Get documents about "Evaluate Management Practices Related to the Human
Description
Evaluate Management Practices Related to the Human document sample
Document Sample
Course Syllabus – 2010-2011
Family and Consumer Science – Personal Choices
This class is a 7th grade elective health credit.
Frontier Junior High School
Pam Schrier, Teacher
pschrier@bethelsd.org
http://classrooms.bethelsd.org/fjh/pschrier/
253-683-8420 3rd Period Plan Time
Course Overview: The goal of this class is to provide students with experiences in
the areas of career exploration, personal choices involving self-esteem, decision making and
goal setting. This class will explore personality, heredity, environment, adolescence, family
and friends. We will learn about budgets and relate that to spending for the family.
Nutrition, food choices, grocery shopping and dietary guidelines will be investigated. We
will analyze food handling and safety. Safety will also be covered when we design a living
space. This is not a cooking class but we will be doing food science experiments.
Pathways to Success: Students may use a variety of pathways to find success in
this class.
LISTENING SKILLS: Listening in class is a skill to be practiced, and
a pathway to success in every class.
CLASSROOM SUPPLIES: Come to class properly prepared to learn
and participate in the lessons.
1. You will be expected to do graded work in blue or
black pen or pencil and write legibly.
2. You will need a notebook, just for this class, with at
least five dividers and paper.
HOMEWORK - Homework occurs for several reasons.
1. Work not completed in class during class work time becomes homework.
2. Assignments Given as Homework - Occasionally, assignments are given just
as homework to give the student time to make connections at home with the
assignment or the assignment compliments the classroom lessons.
TEXTBOOKS – We will have new textbooks to use in the
classroom. Often, the book can be a good resource to explain
or extend classroom learning.
MRS. SCHRIER’S WEB PAGE – The classroom guide to
success, the course syllabus, announcements about
assignments and due dates, website connections, and
assignments can be found at this resource. It is a valuable
resource to both parents and students.
ORGANIZATIONAL SKILLS: Students will learn the importance of keeping all class
assignments in an organized fashion in the classroom notebook. Proper use of the
student planner is another organizational skill that will support success in class.
CLASSROOM SUPPORT – There are a variety of support mechanisms built into this
class structure.
1. This classroom is organized and arranged to help students succeed. All
assignments given to students are available from that day onward. If a
student is absent, he or she can access missed assignments without help.
If the student needs explanation or help with the missed work, he or she
needs to ask the teacher and attend tutorial, when needed.
2. Student e-mails are answered as quickly as possible. Students may e-mail
questions or assignments to the teacher.
3. The classroom web page is another connection to assignments, supplies and
due dates.
4. Time outside of the regular school day is available, usually Thursdays after
school. Early morning time is available, as well. Be sure to check with Mrs.
Schrier when you have a need for time outside of the regular school day.
LEARNING TARGETS: Each lesson is based on a purpose for learning, known as a
learning target. Students who strive to meet the targets will be most successful.
Targets are presented daily and students should write the targets in their planners.
ATTITUDE: Students will be most successful if they arrive in class with an attitude
that allows cooperation and a willingness to learn.
ENRICHMENT – Extra credit is not an option here. It is not needed. Students are
expected to complete the assigned work. Frequently, bonus points are offered for
work over and above the basic requirements on existing assignments. Those options
are announced when assignments are given. It is then up to the student to take
advantage of those opportunities when they are available.
Units of Instruction:
Organizational Skills – semester long theme
Family and Consumer Sciences National Standards:
CAREER, COMMUNITY, AND FAMILY CONNECTIONS – 1.0 - Integrate multiple
life roles and responsibilities in family, work, and community settings
CONSUMER AND FAMILY RESOURCES – 2.0 - Evaluate management practices
related to the human, economic, and environmental resources.
CONSUMER SERVICES – 3.0 - Integrate knowledge, skills, and practices required
for careers in consumer services.
FACILITIES MANAGEMENT AND MAINTENANCE – 5.0 - Integrate knowledge,
skills, and practices required for careers in facilities management and maintain
Classroom Learning Targets:
1. I can make and maintain an organized and orderly class notebook (portfolio) of all of
my work done in this class.
2. I can keep my notebook in the order we complete class lessons and units of
instruction.
3. I can use my notebook effectively to track my grade in class with proof of work
completed and printed grade reports.
4. I can use my notebook to study or better learn my class lessons.
5. I can use my notebook to answer test questions.
Section 1 – Decisions and Goals
Family and Consumer Sciences National Standards:
CONSUMER AND FAMILY RESOURCES – 2.0 - Evaluate management practices
related to the human, economic, and environmental resources.
o 2.1.3 – Analyze decision about providing safe and nutritious food for
individuals and families.
INTERPERSONAL RELATIONSHIPS – 13.0 - Demonstrate respectful and caring
relationships in the family, workplace and community.
o 13.1 – Analyze functions and expectations of various types of relationships.
o 13.6 – Demonstrate standards that guide behavior in interpersonal
relationships.
Classroom Learning Targets:
1. I can state the six steps in the decision making process.
2. I can demonstrate using the decision making process.
3. I can define what a goal is and give examples of goals
4. I can explain the difference between long term goals and short term goals and give
examples of each kind of goal.
5. I can write a S.M.A.R.T. goal that includes all of the requirements that make it a
S.M.A.R.T. goal.
Section 2 - CAREER EXPLORATION UNIT
Family and Consumer Sciences National Standards:
CAREER, COMMUNITY AND LIFE CONNECTIONS – 1.2 – Demonstrate
transferable and employability skills in community and workplace settings.
o 1.2.1 – Analyze potential career choices to determine the knowledge, skills,
and attitudes associated with each career.
Classroom Learning Targets:
1. I can identify the career pathways.
2. I can use a variety of resources and technology to select my best career pathway.
3. Using my interests and talents, I can select the best career pathway for me.
4. I can research my career to find the requirements needed to present my career
choice.
5. I can create a presentation board/poster that meets standards on the grading
rubric.
6. I can present my career choice, meeting standards on the grading rubric.
Section 3 - HUMAN DEVELOPMENT AND
GROWTH
Family and Consumer Sciences National Standards:
HUMAN DEVELOPMENT - Analyze factors that influence human growth and
development
o 12.2 – Analyze conditions that influence human growth and development,
12.2.4 – Analyze the effects of life events on individuals’ physical and
emotional development.
Classroom Learning Targets:
1. I can distinguish between the traits I get from my family heritage (heredity) and
the traits determined by my environment.
2. I can give examples of the differences between self concept and self-esteem.
3. I know the name of the person who controls my self-esteem.
4. I can communicate verbally and in writing who I am as an adolescent.
5. I can identify my family style and use the “family style” vocabulary correctly to
demonstrate my understanding of family styles.
6. I can explain my place in the birth order of my family.
7. I can communicate whether I agree or disagree with the learning we had about
birth order.
8. I can teach another person what it means to be a good friend.
9. I can complete a Power of One project in the area of “A Better You” by improving a
personal organizational skill.
Section 4 – BUDGETING AND DECISION MAKING
Family and Consumer Sciences National Standards:
CONSUMER AND FAMILY RESOURCES - 2.0 - Evaluate management practices
related to the human, economic, and environmental resources.
o 2.6 – Demonstrate management of financial resources to meet the goals of
individuals and families across the life span.
2.6.1 – Evaluate the need for personal and family financial planning.
2.6.2 – Apply management principles to individual and family
financial practices.
Classroom Learning Targets:
1. I can explain the differences between a need and a want.
2. I can define budget and give an example of a balanced budget.
3. I can decipher between needs and wants in planning a healthy and budget-wise
family meal plan.
4. I can read food labels.
5. I can read grocery store food price labels to determine unit cost.
6. I can create a meal plan for a given family circumstance that meets the budget
and nutrition standards of the family unit.
Section 5A - NUTRITION & DEVELOPMENT
Family and Consumer Sciences National Standards:
NUTRITION AND WELLNESS - 14.0 - Demonstrate nutrition and wellness
practices that enhance individual and family well-being.
o 14.1 Analyze factors that influence nutrition and wellness practices across
the life span.
o 14.2 Evaluate the nutritional needs of individuals and families in relation to
health and wellness across the life span.
14.2.4 – Analyze sources of food and nutrition information, including
food labels, related to health and wellness.
o 14.3 Demonstrate ability to acquire, handle, and use foods to meet nutrition
and wellness needs of individuals and families across the life span.
FOOD SCIENCE, DIETETICS, AND NUTRITION – 9.0 – Integrate knowledge,
skills, practices required for careers in food science, food technology, dietetics,
and nutrition industries.
o 9.3 – Evaluate nutrition principles, food plans, preparation techniques and
specialized dietary plans.
9.3.2 – Analyze nutritional data
9.3.6 – Critique the selection of foods to promote a healthy lifestyle.
Classroom Learning Targets:
1. I can teach another person what the word diet means.
2. I can explain the MyPyramid eating plan to another person.
3. I can make food choices that are good for my personal health based on
MyPyramid.
4. I can teach another person the connections between healthy eating an activity.
5. I can use my learning about nutrients to plan a healthy diet for myself.
6. I can write a S.M.A.R.T. goal for my personal eating and activity plan.
7. I can track my personal eating habits for the required number of days.
8. I can use that data to analyze my eating habits and make recommendations for
improving my eating habits.
9. I can write a multiple paragraph essay comparing my eating habits to the
MyPyramid eating plan.
Section 5B – NUTRITION & SAFETY
Family and Consumer Sciences National Standards:
CONSUMER & FAMILY RESOURCES – 2.0 - Evaluate management practices related
to the human, economic, and environmental resources.
o 2.1 – Demonstrate management of individual and family resources related to
food.
2.1.3 - Implement decisions about providing safe and nutritious food for
individuals and families.
FACILITIES MANAGEMENT AND MAINTNANCE – 5.3 – Demonstrate sanitation
procedures for clean and safe environment.
FOOD PRODUCTION AND SERVICES – 8.0 – Integrate knowledge, skills, and
practices required for careers in food production and services.
o 8.2 – Demonstrate food safety and sanitation procedures.
8.2.1 – Identify characteristics of major food borne pathogens, their role
in causing illness, foods involved in outbreaks, and methods of
prevention.
8.2.5 – Practice good personal hygiene/health procedures.
8.2.7 – Demonstrate safe food handling and preparation techniques that
prevent cross contamination from potentially hazardous foods, between
raw and ready-to-eat foods, and between animal sources and other foods.
8.2.10 - Demonstrate safe and environmentally responsible waste
disposal and recycling methods.
Classroom Learning Targets:
1. I can properly wash my hands, according to classroom standards, to prevent the
spread of harmful bacteria that cause food poisoning.
2. I can analyze the required number of foods from a classroom selection for their
nutritional value.
3. I can create a visual graph of my analyzed foods, ranking the food from most
nutritious to least nutritious.
4. I can create a chart of the foods from one of the food groups, distinguishing how to
properly and safety store the foods.
5. I can determine the water content of food.
6. I can safety dehydrate food for longer food storage.
7. I can properly recycle food containers.
8. I can handle food properly so that I do not cross contaminate any of the food.
Section 5C – NUTRITION & SAFETY: LAB
Family and Consumer Sciences National Standards:
NUTRITION & WELLNESS – 14.0 – Demonstrate nutrition and wellness practices
that enhance individual and family well-being.
o 14.1 – Analyze factors that influence nutrition and wellness practices across
the life span.
o 14.3 – Demonstrate ability to acquire, handle, and use food to meet
nutrition and wellness needs of individuals and families across the life span.
14.3.1 – Apply various dietary guidelines in planning to meet nutrition
and wellness needs.
14.3.3 – Demonstrate ability to select, store, prepare and serve
nutritious and aesthetically pleasing foods.
o 14.5 – Evaluate the influence of science and technology on food safety.
14.5.4 – Analyze the effects of food science and technology on meeting
nutritional needs.
Classroom Learning Targets:
1. I can properly complete the scientific method flow chart for each experiment we do
in class related to foods and safety.
2. I can pass the safety and sanitation test at 100%.
3. I can analyze the effectiveness of hand washing on the spread of harmful bacteria
in food preparation situations.
Section 6 – SAFETY BY DESIGN
Family and Consumer Sciences National Standards:
CONSUMER AND FAMILY RESOURCES - 2.0 - Evaluate management practices
related to the human, economic, and environmental resources
o 2.1.5 – Apply consumer skills to decisions about housing, utilities and
furnishings.
HOUSING AND INTERIOR DESIGN – 11.0 - Integrate knowledge, skills, and
practices required for careers in housing and interior design.
o 11.3 - Apply housing and interior design knowledge, skills and processes to
meet specific design needs.
11.3.5 Examine the impact of housing, interiors, and furnishings on
the health, safety, and welfare of the public.
o 11.4 - Demonstrate design, construction document reading, and space
planning skills required for the housing, interior design and furnishings
industries.
11.4.2 - Evaluate floor plans for efficiency and safety in areas
including zones, traffic patterns, storage.
11.4.3 - Draft an interior space to scale
o 11.6 - Evaluate client's needs, goals, and resources in creating design plans
for housing and residential and commercial interiors.
o 11.7 - Apply design knowledge, skills, processes, and theories and oral,
written, and visual presentation skills to communicate design ideas.
Classroom Learning Targets
