanet.com Business etiquette by cultures/nation
NIDA for Teens The Science Behind Drug Abuse
MOVING OUT SO SOON Introduction
Ayiti: The Cost of Life http://www.unicef.org/voy/explore/rights/explore_3170.html


Food & Nutrition
Eatiquette
DNA For Dinner highly recommended
Balanced Plate http://www.scribd.com/doc/378001/Balanced-Plate
Calorie Counter - Free Online Diet Journal
Fast Food Fanatics Making Healthier Choices Introduction
Healthy Eating Introduction
HEALTHY FOOD IS OUR FRIEND HOW TO BECOME A HEALTH CONSCIOUS COOK
Introduction
Learn To Be Healthy - Health Science Educational Activities
Nations of Starvation - Malnutrition! Process excellent
Nutrition Introduction
Out to Lunch Introduction

FCCLA
“Be Part of It” webquest:
http://www.fcclainc.org/assets/files/pdf/membership/2008SteponeActivity.pdf
www.fcclainc.org
www.wvfccla.googlepages.com


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    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,
                                          Interpersonal Communications, Applied
                                          Technology
Electives
Consumer & Family Resources               Dynamic Leadership, Power of One: A Better
0911 Personal Resource Management         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
Family & Human Development                Dynamic Leadership, Families First, Power of
0921 Adolescent Parent                    One: Family Ties
0922 Life Basics
0928 HSDR (Human Services, Development,   FACTS, Stop the Violence, Skills for Life,
& Relationships)                          Community Service, Student Body
0929 LIFE (Learning for Independence,
Family & Employment)                      STAR Events: Illustrated Talk, Chapter Service
                                          Project, Focus on Children, Interpersonal
                                          Communications, Applied Technology
Applied Design:                           Financial Fitness, Power of One
House Interior & Furnishings
0941 Housing & Interior Design            STAR Events: Illustrated Talk, Career
                                          Investigation, Interpersonal Communication,
                                                                                        18
 Textiles & Apparel                              Entrepreneurship, Applied Technology, Job
 0961 Applied Design                             Interview, Chapter Showcase
 Nutrition & Food Science                        Student Body, Power of One
 0950 Food & Nutrition I
 0951 Food Preparation                           STAR Events: Illustrated Talk, Career
 0952 Nutrition & Food Science                   Investigation, Interpersonal Communication,
 0953 Food & Nutrition II                        Entrepreneurship, Applied Technology, Job
                                                 Interview, Chapter Showcase
 FCCLA Integration Appropriate for All           Dynamic Leadership, Career Connections,
 FACS Courses                                    Power of One, Working on Working

                                                  STAR Events: Illustrated Talk, Career
                                                 Investigation, Interpersonal Communication


Related Websites:

Pathways to Success
http://careertech.k12.wv.us/pathwaystosuccess/

U.S. Department of Labor in the 21st Century
http://www.dol.gov/

Advanced Distributed Learning
www.adlnet.org

America's Career InfoNet
www.acinet.org

America's Job Bank
www.ajb.org

America's Service Locator
www.servicelocator.org

CareerOneStop
www.careeronestop.org
                                                                                               19
            Employment & Training Administration
            www.doleta.gov

            The Job Accommodation Network (JAN)
            http://www.jan.wvu.edu

            Monthly Labor Review Online: Labor Force Archives
            http://www.bls.gov/opub/mlr/indexL.htm#Labor force

            Occupational Information Network
            www.doleta.gov/programs/onet

            Office of Disability Employment Policy
            www.dol.gov/odep

            Career Voyages
            http://www.careervoyages.gov/index.cfm

            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:
            CTE Teachers: See CTE Directory
Contacts:   Human Services 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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