Middle School Pathway - Comprehensive Consumer & Homemaking Education

Mississippi Administrative Code

Section: 7-91

Jurisdiction: MS

Bluebook Citation: 7 Miss. Admin. Code Pt. 91

Title 7: Education K-12 Part 91: Middle School Pathway

2002 Mississippi Curriculum Framework Comprehensive Consumer & Homemaking Education (Program CIP: 20.0101 – Comprehensive Consumer & Homemaking Education)

Family and Consumer Sciences (Program CIP: 20.0192 – Family and Consumer Sciences) Direct inquiries to Diane Different Program Coordinator, Family and Consumer Sciences Office of Vocational Education and Workforce Development Mississippi Department of Education P.O. Box 771 Jackson, MS 39205 (601) 359-3940 Betsey Smith Curriculum Project Manager Research and Curriculum Unit P.O. Drawer DX Mississippi State, MS 39762 (662) 325-2510 [email protected] Additional copies Research and Curriculum Unit for Workforce Development Vocational and Technical Education Attention: Reference Room and Media Center Coordinator P.O. Drawer DX Mississippi State, MS 39762 www.rcu.msstate.edu/curriculum/downloads (662) 325-2510 Published by Office of Vocational Education and Workforce Development Mississippi Department of Education Jackson, MS 39205 Research and Curriculum Unit for Workforce Development Vocational and Technical Education Mississippi State University Mississippi State, MS 39762

The Mississippi Department of Education, Office of Vocational Education and Workforce Development does not discriminate on the basis of race, color, religion, national origin, sex, age, or disability in the provision of educational programs and services or employment opportunities and benefits. The following office has been designated to handle inquiries and complaints regarding the non-discrimination policies of the Mississippi Department of Education: Director, Office of Human Resources, Mississippi Department of Education, 359 North West Street, Suite 359, Jackson, Mississippi 39201, (601) 359-3511.

Acknowledgments Writing Team

Jan Arthur, Union High School Michelle Blackwell, South Jones High School Phyllis Clemmer, Falkner High School Shunda Cocroft, South Leake High School Laurelie Everett, Murrah High School Coretta Green, JZ George High School Brenda West, Olive Branch High School Ruthie Yarbrough, Louisville Vocational Center

RCU Staff

Betsey Smith – Instructional Design Specialist

MDE Staff

Dianne Different, Program Coordinator

Technical Committee

Dr. Ann P. Blackwell, Family and Consumer Science, University of Southern Mississippi Dr. Sarah Jordan, Family and Consumer Science, Delta State University Melissa Lewis, Early Childhood Institute, Mississippi State University Zenotha Robinson, Mississippi Department of Human Services Dr. Robert W. Rogers, Food Sciences, Mississippi State University Virginia Webb, R.D., National Food Service Management Institute, University of Mississippi

Standards in this document are based on information from the following organizations: National Education Standards for Health Academic Standards

Education World

21st Century Skills

Reproduced with permission of the Partnership for 21st Century Skills. Further information may be found at www.21stcenturyskills.org

Mississippi Department of Education Subject Area Testing Program

Preface Family and Consumer Sciences Research Synopsis Articles, books, websites, and other materials listed at the end of each unit were considered during the revision process. These references are suggested for use by instructors and students during the study of the topics outlined. Industry advisory team members from Mississippi State University, University of Southern Mississippi and Alcorn State University throughout the state were asked to give input related to changes to be made to the curriculum framework. Industry and instructor comments, along with current research, were considered by the curriculum revision team during the revision process; and changes were made as needed and appropriate. Many of the skills and topics noted in the research were already included in the curriculum framework. Specific changes made to the curriculum at the curriculum revision on October 10, 2007 meeting included: • Competencies and objectives were reviewed to ensure accuracy and appropriateness. • A variety of teaching and assessment strategies was included to provide for different learning styles. • Hours spent in many units were adjusted. • Appendix A was added to include the American Association of Family and Consumer Science Standards. • Appendix B was added to include health standards. • Appendix E was added to include generic rubrics and evaluation forms. • The Recommended Tools and Equipment list was updated. Curriculum The following national standards were referenced in each course of the curriculum. • CTB/McGraw-Hill LLC Tests of Adult Basic Education, Forms 7 and 8 Academic Standards OR Mississippi Department of Education Subject Area Testing Program Academic Standards • American Association of Family and Consumer Sciences • National Health Education Standards • 21st Century Skill Standards Assessment There is no statewide assessment for this curriculum. Professional Learning It is suggested that instructors participate in professional learning related to the following concepts. • New topics in curriculum and new standards • How to use the programs Blackboard site

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Differentiated instruction – To learn more about differentiated instruction please go to http://www.paec.org/teacher2teacher/additional_subjects.html and click on Differentiated Instruction. Work through this online course and review the additional resources.

Foreword Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, §14; Laws, 1991, ch. 423, §1; Laws, 1992, ch. 519, §4 eff. from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). Each secondary vocational-technical course consists of a series of instructional units which focus on a common theme. All units have been written using a common format which includes the following components: • •

Unit Number and Title Suggested Time on Task - An estimated number of clock hours of instruction that should be required to teach the competencies and objectives of the unit. A minimum of 140 hours of instruction is required for each Carnegie unit credit. The curriculum framework should account for approximately 75-80 percent of the time in the course. • Competencies and Suggested Objectives • A competency represents a general concept or performance that students are expected to master as a requirement for satisfactorily completing a unit. Students will be expected to receive instruction on all competencies. • The suggested objectives represent the enabling and supporting knowledge and performances that will indicate mastery of the competency at the course level. • Suggested Teaching Strategies - This section of each unit indicates strategies that can be used to enable students to master each competency. Emphasis has been placed on strategies which reflect active learning methodologies. Teachers should feel free to modify or enhance these suggestions based on needs of their students and resources available in order to provide optimum learning experiences for their students. • Suggested Assessment Strategies - This section indicates strategies that can be used to measure student mastery. Examples of suggested strategies could include rubrics, class participation, reflection, and journaling. Again, teachers should feel free to modify or enhance these suggested assessment strategies based on local needs and resources.

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Integrated Academic Topics, Workplace Skills, Technology Standards, and Occupational Standards - This section identifies related academic topics as required in the Subject Area Assessment Program (SATP) in Algebra I, Biology I, English II, and U. S. History from 1877, which are integrated into the content of the unit. It also identifies the 21st Century Skills, which were developed by the Partnership for 21st Century Skills, a group of business and education organizations concerned about the gap between the knowledge and skills learned in school and those needed in communities and the workplace. A portion of the 21st Century Skills addresses learning skills needed in the 21st century, including information and communication skills, thinking and problem-solving skills, and interpersonal and selfdirectional skills. The need for these types of skills have been recognized for some time and the 21st Century Skills are adapted in part from the 1991 report from the U.S. Secretary of Labor’s Commission on Achieving Necessary Skills (SCANS). Another important aspect of learning and working in the 21st century involves technology skills, and the International Society for Technology in Education, developers of the National Education Technology Standards (NETS), were strategic partners in the Partnership for 21st Century Skills. References - A list of suggested references is provided for each unit. The list includes some of the primary instructional resources that may be used to teach the competencies and suggested objectives. Again, these resources are suggested and the list may be modified or enhanced based on needs and abilities of students and on available resources.

Table of Contents Acknowledgments............................................................................................................................3 Preface..............................................................................................................................................4 Foreword ..........................................................................................................................................6 Program Description ........................................................................................................................9 Course Outline ...............................................................................................................................10 Life Connections I..........................................................................................................................11 Unit l: Personal Development and Relationships ..................................................................... 11 Unit 2: Personal Appearance .................................................................................................... 16 Unite 3: Money Management ................................................................................................... 20 Unit 4: Nutrition and Health ..................................................................................................... 24 Life Connections II ........................................................................................................................30 Unit 1: Personal Development and Relationships .................................................................... 30 Unit 2: Design and Your Appearance ....................................................................................... 35 Unit 3: Managing Resources ..................................................................................................... 38 Unit 4: Physical Wellness ......................................................................................................... 42 Unit 5: Child Care ..................................................................................................................... 46 Unit 6: Housing and Home INteriors ........................................................................................ 49 Recommended Tools and Equipment ............................................................................................52 Appendix A: National Health Care Skill Standards ......................................................................54 Appendix B: Academic Standards .................................................................................................58 Appendix C: 21st Century Skills ....................................................................................................65 Appendix D: Rubrics .....................................................................................................................67 Poster Assessment Rubric ......................................................................................................... 67 Written Report Assessment Rubric........................................................................................... 68 Presentation Assessment Rubric ............................................................................................... 69 Role-Play or Skit Assessment Rubric ....................................................................................... 70 Group Work Assessment Rubric .............................................................................................. 71 Business Letter Assessment Rubric .......................................................................................... 72 Resume Assessment Rubric ...................................................................................................... 73 Portfolio Assessment Rubric..................................................................................................... 74 Case Study Assessment Rubric................................................................................................. 75 Food Preparation Lab Assessment Rubric ................................................................................ 76 Prepared Food Assessment Rubric ........................................................................................... 77 Interview Assessment Rubric ................................................................................................... 78 Group Participation Assessment Rubric ................................................................................... 79 Bulletin Board/Visual Display Assessment Rubric .................................................................. 80 Student Notebook Rubric.......................................................................................................... 81 Written Report Checklist .......................................................................................................... 82 Student Journal Rubric.............................................................................................................. 83

Program Description Family and Consumer Sciences (FCS) education in Mississippi consists of the CORE program and specific occupational programs. The CORE program prepares students for living in the real world and helps them develop leadership, problem-solving, decision-making, critical thinking, communication, computer, and mathematical skills. The specific occupational programs focus on career exploration and gaining the skills in a specific profession for entry-level employment or continuation of education. FCS education enhances the leadership potential and essential life skills of its students and encourages life-long learning. Family and Consumer Sciences education offers pathways in the following areas: • CORE Program o Family Dynamics o Family and Individual Health o Child Development o Nutrition and Wellness o Personal Development o Resource Management • Occupational Pathways o Culinary Arts o Early Childhood o Hospitality Skill standards referenced are from the American Association of Family and Consumer Sciences, VTECS, and the National Health Education Standards.

Course Outline Life Connection I Course CIP Code: 20.0100 Course Description: Life Connections I is a 7th grade basic instructional program that lays a foundation for further exploration into personal needs, goals, attitudes, grooming, diet, and money management. It includes instruction in personal development and satisfying relationships, personal appearance and clothing care, nutrition and health, and basic money management. It is the first in a series of two courses designed to be taught at the 7th and 8th grade levels. (Grade 7, 1 year) Unit 1 2 3 4

Title Personal Development and Relationships Personal Appearance Money Management Nutrition and Health

Hours 37.5 37.5 25 68

Life Connection II Course CIP Code: 20.0105 Course Description: The emphasis of the second year is primarily to expose students to advanced skills in the various health occupations. Students may observe these skills during clinical experience rotations in selected health care facilities. (2.0-2.5 Carnegie Units) Unit 1 2 3 4 5 6

Title Personal Development and Relationships Design and Your Appearance Managing Resources Physical Wellness Child Care Housing and Home Interiors

Hours 25 30 20 30 25 20

Life Connections I Unit 1: Personal Development and Relationships Competencies and Suggested Objectives 1. Identify basic physical and emotional needs that one has in common with his/her peers. a. Identify basic physical needs to include food, clothing, and shelter. b. Identify basic emotional needs to include love, acceptance, security, and approval.

(37.5 hours)

Suggested Strategies for Competencies Teaching: • Identify basic physical and emotional needs that one has in common with his/her peers. • Have students brainstorm to list the basic human physical needs. • Have students discuss basic emotional needs including love, acceptance, security, and approval. Assessment: • Identify basic physical and emotional needs that one has in common with his/her peers. • Teacher observation, student participation, and checklist. • Teacher observation, student participation, and checklist. 2. Identify physical, mental, and emotional Teaching: characteristics that make him/her unique. • Identify physical, mental, and emotional a. Identify physical characteristics given characteristics that make him/her unique. to us by heredity and environment. • Have students discuss physical b. Identify mental characteristics given characteristics related to the environment to us by heredity and environment. that makes him/her unique. c. Identify emotional characteristics • Have students discuss mental given to us by heredity and characteristics given to us by heredity and environment. environment. d. Discuss the impact of heredity and • Have students discuss emotional environment on personality. characteristics given to us by heredity and environment. • Have students gather family photos and compare family likenesses and differences. Assessment: • Identify physical, mental, and emotional characteristics that make him/her unique. • Teacher observation, student participation, and checklist. • Teacher observation, student participation, and checklist. • Teacher observation, student participation, and checklist. • Graded project. 3. Discuss the importance of personal Teaching:

development. a. Discuss self-esteem. b. Discuss emotions. c. Discuss attitudes. d. Discuss goal setting. e. Discuss communication skills to include verbal, non-verbal, and manners.

Discuss the importance of personal development. • Have students complete a self-analysis checklist to access present level of selfesteem. • Have students brainstorm to list emotions and then role-play to demonstrate each emotion. Have students include role-play of positive and negative ways to express emotions. • Have students complete an attitude checklist and rating scale to access personal attitudes. • Have students list short- and long-term goals. • Role-play verbal and nonverbal communication skills. Have students complete a case study on manners including telephone manners, introductions, and common courteous behavior. Assessment: • Discuss the importance of personal development. • Completion of checklist. Graded project. • Teacher observation, student participation, and checklist. • Completion of checklist. Graded project. • Graded project. • Teacher observation, student participation, and checklist. Graded projects. 4. Discuss the characteristics that are Teaching: essential for developing and maintaining • Discuss the characteristics that are healthy relationships. essential for developing and maintaining healthy relationships. a. Identify a personal code of ethics. b. Discuss how a personal code of ethics • Have students brainstorm to develop a list affects relationships. including kindness, respect, courtesy, c. Discuss developing and maintaining integrity, responsibility, leadership, and relationships with peers. honor. d. Discuss peer pressure. • Complete case studies. e. Identify conflict resolution strategies. • Have students discuss the characteristics of a healthy friendship. • Role-play and discuss peer pressure. • Have students list steps in conflict resolution and apply to case studies. Assessment: •

Discuss the characteristics that are essential for developing and maintaining healthy relationships. • Teacher observation, student participation, and checklist. • Graded project. • Teacher observation, student participation, and checklist. • Teacher observation, student participation, and checklist. • Teacher observation, student participation, and checklist. Graded project. Teaching: • Explain the decision-making process. • Have students list the steps in the decisionmaking process. • Utilize video and resource person to lead discussions. • Have students use Career Futures software. Assessment: • Explain the decision-making process. • Teacher observation, student participation, and checklist. • Teacher observation, student participation, and checklist. • Graded project. Teaching: • Discuss coping skills required during life crises. • Lead a discussion of events. Examples should include relocation, unemployment, sickness, divorce, death, and violence. • Have counselor or other guest discuss ways to cope and recover Assessment: • Discuss coping skills required during life crises. • Teacher observation, student participation, and checklist. • Teacher observation, student participation, and checklist. •

5. Explain the decision-making process. a. Identify the steps in the decisionmaking process. b. List decisions to be made by adolescents to include drugs, abstinence, tobacco, and alcohol. c. Explore a career of his/her choice.

6. Discuss coping skills required during life crises. a. Identify life changing events. b. Discuss recovery methods.

STANDARDS S Academic Standards A1 A2 A3 A4 A5 A6 A7 A8 B1 B2 B3 B4 B5 B6 B7 E1 E2 E3 E4

E5 E6 E7 E8 E9 E10 H1 H2

Recognize, classify, and use real numbers and their properties. Recognize, create, extend, and apply patterns, relations, and functions and their applications. Simplify algebraic expressions, solve and graph equations, inequalities and systems in one and two variables. Explore and communicate the characteristics and operations of polynomials. Utilize various formulas in problem-solving situations. Communicate using the language of algebra. Interpret and apply slope as a rate of change. Analyze data and apply concepts of probability. Utilize critical thinking and scientific problem solving in designing and performing biological research and experimentation. Investigate the biochemical basis of life. Investigate cell structures, functions, and methods of reproduction. Investigate the transfer of energy from the sun to living systems. Investigate the principles, mechanisms, and methodology of classical and molecular genetics. Investigate concepts of natural selection as they relate to diversity of life. Investigate the interdependence and interactions that occur within an ecosystem. Produce writing which reflects increasing proficiency through planning, writing, revising, and editing and which is specific to audience and purpose. Communicate ideas for a variety of school and other life situations through listening, speaking, and reading aloud. Read, evaluate, and use print, non-print, and technological sources to research issues and problems, to present information, and to complete projects. Work individually and as a member of a team to analyze and interpret information, to make decisions, to solve problems, and to reflect, using increasingly complex and abstract thinking. Complete oral and written presentations which exhibit interaction and consensus within a group. Explore cultural contributions to the history of the English language and its literature. Discover the power and effect of language by reading and listening to selections from various literary genres. Read, discuss, analyze, and evaluate literature from various genres and other written material. Sustain progress toward fluent control of grammar, mechanics, and usage of standard English in the context of writing and speaking. Use language and critical thinking strategies to serve as tools for learning. Explain how geography, economics, and politics have influenced the historical development of the United States in the global community. Describe the impact of science and technology on the historical development of the United States in the global community.

H3 H4 H5

Describe the relationship of people, places, and environments through time. Demonstrate the ability to use social studies tools (e.g., timelines, maps, globes, resources, graphs, a compass, technology, etc.). Analyze the contributions of Americans to the ongoing democratic process to include civic responsibilities.

21st Century Skills CS1 CS2 CS3 CS4 CS5 CS6

Global Awareness Financial, Economic, and Business Literacy Civic Literacy Information and Communication Skills Thinking and Problem-Solving Skills Interpersonal and Self-Directional Skills

SUGGESTED REFERENCES Liddell, L. A., & Gentzler, Y. S. Building life skills (Latest ed.). Tinley Park, Illinois: Goodheart-Willcox Company, Inc. Sasse, C. R. Families today (Latest ed.). New York, NY: Glencoe/McGraw-Hill.

Life Connections I Unit 2: Personal Appearance Competencies and Suggested Objectives 1. Explain the importance of impressions. a. Discuss the impact of first impressions. b. Explain what affects first impressions.

2. Discuss the importance of personal appearance. a. Identify terms related to appearance including grooming, fads, fashion, wardrobe, style, and accessories. b. Explore fashion and style. c. Discuss body types as they relate to fashion and style.

3. Formulate a good grooming routine. a. Identify the components of good grooming. b. Discuss complexion care.

(37.5 hours) Suggested Strategies for Competencies Teaching: • Explain the importance of impressions. • Have the students illustrate first impressions. • Have students discuss aspects of first impressions. Assessment: • Explain the importance of impressions. • Teacher observation, student participation, and checklist. • Teacher observation, student participation, and checklist. Teaching: • Discuss the importance of personal appearance. • Have students list and define terms related to appearance. • Using the Internet, have students complete a project on fashion and style. • Have students identify the way that clothing decisions affect appearance. Assessment: • Discuss the importance of personal appearance. • Graded project. • Graded project. • Teacher observation, student participation, and checklist. Teaching: • Formulate a good grooming routine. • Have students make a list of steps in a good grooming routine to include daily bathing, skin care, antiperspirants, dental care, hair care, hand and foot care, and clean clothing. • Have a guest speaker discuss proper complexion care. Assessment: • Formulate a good grooming routine. • Test. • Teacher observation, student participation, and checklist.

4. Demonstrate simple clothing repairs. a. Mend a seam in a garment. b. Hem a garment. c. Sew on a button.

5. Discuss clothing care. a. Discuss care labels. b. Explain methods of laundering, drying, and ironing clothing. c. Explain wardrobe organization and storage.

Teaching: • Demonstrate simple clothing repairs. • Have students mend a seam in a garment. • Have students hem a garment. • Have students sew on a button. Assessment: • Demonstrate simple clothing repairs. • Graded projects. • Graded projects. • Graded projects. Teaching: • Discuss clothing care. • Have students examine each others care labels. • Using articles of clothing, have students sort, determine laundering, drying and ironing techniques. • Have students discuss the advantages of wardrobe organization and storage. Assessment: • Discuss clothing care. • Teacher observation, student participation, and checklist. • Graded project. Unit test. • Test.

STANDARDS S Academic Standards A1 A2 A3 A4 A5 A6 A7 A8 B1 B2 B3 B4

B5 B6 B7 E1 E2 E3 E4

E5 E6 E7 E8 E9 E10 H1 H2 H3 H4 H5

Investigate the principles, mechanisms, and methodology of classical and molecular genetics. Investigate concepts of natural selection as they relate to diversity of life. Investigate the interdependence and interactions that occur within an ecosystem. Produce writing which reflects increasing proficiency through planning, writing, revising, and editing and which is specific to audience and purpose. Communicate ideas for a variety of school and other life situations through listening, speaking, and reading aloud. Read, evaluate, and use print, non-print, and technological sources to research issues and problems, to present information, and to complete projects. Work individually and as a member of a team to analyze and interpret information, to make decisions, to solve problems, and to reflect, using increasingly complex and abstract thinking. Complete oral and written presentations which exhibit interaction and consensus within a group. Explore cultural contributions to the history of the English language and its literature. Discover the power and effect of language by reading and listening to selections from various literary genres. Read, discuss, analyze, and evaluate literature from various genres and other written material. Sustain progress toward fluent control of grammar, mechanics, and usage of standard English in the context of writing and speaking. Use language and critical thinking strategies to serve as tools for learning. Explain how geography, economics, and politics have influenced the historical development of the United States in the global community. Describe the impact of science and technology on the historical development of the United States in the global community. Describe the relationship of people, places, and environments through time. Demonstrate the ability to use social studies tools (e.g., timelines, maps, globes, resources, graphs, a compass, technology, etc.). Analyze the contributions of Americans to the ongoing democratic process to include civic responsibilities.

21st Century Skills CS1 CS2 CS3 CS4 CS5 CS6

Global Awareness Financial, Economic, and Business Literacy Civic Literacy Information and Communication Skills Thinking and Problem-Solving Skills Interpersonal and Self-Directional Skills

Life Connections I Unit 3: Money Management

(25 hours)

Competencies and Suggested Objectives Suggested Strategies for Competencies 1. Discuss the importance of money Teaching: management. • Discuss the importance of money management. a. Explain the goals of money management. • Have students discuss why money management is important. Include saving b. Distinguish between needs and wants. c. Discuss factors that influence buying and spending wisely. • Have students make a checklist to decisions. determine needs vs. wants. • Have students evaluate advertising techniques that influence consumer buying. Assessment: • Discuss the importance of money management. • Teacher observation, student participation, and checklist. • Graded project. • Graded project. 2. Develop a budget. Teaching: a. Identify sources of income. • Develop a budget. b. Identify expenditures, fixed and • Have students list potential sources of flexible. income. • Given a case study, have students c. Prioritize expenditures. determine monthly expenditures in a budget. • Have students develop a monthly budget based on a case study. Assessment: • Develop a budget. • Teacher observation, student participation, and checklist. • Graded project. • Graded project. 3. Discuss bank services. Teaching: a. Explain the types of services offered • Discuss bank services. by banks. • Using the Internet, have students research b. Discuss how checking and savings bank services. accounts work. • Lead a discussion on checking and saving c. Identify the components of a check. accounts. d. Balance a checking account. • Have students complete and endorse blank checks. • Have students complete a check register

4. Describe consumer rights and responsibilities. a. List consumer rights and responsibilities. b. Examine warranties. c. Write a letter of complaint. d. Discuss obtaining a refund or exchange.

and balance with a bank statement. Assessment: • Discuss bank services. • Graded project. • Teacher observation, student participation, and checklist. • Graded project. • Graded project. Teaching: • Describe consumer rights and responsibilities. • Have students research to locate a list of consumer rights and responsibilities. • Using examples, have students compare warranties. • Have students write a letter of complaint. • Have students role-play obtaining a refund or exchange. Assessment: • Describe consumer rights and responsibilities. • Graded project. • Teacher observation, student participation, and checklist. • Graded project. • Teacher observation, student participation, and checklist.

STANDARDS S Academic Standards A1 A2 A3 A4 A5 A6 A7 A8 B1 B2 B3

B4 B5 B6 B7 E1 E2 E3 E4

E5 E6 E7 E8 E9 E10 H1 H2 H3 H4 H5

Investigate the transfer of energy from the sun to living systems. Investigate the principles, mechanisms, and methodology of classical and molecular genetics. Investigate concepts of natural selection as they relate to diversity of life. Investigate the interdependence and interactions that occur within an ecosystem. Produce writing which reflects increasing proficiency through planning, writing, revising, and editing and which is specific to audience and purpose. Communicate ideas for a variety of school and other life situations through listening, speaking, and reading aloud. Read, evaluate, and use print, non-print, and technological sources to research issues and problems, to present information, and to complete projects. Work individually and as a member of a team to analyze and interpret information, to make decisions, to solve problems, and to reflect, using increasingly complex and abstract thinking. Complete oral and written presentations which exhibit interaction and consensus within a group. Explore cultural contributions to the history of the English language and its literature. Discover the power and effect of language by reading and listening to selections from various literary genres. Read, discuss, analyze, and evaluate literature from various genres and other written material. Sustain progress toward fluent control of grammar, mechanics, and usage of standard English in the context of writing and speaking. Use language and critical thinking strategies to serve as tools for learning. Explain how geography, economics, and politics have influenced the historical development of the United States in the global community. Describe the impact of science and technology on the historical development of the United States in the global community. Describe the relationship of people, places, and environments through time. Demonstrate the ability to use social studies tools (e.g., timelines, maps, globes, resources, graphs, a compass, technology, etc.). Analyze the contributions of Americans to the ongoing democratic process to include civic responsibilities.

21st Century Skills CS1 CS2 CS3 CS4 CS5 CS6

Global Awareness Financial, Economic, and Business Literacy Civic Literacy Information and Communication Skills Thinking and Problem-Solving Skills Interpersonal and Self-Directional Skills

Life Connections I Unit 4: Nutrition and Health Competencies and Suggested Objectives 1. Discuss the importance of a healthy diet. a. Discuss the theory, “You are what you eat.” b. Examine daily diet.

2. Explain the Food Guide Pyramid. a. Discuss the Food Guide Pyramid. b. Categorize foods into the Pyramid. c. Identify the recommended daily allowance for each group.

3. Explain the role of nutrients in the body. a. Discuss types and functions of carbohydrates. b. Discuss types and functions of fats. c. Discuss types and functions of proteins. d. Discuss types and functions of vitamins and minerals. e. Discuss the function of water in the diet.

(68 hours) Suggested Strategies for Competencies Teaching: • Discuss the importance of a healthy diet. • Have the students discuss the effect of diet on the body. Define “couch potato.” • Have students keep a food record for three days and evaluate diet. Assessment: • Discuss the importance of a healthy diet. • Teacher observation, student participation. • Graded project. Teaching: • Explain the Food Guide Pyramid. • Using the Internet, have students research the Food Guide Pyramid and discuss its importance. • Using a list of foods, have students locate its category on the Pyramid. • Using pictures of foods and the Food Guide Pyramid, have students determine the recommended daily allowance for each food item. Assessment: • Explain the Food Guide Pyramid. • Graded project. • Graded project. • Graded project. Teaching: • Explain the role of nutrients in the body. • Lead a discussion about the types and functions of carbohydrates. • Lead a discussion about types and functions of fats. • Lead a discussion about the types and functions of proteins. • Lead a discussion about the types and functions of vitamins and minerals. • Lead a discussion about the function of water in the diet. Assessment: • Explain the role of nutrients in the body. • Test. • Test.

Test. • Test. • Test. 4. Explain the need for variety in the diet. Teaching: a. Identify fad diets. • Explain the need for variety in the diet. b. Contrast the characteristics of a fad • Have students identify fad diets from resources and have a teacher lead and a balanced diet. discussion about the appropriateness of each diet. • Have students compare sample diets to determine appropriateness. Assessment: • Explain the need for variety in the diet. • Teacher observation and student participation. • Teacher observation and student participation. 5. Discuss common eating disorders. Teaching: a. Describe anorexia nervosa. • Discuss common eating disorders. b. Describe bulimia. • Using video resources and guest speakers, c. Describe compulsive overeating. discuss the disease. d. Explain the effects of eating disorders • Using video resources and guest speakers, discuss the disease. on the body. • Using video resources and guest speakers, discuss the disease. • Use a dietitian or other health care professional to explain the effects of eating disorders on the body. Assessment: • Discuss common eating disorders. • Teacher observation and student participation. • Teacher observation and student participation. • Teacher observation and student participation. • Teacher observation, student participation, and test. 6. Discuss factors to consider when Teaching: shopping for food. • Discuss factors to consider when shopping a. Interpret food labels. for food. b. Identify food ingredients to include • Using examples of food labels, have additives. students identify food important c. Determine food costs. information on the labels. d. Examine smart shopping skills. • Using examples of food labels, have students identify food ingredients to •

include additives. • Using a grocery store sale advertisement, have students plan and cost a menu. • Have students compare the costs and quality of generic and brand name foods. Assessment: • Discuss factors to consider when shopping for food. • Graded project. • Graded project. • Graded project. • Graded project. 7. Describe kitchen appliances and utensils. Teaching: a. Identify major appliances and their • Describe kitchen appliances and utensils. function. • Identify major appliances and their function. b. Identify small kitchen equipment and • Identify small kitchen equipment and their their function. function. c. Demonstrate the correct use of • Have students demonstrate the correct use appliances and utensils. of appliances and utensils. Assessment: • Describe kitchen appliances and utensils. • Teacher observation, student participation, and test. • Teacher observation, student participation, and test. • Teacher observation and student participation. 8. Practice safety and sanitation in the Teaching: kitchen. • Practice safety and sanitation in the a. Discuss basic safety rules in the kitchen. • Using a case study, have students identify kitchen. safety problems within a kitchen. b. Identify the sources of danger in a kitchen. • Have students search at home in their c. Discuss contamination of food. kitchen for sources of danger. d. Discuss methods to prevent food • Lead a discussion of food contamination poisoning. and illness related to contamination. e. Demonstrate appropriate cleaning and • Lead a discussion of methods to prevent sanitizing methods to include kitchen food related illnesses. equipment. • Lead a discussion of appropriate methods of cleaning and sanitizing the kitchen and equipment. Assessment: • Practice safety and sanitation in the kitchen. • Graded project.

Graded project. • Teacher observation and student participation. • Teacher observation and student participation. • Teacher observation, student participation, and test. Teaching: • Demonstrate appropriate table manners and table settings. • Using video resources, contrast correct vs. incorrect etiquette when dining. • Have the student set the table correctly. • Lead a discussion. Assessment: • Demonstrate appropriate table manners and table settings. • Teacher observation and student participation. • Graded project. • Teacher observation and student participation. Teaching: • Prepare a nutritious snack. • Have the students locate and read the recipe to determine appropriateness for menu. • Have the student develop a listing of ingredients required for preparation, determine quantities required (to include measurements), and make a shopping list. • Have the student develop a work plan and time schedule. • Have students prepare the item. • Have students serve the snack using correct table settings and manners. • Have students clean and sanitize the kitchen. Assessment: • Prepare a nutritious snack. • Graded project. • Graded project. • Teacher observation and student participation. • Graded project. • Graded project. •

9. Demonstrate appropriate table manners and table settings. a. Demonstrate eating etiquette. b. Demonstrate proper table setting to include placement and use. c. Discuss the appropriate behavior in eating establishments.

10. Prepare a nutritious snack. a. Research the recipe. b. Plan the shopping list. c. Develop a work plan and time schedule. d. Prepare the item. e. Serve the snack. f. Clean and sanitize the kitchen.

•

Teacher observation, student participation, and graded project.

STANDARDS S Academic Standards A1 A2 A3 A4 A5 A6 A7 A8 B1 B2 B3 B4 B5 B6 B7 E1 E2 E3 E4

E5 E6 E7 E8 E9 E10

H1 H2 H3 H4 H5

Explain how geography, economics, and politics have influenced the historical development of the United States in the global community. Describe the impact of science and technology on the historical development of the United States in the global community. Describe the relationship of people, places, and environments through time. Demonstrate the ability to use social studies tools (e.g., timelines, maps, globes, resources, graphs, a compass, technology, etc.). Analyze the contributions of Americans to the ongoing democratic process to include civic responsibilities.

21st Century Skills CS1 CS2 CS3 CS4 CS5 CS6

Global Awareness Financial, Economic, and Business Literacy Civic Literacy Information and Communication Skills Thinking and Problem-Solving Skills Interpersonal and Self-Directional Skills

SUGGESTED REFERENCES Bence, D. L., & Largen, Velda L. Guide to good food (Latest ed.). Tinley Park, Illinois: Goodheart-Willcox Company, Inc. Liddell, L. A., & Gentzler, Y. S. Building life skills (Latest ed.). Tinley Park, Illinois: Goodheart-Willcox Company, Inc. Sasse, C. R. Families today (Latest ed.). New York, NY: Glencoe/McGraw-Hill.

Life Connections II Unit 1: Personal Development and Relationships Competencies and Suggested Objectives 1. Evaluate personal development skills. a. Discuss types of personal growth and development. b. Identify physical, emotional, and social needs. c. Explore values, goals, and standards needed for the individual. d. Discuss developing positive selfesteem.

2. Discuss the decision-making process as related to adolescents. a. Describe decision-making skills. b. Describe the types of decisions to be made. c. Discuss the effects decisions have on others and yourself.

3. Describe decisions to be made by adolescents. a. Discuss physical changes during adolescents. b. Describe sexually transmitted diseases. c. Discuss problems related to teen pregnancy. d. Discuss problems related to drugs, alcohol, and tobacco use. e. Discuss conflicts and violence.

(25 hours)

Suggested Strategies for Competencies Teaching: • Evaluate personal development skills. • Teacher-led discussion. • Using a case study, students identify the physical, emotional, and social needs of the people involved. • Have students develop a coat of arms to include their personal code of ethics. • Have students role-play positive vs. negative behavior that affects self-esteem. Assessment: • Evaluate personal development skills. • Student participation and test. • Graded project. • Graded project. • Teacher observation and student participation. Teaching: • Discuss the decision-making process as related to adolescents. • Teacher-led discussion and case study. • Have students brainstorm and discuss decisions to be made by adolescents. • Have students complete a case study. Assessment: • Discuss the decision-making process as related to adolescents. • Graded project. • Teacher observation and student participation. • Graded project. Teaching: • Describe decisions to be made by adolescents. • Have students watch a video that describes physical changes during adolescence. • Teacher-led discussion and video presentation. • Teacher-led discussion and video presentation. • Video presentations. • Teacher discussion, role-plays, and video

f. Discuss career opportunities.

4. Discuss establishing and maintaining good relationships. a. Identify types of relationships to include family, peer, romantic, and business/working. b. Discuss skills that help to build strong relationships to include communication and understanding. c. Discuss conflict resolution, stress, and coping skills. 5. Discuss family relationships as related to adolescents. a. Discuss relationships with parents and siblings. b. Describe traits of strong families.

6. Discuss romantic relationships as related to adolescents. a. Discuss reasons for dating. b. Discuss the responsibility and privilege of dating. c. Discuss dating challenges.

presentation. • Use Career Futures software to research career options. Assessment: • Describe decisions to be made by adolescents. • Teacher observation and student discussion. • Teacher observation and student discussion. • Teacher observation and student discussion. • Teacher observation and student discussion. • Teacher observation and student discussion. • Graded project. Teaching: • Discuss establishing and maintaining good relationships. • Teacher-led discussion and student participation. Assessment: • Discuss establishing and maintaining good relationships. • Teacher observation and student participation. Teaching: • Discuss family relationships as related to adolescents. • Teacher-led discussion and student participation. • Have students complete a case study and discuss. Assessment: • Discuss family relationships as related to adolescents. • Teacher observation and student participation. • Graded project. Teaching: • Discuss romantic relationships as related to adolescents. • Teacher-led discussion and student participation. • Role-play, case study, and teacher

discussion. Assessment: • Discuss romantic relationships as related to adolescents. • Teacher observation and student participation. • Graded project. 7. Discuss business/working relationships as Teaching: related to adolescents. • Discuss business/working relationships as a. Describe keys to good working related to adolescents. relationships. • Teacher-led discussion, case studies, and role-play. b. Explain how to understand and get along with those in authority. Assessment: • Discuss business/working relationships as related to adolescents. • Teacher observation and graded project. STANDARDS S Academic Standards A1 A2 A3 A4 A5 A6 A7 A8 B1 B2 B3 B4 B5 B6 B7 E1 E2 E3

E5 E6 E7 E8 E9 E10 H1 H2 H3 H4 H5

Work individually and as a member of a team to analyze and interpret information, to make decisions, to solve problems, and to reflect, using increasingly complex and abstract thinking. Complete oral and written presentations which exhibit interaction and consensus within a group. Explore cultural contributions to the history of the English language and its literature. Discover the power and effect of language by reading and listening to selections from various literary genres. Read, discuss, analyze, and evaluate literature from various genres and other written material. Sustain progress toward fluent control of grammar, mechanics, and usage of standard English in the context of writing and speaking. Use language and critical thinking strategies to serve as tools for learning. Explain how geography, economics, and politics have influenced the historical development of the United States in the global community. Describe the impact of science and technology on the historical development of the United States in the global community. Describe the relationship of people, places, and environments through time. Demonstrate the ability to use social studies tools (e.g., timelines, maps, globes, resources, graphs, a compass, technology, etc.). Analyze the contributions of Americans to the ongoing democratic process to include civic responsibilities.

21st Century Skills CS1 CS2 CS3 CS4 CS5 CS6

Global Awareness Financial, Economic, and Business Literacy Civic Literacy Information and Communication Skills Thinking and Problem-Solving Skills Interpersonal and Self-Directional Skills

SUGGESTED REFERENCES Glosson, Meek, & Smock. Creative living (Latest ed.). Lake Forest, Illinois: Glencoe/McGrawHill. Kelly-Plate & Eubanks. Today’s teen (Latest ed.). Lake Forest, Illinois: Glencoe/McGraw-Hill. Liddell, L. A., & Gentzler, Yvonne S. Building life skills (Latest ed.). Tinley Park, Illinois: Goodheart-Willcox Company, Inc. Sasse, C. R. Families today (Latest ed.). New York, NY: Glencoe/McGraw-Hill. Video: Self-esteem (Latest ed.). Meridian.

Video: Resiliency...Beating the odds (Latest ed.). Meridian. Video: Family ties...Strengthening the family unit (Latest ed.). Meridian.

Life Connections II Unit 2: Design and Your Appearance Competencies and Suggested Objectives 1. Discuss factors to consider in planning and purchasing clothing and accessories. a. Discuss the elements and principles of design. b. Describe the characteristics of natural and synthetic fibers. c. Describe the types of textiles. d. Demonstrate the appropriate methods for fitting garments. e. Describe how to evaluate clothes for fit and quality. f. Discuss the economics of dry cleaning vs. home laundering.

2. Perform sewing skills using a variety of basic techniques. a. Cut fabric according to simple pattern. b. Using basting skills to hold fabric for sewing. c. Use a simple hand stitches to construct project. d. Press completed project.

(30 hours) Suggested Strategies for Competencies Teaching: • Discuss factors to consider in planning and purchasing clothing and accessories. • Have students find illustrations of the way the elements and principles of design influence the appearance of a garment on a person. • Have students examine different fiber samples and discuss the characteristics and care of each sample. • Have students examine different types of textiles to include woven and non-woven. • Have students measure and record measurements for fit using tape measure. • Teacher-led discussion. Have students evaluate sample items to determine fit and quality. • Have students complete a case study to determine best value. Assessment: • Discuss factors to consider in planning and purchasing clothing and accessories. • Graded project. • Student participation, teacher observation, and test. Teaching: • Perform sewing skills using a variety of basic techniques. • Have students use a simple pattern (such as a craft item or ornament) to cut design. • Have students baste to hold fabric for sewing. • Have students use a simple hand stitch to construct project. • Have students press completed project. Assessment: • Perform sewing skills using a variety of basic techniques. • Graded project.

STANDARDS S Academic Standards A1 A2 A3 A4 A5 A6 A7 A8 B1 B2 B3 B4 B5 B6 B7 E1 E2 E3 E4

E5 E6 E7 E8 E9 E10 H1 H2

H3 H4 H5

21st Century Skills CS1 CS2 CS3 CS4 CS5 CS6

Global Awareness Financial, Economic, and Business Literacy Civic Literacy Information and Communication Skills Thinking and Problem-Solving Skills Interpersonal and Self-Directional Skills

SUGGESTED REFERENCES Liddell, L. A. Clothes and your appearance (Latest ed.). South Holland, IL: The GoodheartWillcox Company, Inc. Liddell, L. A., & Gentzler, Y. S. Building life skills (Latest ed.). Tinley Park, Illinois: Goodheart-Willcox Company, Inc. Video: Wardrobe wise...Clothing choices (Latest ed.). Meridian. Video: Clothing care: Laundry and stain removal (Latest ed.). Meridian. Webber, Jeanette. Clothing: Fashion, fabrics & construction (Latest ed.). New York, NY: Glencoe McGraw-Hill.

Life Connections II Unit 3: Managing Resources Competencies and Suggested Objectives 1. Describe types of resources and their responsible use. a. Identify human, material, and natural resources. b. Describe the appropriate use of resources.

(20 hours)

Suggested Strategies for Competencies Teaching: • Describe types of resources and their responsible use. • Have students brainstorm to determine resources available. • Teacher-led discussion and case studies. Assessment: • Describe types of resources and their responsible use. • Teacher observation. • Graded project.. 2. Discuss the benefits of appropriate money Teaching: management. • Discuss the benefits of appropriate money management. a. Discuss planning short- and longterm goals. • Have students make a list of their shortb. Discuss reasons for financial and long-term goals with a time line. management. • Teacher-led discussion, student participation, and case study. Assessment: • Discuss the benefits of appropriate money management. • Graded project. • Teacher observation and graded project. 3. Describe common banking services. Teaching: a. Discuss different types of checking • Describe common banking services. accounts. • Teacher-led discussion using resources b. Discuss different types of savings from local banks. accounts to include certificate of Assessment: • Describe common banking services. deposits, money market accounts, savings bonds, and mutual funds. • Teacher observation. Recognize and use medical terminology. 4. Discuss the use of credit. Teaching: a. Explain the use of credit. • Discuss the use of credit. b. Discuss types of credit accounts to • Teacher-led discussion, student include cash loans, installment participation, and case study. purchases, and charge accounts. • Teacher-led discussion and student c. Discuss the advantages and participation. • Teacher-led discussion, student disadvantages of credit cards. d. Describe factors that make a participation, and case study. consumer a good credit risk. • Teacher-led discussion using resources from local banks.

5. Discuss major consumer purchases. a. Discuss the importance of planning for major purchases. b. Discuss the importance of planning for emergency purchases. c. Discuss the types of major consumer purchases. d. Calculate the finance cost of a new car. e. Determine the cost of insurance, taxes, tag, and upkeep of a new car.

Assessment: • Discuss the use of credit. • Graded project. Teaching: • Discuss major consumer purchases. • Teacher-led discussion, student participation, and case study. • Have students brainstorm for examples of major consumer purchases. • Have students calculate the finance cost of a new car using the Internet. • Have students research and develop a budget for purchasing and maintaining a new car. Assessment: • Discuss major consumer purchases. • Graded project.

STANDARDS S Academic Standards A1 A2 A3 A4 A5 A6 A7 A8 B1 B2 B3 B4 B5 B6 B7 E1 E2

E3 E4

E5 E6 E7 E8 E9 E10 H1 H2 H3 H4 H5

Read, evaluate, and use print, non-print, and technological sources to research issues and problems, to present information, and to complete projects. Work individually and as a member of a team to analyze and interpret information, to make decisions, to solve problems, and to reflect, using increasingly complex and abstract thinking. Complete oral and written presentations which exhibit interaction and consensus within a group. Explore cultural contributions to the history of the English language and its literature. Discover the power and effect of language by reading and listening to selections from various literary genres. Read, discuss, analyze, and evaluate literature from various genres and other written material. Sustain progress toward fluent control of grammar, mechanics, and usage of standard English in the context of writing and speaking. Use language and critical thinking strategies to serve as tools for learning. Explain how geography, economics, and politics have influenced the historical development of the United States in the global community. Describe the impact of science and technology on the historical development of the United States in the global community. Describe the relationship of people, places, and environments through time. Demonstrate the ability to use social studies tools (e.g., timelines, maps, globes, resources, graphs, a compass, technology, etc.). Analyze the contributions of Americans to the ongoing democratic process to include civic responsibilities.

21st Century Skills CS1 CS2 CS3 CS4 CS5 CS6

Global Awareness Financial, Economic, and Business Literacy Civic Literacy Information and Communication Skills Thinking and Problem-Solving Skills Interpersonal and Self-Directional Skills

SUGGESTED REFERENCES Kimbrell & Swanson, Personal and family economics (Latest ed.). Lake Forest, Illinois: Glencoe/McGraw-Hill. Liddell, L. A., & Gentzler, Y. S. Building life skills (Latest ed.). Tinley Park, Illinois: Goodheart-Willcox Company, Inc. Ross, P. G., & Owens-Kristenson, Jodi, Take charge of your life! (Latest ed.). Tinley Park, Illinois: Goodheart-Willcox Company, Inc. Sasse, C. R. Families today (Latest ed.). New York, NY: Glencoe/McGraw-Hill,

Video: Stashing your cash: Financial service (Latest ed.). Meridian. Video: Don’t shop til you drop: Credit and consumerism (Latest ed.). Meridian

Life Connections II Unit 4: Physical Wellness Competencies and Suggested Objectives 1. Discuss the factors that promote physical wellness. a. Define wellness. b. Describe how exercise effects wellness. c. Describe how diet effects wellness. d. Explain the relationship of exercise, diet, and health. e. Evaluate personal eating and exercise habits.

(30 hours)

Suggested Strategies for Competencies Teaching: • Discuss the factors that promote physical wellness. • Have students brainstorm for components of wellness. • Teacher-led discussion with video resources. • Teacher-led discussion and case studies. • Teacher-led discussion, case studies, and video resources. • Have students keep a food diary for several days. Have students evaluate food intake using a computer program. Assessment: • Discuss the factors that promote physical wellness. • Teacher observation and student participation. • Graded project. 2. Discuss health hazards. Teaching: a. Discuss the consequences of obesity • Discuss health hazards. and malnourishment. • Teacher-led discussion and video b. Discuss ways to achieve and maintain resources. • Teacher-led discussion, Internet research, desirable weight. c. Describe health hazards caused by and guest speaker. substance abuse. • Guest speaker and teacher-led discussion. d. Discuss the effects of indiscriminate • Teacher-led discussion, guest speaker, and sexual activity. video resources. e. Discuss communicable diseases. Assessment: • Discuss health hazards. • Teacher observation and student participation. • Student participation and test. 3. Discuss the impact of nutrition on Teaching: wellness. • Discuss the impact of nutrition on a. Discuss how eating habits and wellness. lifestyle can affect wellness. • Have students brainstorm to determine b. Plan a well-balanced diet. how eating habits and lifestyle can affect c. Plan an individual exercise program. wellness. • Have students plan a well-balanced diet for several days and evaluate using a computer program.

Have students plan an individual exercise program. Assessment: • Discuss the impact of nutrition on wellness. • Teacher observation and student participation. • Graded project. Teaching • Prepare nutritious and appealing food in the laboratory. • Have students plan a menu. • Have students determine recipes to be used and recipe yields. • Have students plan a shopping list based on menu and recipes. • Have students develop a work schedule to include large and small equipment required for meal preparation. • Have students prepare food for service using proper safety and sanitation techniques. • Have students demonstrate proper table for buffet service. • Have students demonstrate proper cleaning and sanitizing of kitchen. Assessment • Prepare nutritious and appealing food in the laboratory. • Graded project. •

4. Prepare nutritious and appealing food in the laboratory. a. Plan a menu. b. Determine recipes to be used and recipe yields. c. Plan a shopping list based on menu and recipes. d. Develop a work schedule to include large and small equipment required for meal preparation. e. Prepare food for service using proper safety and sanitation techniques. f. Demonstrate proper table for buffet service. g. Demonstrate proper cleaning and sanitizing of kitchen

STANDARDS S Academic Standards A1 A2 A3 A4 A5 A6 A7 A8

B1 B2 B3 B4 B5 B6 B7 E1 E2 E3 E4

E5 E6 E7 E8 E9 E10 H1 H2 H3 H4 H5

Utilize critical thinking and scientific problem solving in designing and performing biological research and experimentation. Investigate the biochemical basis of life. Investigate cell structures, functions, and methods of reproduction. Investigate the transfer of energy from the sun to living systems. Investigate the principles, mechanisms, and methodology of classical and molecular genetics. Investigate concepts of natural selection as they relate to diversity of life. Investigate the interdependence and interactions that occur within an ecosystem. Produce writing which reflects increasing proficiency through planning, writing, revising, and editing and which is specific to audience and purpose. Communicate ideas for a variety of school and other life situations through listening, speaking, and reading aloud. Read, evaluate, and use print, non-print, and technological sources to research issues and problems, to present information, and to complete projects. Work individually and as a member of a team to analyze and interpret information, to make decisions, to solve problems, and to reflect, using increasingly complex and abstract thinking. Complete oral and written presentations which exhibit interaction and consensus within a group. Explore cultural contributions to the history of the English language and its literature. Discover the power and effect of language by reading and listening to selections from various literary genres. Read, discuss, analyze, and evaluate literature from various genres and other written material. Sustain progress toward fluent control of grammar, mechanics, and usage of standard English in the context of writing and speaking. Use language and critical thinking strategies to serve as tools for learning. Explain how geography, economics, and politics have influenced the historical development of the United States in the global community. Describe the impact of science and technology on the historical development of the United States in the global community. Describe the relationship of people, places, and environments through time. Demonstrate the ability to use social studies tools (e.g., timelines, maps, globes, resources, graphs, a compass, technology, etc.). Analyze the contributions of Americans to the ongoing democratic process to include civic responsibilities.

21st Century Skills CS1 CS2 CS3 CS4 CS5 CS6

Global Awareness Financial, Economic, and Business Literacy Civic Literacy Information and Communication Skills Thinking and Problem-Solving Skills Interpersonal and Self-Directional Skills

SUGGESTED REFERENCES Bence, D. L., & Largen, V. L. Guide to good food (Latest ed.). Tinley Park, Illinois: GoodheartWillcox Company, Inc. Brisbane, H. E., & Riker, A. Palm. Married & single life. (Latest ed.). Lake Forest, Illinois: Glencoe/McGraw-Hill. Duyff. Nutrition and wellness (Latest ed.). Lake Forest, Illinois: Glencoe/McGraw-Hill. Glosson, Meek, & Smock. Creative living (Latest ed.). Lake Forest, Illinois: Glencoe/McGrawHill. Liddell, L. A., & Gentzler, Y. S. Building life skills (Latest ed.). Goodheart-Willcox Company, Inc., Tinley Park, Illinois. Sasse, C. R. Families today (Latest ed.). New York, NY: Glencoe/McGraw-Hill. Videos: Food safety: What you don’t know can hurt you (Latest ed.). Meridian. Videos: Safety in the kitchen (Latest ed.). Meridian. Videos: When food is the enemy: Eating disorders (Latest ed.). Meridian. West, D. F. Nutrition & Fitness. (Latest ed.). Tinley Park, Illinois: Goodheart-Willcox Company, Inc.

Life Connections II Unit 5: Child Care Competencies and Suggested Objectives 1. Research the responsibilities of caring for the unborn child. a. Discuss medical care required. b. Describe proper nutrition and the effects of substance abuse.

2. Discuss the developmental stages of child growth. a. Describe the infant stage. b. Describe the toddler stage. c. Describe the preschool stage. d. Describe the school age.

3. Discuss the responsibilities of babysitting. a. Discuss questions to ask parents. b. Discuss the importance of obtaining emergency information. c. Discuss handling emergencies to include first aid, fire, stranger, and safety. d. Discuss ways to meet children’s physical needs to include mealtime, bathtime, and bedtime. e. Discuss ways to meet social and emotional needs to include rules and positive communication. and abbreviations in reading, speaking, interpreting, and writing simulated medical records.

(25 hours) Suggested Strategies for Competencies Teaching: • Research the responsibilities of caring for the unborn child. • Teacher-led discussion on the importance of prenatal care. • Teacher-led discussion on the importance of proper nutrition during pregnancy and the effects of substance abuse to include drugs, alcohol, tobacco. Assessment: • Research the responsibilities of caring for the unborn child. • Teacher observation, student participation, and test. Teaching: • Discuss the developmental stages of child growth. • Teacher-led discussion. Have students identify the stages using pictures, Internet, and videos. Assessment: • Discuss the developmental stages of child growth. • Graded projects. Teaching: • Discuss the responsibilities of babysitting. • Teacher-led discussion. Have students brainstorm for important questions to ask. • Teacher-led discussion. Have students do case study. • Teacher-led discussion. Have a guest speaker discuss emergency procedures. Use videos. • Teacher-led discussion. Have students brainstorm how to handle routines. • Teacher-led discussion. Have students brainstorm how to handle different situations. Assessment: • Discuss the responsibilities of babysitting. • Teacher observation and student participation.

•

Graded project.

STANDARDS S Academic Standards A1 A2 A3 A4 A5 A6 A7 A8 B1 B2 B3 B4 B5 B6 B7 E1 E2 E3 E4

E5 E6 E7 E8 E9 E10 H1

H2 H3 H4 H5

Describe the impact of science and technology on the historical development of the United States in the global community. Describe the relationship of people, places, and environments through time. Demonstrate the ability to use social studies tools (e.g., timelines, maps, globes, resources, graphs, a compass, technology, etc.). Analyze the contributions of Americans to the ongoing democratic process to include civic responsibilities.

21st Century Skills CS1 CS2 CS3 CS4 CS5 CS6

Global Awareness Financial, Economic, and Business Literacy Civic Literacy Information and Communication Skills Thinking and Problem-Solving Skills Interpersonal and Self-Directional Skills

SUGGESTED REFERENCES Brisbane, H. E. The developing child (Latest ed.). New York, NY: Glencoe/McGraw-Hill. Hildebrand. Parenting rewards & responsibilities (Latest ed.). Lake Forest, Illinois: Glencoe/McGraw-Hill. Liddell, L. A., & Gentzler, Y. S. Building life skills (Latest ed.). Tinley Park, Illinois: Goodheart-Willcox Company, Inc. Sasse, C. R. Families today (Latest ed.). New York, NY: Glencoe/McGraw-Hill. Series of Videos: Videos for child development (Latest ed.). Meridian. Video: Babysitting ABC’s (Latest ed.). Meridian.

Life Connections II Unit 6: Housing and Home Interiors

(20 hours)

Competencies and Suggested Objectives 1. Discuss reasons that people need shelter. a. Identify human needs for shelter and housing. b. Discuss how housing needs change throughout the lifespan.

Suggested Strategies for Competencies Teaching: • Discuss reasons that people need shelter. • Teacher-led discussion, brainstorming, and Internet research. Assessment: • Discuss reasons that people need shelter. • Teacher observation, student participation, and graded project. 2. Discuss factors to consider when deciding Teaching: the type of shelter required. • Discuss factors to consider when deciding a. Discuss the needs of individuals and the type of shelter required. • Teacher-led discussion, brainstorming, and how families differ. Internet research. b. Discuss location considerations. c. Discuss permancy of residency. Assessment: • Discuss factors to consider when deciding d. Discuss the types of available the type of shelter required. housing and cost. • Teacher observation, student participation, graded project. 3. Discuss the basics of home design. Teaching: a. Analyze a floor plan for livability. • Discuss the basics of home design. b. Describe plans for efficient room • Have students compare floor plans for arrangement. livability, traffic flow, and design. c. Discuss decorating needs for each • Teacher-led discussion, brainstorming, and room to include furnishings, Internet research. accessories, and elements and Assessment: principles of design. • Discuss the basics of home design. • Graded project. • Teacher observation, student participation, and graded project. STANDARDS S Academic Standards A1 A2 A3 A4 A5 A6

A7 A8 B1 B2 B3 B4 B5 B6 B7 E1 E2 E3 E4

E5 E6 E7 E8 E9 E10 H1 H2 H3 H4 H5

Interpret and apply slope as a rate of change. Analyze data and apply concepts of probability. Utilize critical thinking and scientific problem solving in designing and performing biological research and experimentation. Investigate the biochemical basis of life. Investigate cell structures, functions, and methods of reproduction. Investigate the transfer of energy from the sun to living systems. Investigate the principles, mechanisms, and methodology of classical and molecular genetics. Investigate concepts of natural selection as they relate to diversity of life. Investigate the interdependence and interactions that occur within an ecosystem. Produce writing which reflects increasing proficiency through planning, writing, revising, and editing and which is specific to audience and purpose. Communicate ideas for a variety of school and other life situations through listening, speaking, and reading aloud. Read, evaluate, and use print, non-print, and technological sources to research issues and problems, to present information, and to complete projects. Work individually and as a member of a team to analyze and interpret information, to make decisions, to solve problems, and to reflect, using increasingly complex and abstract thinking. Complete oral and written presentations which exhibit interaction and consensus within a group. Explore cultural contributions to the history of the English language and its literature. Discover the power and effect of language by reading and listening to selections from various literary genres. Read, discuss, analyze, and evaluate literature from various genres and other written material. Sustain progress toward fluent control of grammar, mechanics, and usage of standard English in the context of writing and speaking. Use language and critical thinking strategies to serve as tools for learning. Explain how geography, economics, and politics have influenced the historical development of the United States in the global community. Describe the impact of science and technology on the historical development of the United States in the global community. Describe the relationship of people, places, and environments through time. Demonstrate the ability to use social studies tools (e.g., timelines, maps, globes, resources, graphs, a compass, technology, etc.). Analyze the contributions of Americans to the ongoing democratic process to include civic responsibilities.

21st Century Skills CS1 CS2 CS3 CS4

Global Awareness Financial, Economic, and Business Literacy Civic Literacy Information and Communication Skills

CS5 CS6

Thinking and Problem-Solving Skills Interpersonal and Self-Directional Skills

SUGGESTED REFERENCES Hildebrand. Parenting rewards & responsibilities (Latest ed.). Lake Forest, Illinois: Glencoe/McGraw-Hill. Liddell, L. A., & Gentzler, Y. S. Building life skills (Latest ed.). Tinley Park, Illinois: Goodheart-Willcox Company, Inc. Sasse, C. R. Families today (Latest ed.). New York, NY: Glencoe/McGraw-Hill. Sherwood. Homes: Today and tomorrow (Latest ed.). Lake Forest, Illinois: Glencoe/McGrawHill. Video: How to buy quality furnishing (Latest ed.). Meridian. Video: Choosing furniture (Latest ed.). Meridian. Video: Furnishing and decorating your first apartment (Latest ed.). Meridian. Video: Rent or buy decisions (Latest ed.). Meridian.

Recommended Tools and Equipment CAPITALIZED ITEMS 1. 2. 3. 4. 5. 6.

Computers (2 per lab) Dishwasher (1 per lab) Oven, Microwave (1 per lab) Printers (1 per lab) Refrigerator (1 per lab) Stove, Electric (1 per lab)

NON-CAPITALIZED ITEMS 1. 2. 3. 4. 5. 6. 7. 8. 9.

Mixer, Electric (1 per lab) Scales, Body Weight (1 per lab) Plates, 8", Dishwasher and Microwave Safe (3 dozen) Flatware, Setting to include knife, fork, spoon (3 dozen) Mixing Spoons (1 set per lab) Spatulas, Rubber (set of 2 per lab) Peeler, Vegetable (1 per lab) Colander, Heavy Duty (1 per lab) Knives, Set of 4 including 3" parer, 5-6" boning/utility, 7" slicer, and 7" chef (1 set per lab) 10. Cutting Board (1 per lab) 11. Slicer/Grater (1 per lab) 12. Mixing Bowls, Set of 3 sizes (1 per lab) 13. Can Opener (1 per lab ) 14. Utensils, Kitchen to include basting, slotted, two-tine fork, small turner, large turner, deep ladle. 15. Serving Trays (3 per lab) 16. Storage Container Set, Plastic, for microwave, dishwasher, and freezer (1 set per lab) 17. Potholders, cloth and flame resistant (4 per lab) 18. Cleaning Accessories, to include sponges, scrubber pads, dish brush, dish towels, and dish rag assortment (1 set per lab) 19. Dish Drain Rack (1 per lab) 20. Measuring Spoons (2 sets per lab) 21. Measuring Cups (2 sets per lab) 22. Cookware Set, Stainless Steel (1 set per lab) 23. Cookware Set, Glass (1 set per lab) 24. Bakeware Set (1 set per lab) 25. Scales, Food Proportion, 2 to 16 oz (1 per lab) 26. Scales, Kitchen, 10 lb. capacity (1 per lab) 27. Fire Extinguisher (1 per lab) 28. Stop Watch /Timer(1 per lab) 29. Sewing needles 30. Scissors

31. Thread FOR LIFE CONNECTIONS I AND II: 1. 2. 3. 4. 5.

Iron (1 per lab) Ironing Board (1 per lab) Mirror, Full Length (1 per lab) Sewing Needles (3 dozen per lab) Scissors (1 dozen per lab)

RECOMMENDED INSTRUCTIONAL AIDS It is recommended that instructors have access to the following items: 1. 2. 3. 4. 5.

Camcorder Digital Camera Projector, Overhead, portable (1 per lab) Television, Color, 31" (1 per lab) DVD/VCR Player/Recorder (1 per lab)

Appendix A: National Family and Consumer Science Skill Standards 1 FCS1 CAREER, COMMUNITY, AND FAMILY CONNECTIONS 1.0 Integrate multiple life roles and responsibilities in family, work, and community settings. FCS2 CONSUMER AND FAMILY RESOURCES 2.0 Evaluate management practices related to the human, economic, and environmental resources. FCS3 CONSUMER SERVICES 3.0 Integrate knowledge, skills, and practices required for careers in consumer services. FCS4 EARLY CHILDHOOD, EDUCATION, AND SERVICES 4.0 Integrate knowledge, skills, and practices required for careers in early childhood, education, and services. FCS5 FACILITIES MANAGEMENT AND MAINTENANCE 5.0 Integrate knowledge, skills, and practices required for careers in facilities management and maintenance. FCS6 FAMILY 6.0 Evaluate the significance of family and its impact on the well-being of individuals and society. FCS7 FAMILY AND COMMUNITY SERVICES 7.0 Integrate knowledge, skills, and practices required for careers in family and community services. FCS8 FOOD PRODUCTION AND SERVICES 8.0 Integrate knowledge, skills, and practices required for careers in food production and services. FCS9 FOOD SCIENCE, DIETETICS, AND NUTRITION 9.0 Integrate knowledge, skills, and practices required for careers in food science, dietetics, and nutrition. FCS10 HOSPITALITY, TOURISM, AND RECREATION 10.0 Integrate knowledge, skills, and practices required for careers in hospitality, tourism, and recreation. FCS11 HOUSING, INTERIORS, AND FURNISHINGS 11.0 Integrate knowledge, skills, and practices required for careers in housing, interiors, and furnishings. FCS12 HUMAN DEVELOPMENT 12.0 Analyze factors that impact human growth and development. FCS13 INTERPERSONAL RELATIONSHIPS 13.0 Demonstrate respectful and caring relationships in the family, workplace, and community. FCS14 NUTRITION AND WELLNESS 14.0 Demonstrate nutrition and wellness practices that enhance individual and family well-being. FCS15 PARENTING 15.0 Evaluate the impact of parenting roles and responsibilities on strengthening the well-being of individuals and families. FCS16 TEXTILES AND APPAREL 16.0 Integrate knowledge, skills, and practices required for careers in textiles and apparel.

Appendix B: Health Standards2 HS1

Health Promotion and Disease Prevention.

Students will comprehend concepts related to health promotion and disease prevention.-• • • • • • • •

HS2

Analyze how behavior can impact health maintenance and disease prevention. Describe the interrelationships of mental, emotional, social, and physical health throughout adulthood. Explain the impact of personal health behaviors on the functioning of body systems. Analyze how the family, peers, and community influence the health of individuals. Analyze how the environment influences the health of the community. Describe how to delay onset and reduce risks of potential health problems during adulthood. Analyze how public health policies and government regulations influence health promotion and disease prevention. Analyze how the prevention and control of health problems are influenced by research and medical advances. Health Information, Products and Services.

Students will demonstrate the ability to access valid health information and health-promoting products and services-• • • • • •

Evaluate the validity of health information, products, and services. Demonstrate the ability to evaluate resources from home, school, and community that provide valid health information. Evaluate factors that influence personal selection of health products and services. Demonstrate the ability to access school and community health services for self and others. Analyze the cost and accessibility of health care services. Analyze situations requiring professional health services.

HS3 Reducing Health Risks. Students will demonstrate the ability to practice health-enhancing behaviors and reduce health risks-• • • • • •

Analyze the role of individual responsibility for enhancing health. Evaluate a personal health assessment to determine strategies for health enhancement and risk reduction. Analyze the short-term and long-term consequences of safe, risky and harmful behaviors. Develop strategies to improve or maintain personal, family and community health. Develop injury prevention and management strategies for personal, family, and community health. Demonstrate ways to avoid and reduce threatening situations.

•

HS4

evaluate strategies to manage stress. Influences on Health

Students will analyze the influence of culture, media, technology, and other factors on health-• • • •

HS5

Analyze how cultural diversity enriches and challenges health behaviors. Evaluate the effect of media and other factors on personal, family, and community health. Evaluate the impact of technology on personal, family, and community health. Analyze how information from the community influences health. Using Communication Skills to Promote Health.

Students will demonstrate the ability to use interpersonal communication skills to enhance health-• • • • • • • •

HS6

Demonstrate skills for communicating effectively with family, peers, and others. Analyze how interpersonal communication affects relationships. Demonstrate healthy ways to express needs, wants, and feelings. Demonstrate ways to communicate care, consideration, and respect of self and others. Demonstrate strategies for solving interpersonal conflicts without harming self or others. Demonstrate refusal, negotiation, and collaboration skills to avoid potentially harmful situations. Analyze the possible causes of conflict in schools, families, and communities. Demonstrate strategies used to prevent conflict. Setting Goals for Good Health.

Students will demonstrate the ability to use goal-setting and decision-making skills to enhance health-• • • • • •

HS7

Demonstrate the ability to utilize various strategies when making decisions related to health needs and risks of young adults. Analyze health concerns that require collaborative decision making. Predict immediate and long-term impact of health decisions on the individual, family, and community. Implement a plan for attaining a personal health goal. Evaluate progress toward achieving personal health goals. Formulate an effective plan for lifelong health. Health Advocacy.

Students will demonstrate the ability to advocate for personal, family, and community health-•

Evaluate the effectiveness of communication methods for accurately expressing health information and ideas.

• • • • •

Express information and opinions about health issues. Utilize strategies to overcome barriers when communicating information, ideas, feelings, and opinions about health issues. Demonstrate the ability to influence and support others in making positive health choices. Demonstrate the ability to work cooperatively when advocating for healthy communities. Demonstrate the ability to adapt health messages and communication techniques to the characteristics of a particular audience.

Appendix C: Academic Standards Algebra I 2 Competencies and Suggested Objective(s) A1

Recognize, classify, and use real numbers and their properties. a. Describe the real number system using a diagram to show the relationships of component sets of numbers that compose the set of real numbers. b. Model properties and equivalence relationships of real numbers. c. Demonstrate and apply properties of real numbers to algebraic expressions. d. Perform basic operations on square roots excluding rationalizing denominators. Recognize, create, extend, and apply patterns, relations, and functions and their applications. a. Analyze relationships between two variables, identify domain and range, and determine whether a relation is a function. b. Explain and illustrate how change in one variable may result in a change in another variable. c. Determine the rule that describes a pattern and determine the pattern given the rule. d. Apply patterns to graphs and use appropriate technology. Simplify algebraic expressions, solve and graph equations, inequalities and systems in one and two variables. a. Solve, check, and graph linear equations and inequalities in one variable, including rational coefficients. b. Graph and check linear equations and inequalities in two variables. c. Solve and graph absolute value equations and inequalities in one variable. d. Use algebraic and graphical methods to solve systems of linear equations and inequalities. e. Translate problem-solving situations into algebraic sentences and determine solutions. Explore and communicate the characteristics and operations of polynomials. a. Classify polynomials and determine the degree. b. Add, subtract, multiply, and divide polynomial expressions. c. Factor polynomials using algebraic methods and geometric models. d. Investigate and apply real-number solutions to quadratic equations algebraically and graphically. e. Use convincing arguments to justify unfactorable polynomials. f. Apply polynomial operations to problems involving perimeter and area. Utilize various formulas in problem-solving situations. a. Evaluate and apply formulas (e.g., circumference, perimeter, area, volume, Pythagorean Theorem, interest, distance, rate, and time). b. Reinforce formulas experimentally to verify solutions.

Mississippi mathematics framework—Algebra I. (2003). Retrieved September 10, 2003, from http://marcopolo.mde.k12.ms.us/frameworks/mathematics/ma_algebra_i.html

c. d.

Given a literal equation, solve for any variable of degree one. Using the appropriate formula, determine the length, midpoint, and slope of a segment in a coordinate plane. e. Use formulas (e.g., point-slope and slope-intercept) to write equations of lines. Communicate using the language of algebra. a. Recognize and demonstrate the appropriate use of terms, symbols, and notations. b. Distinguish between linear and non-linear equations. c. Translate between verbal expressions and algebraic expressions. d. Apply the operations of addition, subtraction, and scalar multiplication to matrices. e. Use scientific notation to solve problems. f. Use appropriate algebraic language to justify solutions and processes used in solving problems. Interpret and apply slope as a rate of change. a. Define slope as a rate of change using algebraic and geometric representations. b. Interpret and apply slope as a rate of change in problem-solving situations. c. Use ratio and proportion to solve problems including direct variation (y=kx). d. Apply the concept of slope to parallel and perpendicular lines. Analyze data and apply concepts of probability. a. Collect, organize, graph, and interpret data sets, draw conclusions, and make predictions from the analysis of data. b. Define event and sample spaces and apply to simple probability problems. c. Use counting techniques, permutations, and combinations to solve probability problems. Biology I 3

Competencies and Suggested Objective(s) B1

Utilize critical thinking and scientific problem solving in designing and performing biological research and experimentation. a. Demonstrate the proper use and care for scientific equipment used in biology. b. Observe and practice safe procedures in the classroom and laboratory. c. Apply the components of scientific processes and methods in the classroom and laboratory investigations. d. Communicate results of scientific investigations in oral, written, and graphic form. Investigate the biochemical basis of life. a. Identify the characteristics of living things. b. Describe and differentiate between covalent and ionic bonds using examples of each. c. Describe the unique bonding and characteristics of water that makes it an essential component of living systems.

Mississippi science framework—Biology I. (2003). Retrieved September 10, 2003, from http://marcopolo.mde.k12.ms.us/frameworks/science/sci_biology_I.html

Classify solutions using the pH scale and relate the importance of pH to organism survival. e. Compare the structure, properties and functions of carbohydrates, lipids, proteins and nucleic acids in living organisms. f. Explain how enzymes work and identify factors that can affect enzyme action. Investigate cell structures, functions, and methods of reproduction. a. Differentiate between prokaryotic and eukaryotic cells. b. Distinguish between plant and animal (eukaryotic) cell structures. c. Identify and describe the structure and basic functions of the major eukaryotic organelles. d. Describe the way in which cells are organized in multicellular organisms. e. Relate cell membrane structure to its function in passive and active transport. f. Describe the main events in the cell cycle and cell mitosis including differences in plant and animal cell divisions. g. Relate the importance of meiosis to sexual reproduction and the maintenance of chromosome number. h. Identify and distinguish among forms of asexual and sexual reproduction. Investigate the transfer of energy from the sun to living systems. a. Describe the structure of ATP and its importance in life processes. b. Examine, compare, and contrast the basic processes of photosynthesis and cellular respiration. c. Compare and contrast aerobic and anaerobic respiration. Investigate the principles, mechanisms, and methodology of classical and molecular genetics. a. Compare and contrast the molecular structures of DNA and RNA as they relate to replication, transcription, and translation. b. Identify and illustrate how changes in DNA cause mutations and evaluate the significance of these changes. c. Analyze the applications of DNA technology (forensics, medicine, agriculture). d. Discuss the significant contributions of well-known scientists to the historical progression of classical and molecular genetics. e. Apply genetic principles to solve simple inheritance problems including monohybrid crosses, sex linkage, multiple alleles, incomplete dominance, and codominance. f. Examine inheritance patterns using current technology (gel electrophoresis, pedigrees, karyotypes). Investigate concepts of natural selection as they relate to diversity of life. a. Analyze how organisms are classified into a hierarchy of groups and subgroups based on similarities and differences. b. Identify characteristics of kingdoms including monerans, protists, fungi, plants and animals. c. Differentiate among major divisions of the plant and animal kingdoms (vascular/non-vascular; vertebrate/invertebrate). d. Compare the structures and functions of viruses and bacteria relating their impact on other living organisms.

Identify evidence of change in species using fossils, DNA sequences, anatomical and physiological similarities, and embryology. f. Analyze the results of natural selection in speciation, diversity, adaptation, behavior and extinction. Investigate the interdependence and interactions that occur within an ecosystem. a. Analyze the flow of energy and matter through various cycles including carbon, oxygen, nitrogen and water cycles. b. Interpret interactions among organisms in an ecosystem (producer/consumer/decomposer, predator/prey, symbiotic relationships and competitive relationships). c. Compare variations, tolerances, and adaptations of plants and animals in major biomes. d. Investigate and explain the transfer of energy in an ecosystem including food chains, food webs, and food pyramids. e. Examine long and short-term changes to the environment as a result of natural events and human actions. English II 4

Competencies and Suggested Objective(s) E1

Produce writing which reflects increasing proficiency through planning, writing, revising, and editing and which is specific to audience and purpose. a. Produce individual and/or group compositions and/or projects to persuade, tell a story, describe, create an effect, explain or justify an action or event, inform, entertain, etc. b. Produce writing typically used in the workplace such as social, business, and technical correspondence; explanation of procedures; status reports; research findings; narratives for graphs; justification of decisions, actions, or expenses; etc. c. Write a response, reaction, interpretation, analysis, summary, etc., of literature, other reading matter, or orally presented material. d. Revise to ensure effective introductions, details, wording, topic sentences, and conclusions. Communicate ideas for a variety of school and other life situations through listening, speaking, and reading aloud. a. Listen to determine the main idea and supporting details, to distinguish fact from opinion, and to determine a speaker’s purpose or bias. b. Speak with appropriate intonation, articulation, gestures, and facial expression. c. Speak effectively to explain and justify ideas to peers, to inform, to summarize, to persuade, to entertain, to describe, etc. Read, evaluate, and use print, non-print, and technological sources to research issues and problems, to present information, and to complete projects. a. Read, view, and listen to distinguish fact from opinions and to recognize persuasive and manipulative techniques.

Mississippi language arts framework—English II. (2003). Retrieved September 10, 2003, from http://marcopolo.mde.k12.ms.us/frameworks/language_arts/la_10.html

Access both print and non-print sources to produce an I-Search paper, research paper, or project. c. Use computers and audio-visual technology to access and organize information for purposes such as resumes, career search projects, and analytical writings, etc. d. Use reference sources, indices, electronic card catalog, and appropriate research procedures to gather and synthesize information. Work individually and as a member of a team to analyze and interpret information, to make decisions, to solve problems, and to reflect, using increasingly complex and abstract thinking. a. Interact with peers to examine real world and literary issues and ideas. b. Show growth in critical thinking, leadership skills, consensus building, and selfconfidence by assuming a role in a group, negotiating compromise, and reflecting on individual or group work. Complete oral and written presentations which exhibit interaction and consensus within a group. a. Share, critique, and evaluate works in progress and completed works through a process approach. b. Communicate effectively in a group to present completed projects and/or compositions. c. Edit oral and written presentations to reflect correct grammar, usage, and mechanics. Explore cultural contributions to the history of the English language and its literature. a. Explore a variety of works from various historical periods, geographical locations, and cultures, recognizing their influence on language and literature. b. Identify instances of dialectal differences which create stereotypes, perceptions, and identities. c. Recognize root words, prefixes, suffixes, and cognates. d. Relate how vocabulary and spelling have changed over time. Discover the power and effect of language by reading and listening to selections from various literary genres. a. Listen to and read aloud selected works to recognize and respond to the rhythm and power of language to convey a message. b. Read aloud with fluency and expression. c. Analyze the stylistic devices, such as alliteration, assonance, word order, rhyme, onomatopoeia, etc., that make a passage achieve a certain effect. d. Demonstrate how the use of language can confuse or inform, repel or persuade, or inspire or enrage. e. Analyze how grammatical structure or style helps to create a certain effect. Read, discuss, analyze, and evaluate literature from various genres and other written material. a. Read and explore increasingly complete works, both classic and contemporary, for oral discussion and written analysis. b. Read, discuss, and interpret literature to make connections to life. c. Read from a variety of genres to understand how the literary elements contribute to the overall quality of the work.

E10

Identify qualities in increasingly complex literature that have produced a lasting impact on society. e. Read for enjoyment, appreciation, and comprehension of plot, style, vocabulary, etc. Sustain progress toward fluent control of grammar, mechanics, and usage of standard English in the context of writing and speaking. a. Infuse the study of grammar and vocabulary into written and oral communication. b. Demonstrate, in the context of their own writing, proficient use of the conventions of standard English, including, but not limited to, the following: complete sentences, subject-verb agreement, plurals, spellings, homophones, possessives, verb forms, punctuation, capitalization, pronouns, pronoun-antecedent agreement, parallel structure, and dangling and misplaced modifiers. c. Give oral presentations to reinforce the use of standard English. d. Employ increasingly proficient editing skills to identify and solve problems in grammar, usage, and structure. Use language and critical thinking strategies to serve as tools for learning. a. Use language to facilitate continuous learning, to record observations, to clarify thought, to synthesize information, and to analyze and evaluate language. b. Interpret visual material orally and in writing. U. S. History from 1877 5

Competencies and Suggested Objective(s) H1

Explain how geography, economics, and politics have influenced the historical development of the United States in the global community. a. Apply economic concepts and reasoning when evaluating historical and contemporary social developments and issues (e.g., gold standard, free coinage of silver, tariff issue, laissez faire, deficit spending, etc.). b. Explain the emergence of modern America from a domestic perspective (e.g., frontier experience, Industrial Revolution and organized labor, reform movements of Populism and Progressivism, Women’s Movement, Civil Rights Movement, the New Deal, etc.). c. Explain the changing role of the United States in world affairs since 1877 through wars, conflicts, and foreign policy (e.g., Spanish-American War, Korean conflict, containment policy, etc.). d. Trace the expansion of the United States and its acquisition of territory from 1877 (e.g., expansionism and imperialism). Describe the impact of science and technology on the historical development of the United States in the global community. a. Analyze the impact of inventions on the United States (e.g., telephone, light bulb, etc.). b. Examine the continuing impact of the Industrial Revolution on the development of our nation (e.g., mass production, computer operations, etc.).

Mississippi social studies framework—U.S. History from 1877. (2003). Retrieved September 10, 2003, from http://marcopolo.mde.k12.ms.us/frameworks/social_studies/ss_us_history.html

c. Describe the effects of transportation and communication advances since 1877. Describe the relationship of people, places, and environments through time. a. Analyze human migration patterns since 1877 (e.g., rural to urban, the Great Migration, etc.). b. Analyze how changing human, physical, geographic characteristics can alter a regional landscape (e.g., urbanization, Dust Bowl, etc.). Demonstrate the ability to use social studies tools (e.g., timelines, maps, globes, resources, graphs, a compass, technology, etc.). a. Interpret special purpose maps, primary/secondary sources, and political cartoons. b. Analyze technological information on graphs, charts, and timelines. c. Locate areas of international conflict (e.g., Caribbean, Southeast Asia, Europe, etc.). Analyze the contributions of Americans to the ongoing democratic process to include civic responsibilities. a. Examine various reform movements (e.g., Civil Rights, Women’s Movement, etc.). b. Examine the government’s role in various movements (e.g., arbitration, 26th Amendment, etc.). c. Examine the role of government in the preservation of citizens’ rights (e.g., 19th Amendment, Civil Rights Act of 1964). d. Examine individuals’ duties and responsibilities in a democratic society (e.g., voting, volunteerism, etc.).

Appendix D: 21st Century Skills 6 CS1

CS2

CS3

CS4

CS5

CS6

Global Awareness st • Using 21 century skills to understand and address global issues • Learning from and working collaboratively with individuals representing diverse cultures, religions, and lifestyles in a spirit of mutual respect and open dialogue in personal, work, and community contexts • Promoting the study of non-English language as a tool for understanding other nations and cultures Financial, Economic, and Business Literacy • Knowing how to make appropriate personal economic choices • Understanding the role of the economy and the role of business in the economy st • Applying appropriate 21 century skills to function as a productive contributor within an organizational setting • Integrating oneself within and adapting continually to our nation’s evolving economic and business environment Civic Literacy • Being an informed citizen to participate effectively in government • Exercising the rights and obligations of citizenship at local, state, national, and global levels • Understanding the local and global implications of civic decisions st • Applying 21 century skills to make intelligent choices as a citizen Information and Communication Skills • Information and media literacy skills: Analyzing, accessing, managing, integrating, evaluating, and creating information in a variety of forms and media; understanding the role of media in society • Communication skills: Understanding, managing, and creating effective oral, written, and multimedia communication in a variety of forms and contexts Thinking and Problem-Solving Skills • Critical thinking and systems thinking: Exercising sound reasoning in understanding and making complex choices, understanding the interconnections among systems • Problem identification, formulation, and solution: Ability to frame, analyze, and solve problems • Creativity and intellectual curiosity: Developing, implementing, and communicating new ideas to others, staying open and responsive to new and diverse perspectives Interpersonal and Self-Directional Skills • Interpersonal and collaborative skills: Demonstrating teamwork and leadership, adapting to varied roles and responsibilities, working productively with others, exercising empathy, respecting diverse perspectives • Self-direction: Monitoring one’s own understanding and learning needs, locating appropriate resources, transferring learning from one domain to another • Accountability and adaptability: Exercising personal responsibility and flexibility in personal, workplace, and community contexts; setting and meeting high standards and goals for one’s self and others; tolerating ambiguity

21st century skills. (n.d.). Washington, DC: Partnership for 21st Century Skills.

•

Social responsibility: Acting responsibly with the interests of the larger community in mind; demonstrating ethical behavior in personal, workplace, and community contexts

Appendix E: Rubrics Poster Assessment Rubric

Required Content

Labels

Attractiveness

Grammar

Exemplary 4 Points

Accomplished 3 Points

Developing 2 Points

Beginning 1 Point

The poster includes all required content elements as well as additional information. All items of importance on the poster are clearly labeled with labels that are easy to read.

All required content elements are included on the poster.

All but 1 of the required content elements is included on the poster.

Several required content elements were missing.

Almost all items of importance on the poster are clearly labeled with labels that are easy to read. The poster is attractive in terms of design, layout, and neatness.

Many items of importance on the poster are clearly labeled with labels that are easy to read.

Labels are too small to read or no important items were labeled.

The poster is acceptably attractive though it may be a bit messy.

The poster is distractingly messy or very poorly designed.

There are 1-2 grammatical or mechanical mistakes on the poster.

There are 3-4 grammatical or mechanical mistakes on the poster.

There are more than 4 grammatical or mechanical mistakes on the poster.

The poster is exceptionally attractive in terms of design, layout, and neatness. There are no grammatical or mechanical mistakes on the poster.

Score

Written Report Assessment Rubric Exemplary 4 points

Accomplished 3 points

Developing 2 points

Beginning 1 point

Clear thesis and focus that remain apparent Correct and Grammar effective use of grammar and mechanics Organization Ideas flow smoothly and logically with clarity and coherence

Thesis and focus that remain apparent Occasional errors in use of grammar and mechanics

Addresses subject matter with minimal support Problems in use of grammar and mechanics

Does not focus on topic

Logical order and appropriate sequencing of ideas with adequate transition

Some evidence of an organizational plan or strategy

Content

Repeated errors in use of grammar and mechanics Lacks organization

Score

Presentation Assessment Rubric

Content

Clarity

Presentation

Visual Aids

Exemplary 4 points Clear, appropriate, and correct Logical, interesting sequence Clear voice and precise pronunciation

Accomplished Developing 3 points 2 points Mostly clear, Somewhat appropriate, confusing, and correct incorrect, or flawed Logical Unclear sequence sequence

Clear voice and mostly correct pronunciation Attractive, Adequate, accurate, mostly grammatically accurate, few correct grammatical errors

Length

Appropriate length

Slightly too long or short

Eye Contact

Maintains eye contact, seldom looking at notes

Maintains eye contact most of time but frequently returns to notes

Beginning 1 point Confusing, incorrect, or flawed No sequence

Low voice Mumbling and incorrect and incorrect pronunciation pronunciation Poorly planned, somewhat accurate, some grammatical errors Moderately too long or short Occasionally uses eye contact but reads most of information

Weak, inaccurate, many grammatical errors

Extremely too long or short No eye contact because reading information

Score

Role-Play or Skit Assessment Rubric Excellent

Good

Average

Needs Improvement 1 Point

4 Points

3 Points

2 Points

Accuracy

All information was accurate

Role

Excellent character development; student contributed in a significant manner Can clearly explain several ways in which his/her character “saw” things differently than other characters and can explain why Used several props and showed considerable creativity

Almost all information was accurate Good character development; student contributed in a cooperative manner

Most information was accurate Fair character development; student may have contributed

Very little information was accurate Little or no character development; student did not contribute much at all

Can clearly explain several ways in which his/her character “saw” things differently than other characters

Can clearly explain one way in which his/her character “saw” things differently than other characters

Cannot explain any way in which his/her character “saw” things differently than other characters

Used 1 or 2 appropriate props that made the presentation better Included all required information

Used 1 or 2 props that made the presentation better

Used no props to make the presentation better

Included most required information

Included less information than required

Knowledge Gained

Props

Required Elements

Included more information than required

Total

Group Work Assessment Rubric

Sharing

Highly Successful 3 points Shared ideas with others

Always listened to peers Interacted with, Respecting encouraged, and supported ideas of others Participating Shared task equally with group members Listening

Meeting Success 2 points Occasionally shared ideas with others Occasionally listened to peers Occasionally encouraged and supported others

Experiencing Difficulty 1 point Seldom shared ideas with others

Did most of the task

Did very little of the task

Ignored ideas of peers Seldom encouraged and supported others

Score

Business Letter Assessment Rubric Excellent

Proficient

4 Points

3 Points

Creatively designed, easily read, excellent business letter Information is accurate and complete, very well written and presented Complete with all required parts

Attractive, easy to read, good business letter

Grammar, Punctuation, Wording

Excellent presentation, style, grammar, and punctuation

Fair presentation, style, grammar, and punctuation

Following Directions and Guidelines

Always on task, always follows directions.

Followed directions with some guidance

Layout/Design

Information, Style, Audience, Tone Accurate Parts

Well written and interesting to read

Some elements may be missing

Needs Improvement 2 points

Unsatisfactory 1 Point

Appears busy or boring, difficult to read, needs improvement Some information is provided, but is limited or inaccurate

Unattractive or inappropriate, very difficult to read, not acceptable Poorly written, inaccurate, or incomplete

Most elements are missing or out of place Missing information, inaccurate punctuation and/or grammar Required a good bit of extra guidance

Proper form for a letter is not used Grammar, punctuation, and wording poor

Did not follow directions and did not ask for extra help

Resume Assessment Rubric Excellent

Format

Education

Experience

Factual

Well Done

25 Points

20 Points

Meets Beginning Standards 15 Points 10 Points

No Evidence 0 Points

Resume contains name, address, objective, education, experience, and references. All words spelled correctly Education includes all schools attended, graduation dates, diploma/degree awarded, and major field of study Experience includes internships, entry level jobs, current position Contains factual names and dates, is believable

Contains at least 6 of the criteria, no more than two spelling errors

Contains at least 5 of the criteria, no more than four spelling errors

Contains minimal information, more than four spelling errors

Assignment was not submitted

Education includes three of the criteria

Education includes two of the criteria

Education includes one of the criteria

Assignment was not submitted

Experience includes two of the criteria

Experience includes one of the criteria

Experience includes current position only

Assignment was not submitted

Resume is fairly believable with factual names or dates

Resume has unrealistic dates or names

Resume is unrealistic and contains conflicting information

Assignment was not submitted

Score

Portfolio Assessment Rubric

Visual Appeal Cover Page Table of Contents Letter of Introduction Letter of Recommendation Resume Content

Excellent

Good

5 Points

4 Points

Need Some Improvement 3 Points

Need Much Unsatisfactory Improvement 2 Points 1 Point

Score

Case Study Assessment Rubric Excellent

Comprehension

Strategizing

Innovation

Communications

Accomplished

Needs Improvement 2 Points

Unsatisfactory

4 Points

3 Points

Shows complete understanding of the issues, and grasps implications beyond the immediate issue Develops realistic strategies that would provide a satisfactory conclusion Devises more than one resolution to the problem Convincingly communicates resolution

Asks for more details to clarify understanding of the issue

Shows partial understanding of the issue but does not ask for clarification

Resists attempts to get clarification

1 Point

Chooses appropriate strategies that may satisfy

Shows evidence of strategy that may or may not satisfy

Needs assistance to choose a strategy

Offers a solution

Offers a solution with a limited point of view

Shows some understanding of the problem

Explains solution so others can understand

Conveys an opinion

Unsure of how to explain

Food Preparation Lab Assessment Rubric

Planning

Preparation and Technique

Exceptional 5 Points

Good 4 Points

Average 3 Points

Exceptionally prepared, well planned and thought out, very efficient Completed assignment before time, exceptional demonstration of skill, beyond expectations

Good planning evident before, during, and after

Adequate planning, efficient

Little planning, lacking in efficiency

No evident planning, inefficient

Completed assignment on time, proficient organization, properly demonstrates skills with little help Good personal hygiene and appearance, clean and sanitary workspace, clean equipment and utensils

Completed assignment pretty much on time, average organizatio n, acceptable skills Adequate personal hygiene and appearance, moderately clean and sanitary workspace, most equipment and utensils clean

Completed assignment with extra time, poor organization, needs practice with skills

Did not complete assignment, wasted time, unacceptable skills

Poor hygiene and appearance, needed prompting to clean and sanitize workspace, equipment, and utensils

Demonstrated respect for tools and equipment

Provided adequate care of tools and equipment

Careless with tools and equipment

Improper hygiene and appearance, had to correct before beginning, workspace not clean and sanitary, possible crosscontamination, no cleaning of equipment and utensils Improper use of tools and equipment

Sanitation

Exceptional personal hygiene and appearance, clean and sanitary workspace, clean equipment and utensils

Equipment

Very cautious with tools and equipment

Poor 2 Points

Needs Improveme nt 1 Point

Grand Total

Total

Prepared Food Assessment Rubric

Appropriate Preparation Techniques Presentation and Creativity Serving Temperature Taste, Texture, and Flavor Garnish Followed the Recipe Total

Possible Points 25

10 25

10 20

Points Earned

Comments

Interview Assessment Rubric Excellent 4 Points Body language displays confidence

Eye contact maintains good eye contact with interviewer

Introduction provides a selfintroduction

Hand shakes extends hand and shakes firmly

Dress appropriate for an interview, business attire

Language concise and grammatically correct

Questions asks appropriate questions, demonstrates a knowledge of the business

Closure responds appropriately

Good 3 Points

Needs Unacceptable Improvement 1 Point 2 Points

Total

Group Participation Assessment Rubric Beginning 1 point Rarely Group Discussions contributed to discussions of the group On-task Behavior

Helping Others

Listening

Developing 2 points Contributed good effort to discussions of the group

Accomplished 3 points Contributed great effort to discussions of the group

Exhibited on- Exhibited ontask behavior task behavior inconsistently some of the time Did not assist Seldom other group assisted other members group members Ignored ideas Seldom of group listened to members ideas of group members

Exhibited ontask behavior most of the time Occasionally assisted other group members Occasionally listened to ideas of group members

Exemplary 4 points Contributed exceptional effort to discussions of the group Exhibited ontask behavior consistently Assisted other group members Always listened to ideas of group members

Score

Bulletin Board/Visual Display Assessment Rubric

SCORE

Written Report Checklist _____/16 Preparation _____/28 Organization _____/24 Thoroughness _____/19 Extra Materials _____/13 Final Report Preparation: 1. 2. 3. 4. 5.

_____/2 Information written (neatly) _____/2 Sources used listed _____/5 Worked every day (did not waste time) _____/5 Has all materials ready for use _____/2 Cooperative

Organization 1. _____/2 Report in a logical order 2. _____/2 Interesting manner 3. _____/20 Notebook check 4. _____/2 Understanding of topic 5. _____/2 Spelling and sentence structure (do not copy from books) Thoroughness 1. 2. 3. 4. 5.

_____/5 Main points given _____/5 Details to explain given _____/5 Information presented clearly _____/4 More than one source used _____/5 Extra materials are appropriate

Extra Materials 1. 2. 3. 4. 5.

_____/2 Neatness _____/7 Creativity _____/2 Dramatic value _____/3 Useful _____/5 Correctness

Final Report 1. 2. 3. 4. 5. 6.

_____/3 Written clearly _____/2 Organized _____/2 Sources documented correctly _____/2 Spelling _____/2 Grammar _____/2 Neatness

_____/100

Total points earned

Student Journal Rubric CATEGORY

Excellent

Very Good

Satisfactory

Needs Work

Writing Quality

There is a strong writing style and ability to express concepts learned. Excellent spelling, grammar, syntax, spelling, etc.

There is a good writing style and ability to express concepts learned. Very good grammar, syntax, spelling, etc.

There is a writing style which conveys meaning adequately. Some minor grammatical, syntax, and spelling errors.

There is difficulty in expressing concepts. There is limited syntax. There are noticeable grammatical and spelling mistakes.

Content

Clear and complete description of the activity is recorded. All major points are documented.

Very good description of the activity is recorded. Most major points are documented.

Good description of the activity is recorded. Some major points have been omitted.

Limited description of the activity is recorded. Very few major points are documented.

Insight and Understanding

Definite insights into the implications of the activity are recorded. Awareness of complexity of issues and situations is present.

Some insight into Insight is present from a the issue or situation more simplistic standpoint. is recorded. Some sense of complexity is present.

Application

Content of the activity is Content of the Content of the activity is connected to the student's activity is connected related to life in general. personal life and goals. to the field of agriculture.

Total Score

Only limited insight into the issue or situation is recorded.

Only limited connections are made between the content of the activity and the surrounding world.

SCORE

Guest Speaker Evaluation Form Student Name: ______________________________________ Date: ______________________________________________ Name of Speaker: ____________________________________ 1. List 5 main ideas expressed in the presentation: 1. __________________________________________________________________ 2. __________________________________________________________________ 3. __________________________________________________________________ 4. __________________________________________________________________ 5. __________________________________________________________________ 2. Write a brief summary relating the topics of the presentation to your life. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

GUEST SPEAKER EVALUATION Students name: _________________________________________________________________ Guest Speaker’s Name: __________________________________________________________ Date: _________________________________________________________________________ 1. Please evaluate the following statements with a check mark in the appropriate space: Key: SA – Strongly Agree, A – Agree, N – Neutral, D – Disagree, SD, Strongly Disagree)

The presentation stimulated my interest

SA ( )

A ( )

N ( )

D ( )

SD ( )

Content was clearly presented

( )

Content was challenging

( )

Handouts and materials were helpful

( )

2. Please rate the guest speaker: ____ Extraordinary ____Excellent Additional Comments:

____ Good

____ Fair

3. What was your favorite element of the presentation?

4. What career or lifestyle knowledge did you take from the presentation?

5. What was your favorite part of the presentation?

6. How would you improve or change it?

7. What do you still need or want to know?

____Poor

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