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Rapid City Area Schools51-4

FAMILY AND CONSUMER SCIENCECURRICULUM

Grades 6-12

Approved by the Rapid City Board of Education, October 21, 2010

FAMILY AND CONSUMER SCIENCECURRICULUM DESIGN COMMITTEE 2010-2011

Becky Hollibaugh FACS teacher Central High SchoolAnnalee Swenson FACS teacher Dakota Middle SchoolLeatha Satterfield FACS teacher North Middle SchoolMary Christopher FACS teacher South Middle SchoolWendy Conrad FACS teacher Southwest Middle SchoolSusan Dewey FACS teacher Stevens High SchoolCandy Ingaldson FACS teacher West Middle School

FAMILY AND CONSUMER SCIENCECOMMUNITY ADVISORY BOARD 2010-2011

Katie Bates ParentAmber Hammon ParentGeraldine Larson Retail Sales/Retired FACS TeacherVal Nefzger Principal, North Middle SchoolSharon Rose Retired FACS TeacherSuzanne Wilson Retired FACS TeacherAshley Ziegler Teacher, Reading

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THE PURPOSE OF THE FAMILY AND CONSUMER SCIENCE (FACS)CURRICULUM DOCUMENT

The Rapid City FACS curriculum provides a listing of essential, core content to be taught and learned. It is designed to guide the planning of instruction and to provide an assessment of learning from sixth through twelfth grades. Each syllabi is meant to provide information to teachers and students at particular grade levels, giving them targets for instruction and learning. This document presents a starting point for dialogue among those dedicated and committed to quality education in Rapid City. By providing a common set of goals and expectations for all students in all schools, in all classes, this education dialogue will be strengthened and enhanced.

FORMAT OF THE SYLLABI Syllabi in this booklet are prearranged according to grade level. Each syllabus is labeled with the title of the course, and the CIP# and assignment code set by the South Dakota Office of Career and Technical Education. A course syllabus has five components, each with a specified purpose as described below:

Course Description is a statement of what students will learn in the course. Topics covered, prerequisites and the length of the course are given.

Instructional Philosophy and Delivery Plan describes the expectations for student performance. Delivery of instruction, use of community resources, and how students will participate and be evaluated is also covered in this section.

Core Standards are integrated statements of what students should know and be able to do. These are based on state and/or national Family and Consumer Science standards.

Major Course Projects are related directly to integrated core standards. Projects should demonstrate the student’s achievement of specific technical, academic, and transferable work skills.

Assessment Plan and Grading Scale will show how student work will be measured and evaluated.

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A MESSAGE TO TEACHERS WHO WILL USE THIS DOCUMENT

The curriculum design committee was made up of a group of 6-12 grade teachers who pooled their thoughts and experiences to provide a starting place for reaching our goal: each student mastering each standard to at least the proficient level.

A set of standards and a syllabus is simply a place to begin—they lay the foundation for measurable, consistent, high-level student learning; however, teachers must consider their individual students and select the methods that will work best for their classrooms. It is our hope that these ideas will help our fellow teachers create interesting and challenging lessons. We trust our colleagues and do not wish this document to appear proscriptive.

Clearly, there is more to teaching and learning than this document. Adjustments will need to be made for those students who exceed the standards, and for those who cannot easily meet them. Not every supporting skill presented in this document needs to be taught in order for students to master that standard. Use these standards as a starting point to create an environment where students can learn to live and thrive in a constantly changing, increasingly complex world.

A MESSAGE TO PARENTS

Parental support of a child’s learning is absolutely critical, not only academically, but especially emotionally. Parents’ and teachers’ words or actions affect a child emotionally and either hinder or support the development of that child’s mind. Providing a safe, supportive learning environment which includes reasonable expectations and encouragement is essential to a student’s success. As educators, our goal is to ensure that students are prepared to be responsible employees…. employers …fathers…mothers…community leaders.

By focusing on families and work, and their interrelationships, Family and Consumer Sciences Education (FACS) teach the most valuable lessons students will learn in a classroom. Specifically, how to:

Improve their personal well-being. Develop a sense of responsibility for their families, communities and workplaces. Lead healthy lifestyles and encourage others to follow their example. Provide for their families and communities by maximizing their talents. Attain balance in their professional and personal lives. Be creative in solving problems—both at work and at home. Value human worth and take personal responsibility for their actions.

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Table of Contents

FAMILY AND CONSUMER SCIENCE COURSE SYLLABI

Course Title Pages

A. Family and Consumer Science - Grade 6 6-9

B. Family and Consumer Science - Grade 7 10-17

C. Family and Consumer Science - Grade 8 18-25

D. Family and Consumer Science 1 26-28

E. Child Development 1 29-31(Skills for Parenting)

F. Child Development 2 32-34(Human Development: Preschool through School Age)

G. Nutrition and Wellness 35-38

H. Advanced Foods and Ethnic Cuisine / Dietetics and Nutrition 39-42

I. Fashion Design 43-46

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6TH GRADEFAMILY AND CONSUMER SCIENCE 1

Personnel Record Form (PRF) Code #22200

Course Description

Family and Consumer Science at the 6th Grade is an introductory course. Topics explored are food preparation and nutrition, textiles and apparel, personal and social responsibility, self-esteem, and child care. This course varies in length from 9-12 weeks depending on the schedule and class size at each middle school in the Rapid City Area School District. There is no prerequisite course.

Instructional Philosophy and Delivery Plan

Expectations: Students will be expected to meet the course goals by demonstrating their understanding of the basic concepts of each topic area. In order to pass the course, students will need a minimum of 70%.

Delivery Method: Instruction will consist of individual hands on activities and projects, group work, lecture, discussion, reading, writing, self-assessment, and the use of technology. In schools with the following Career and Technical Student Organization or program; Family, Career, and Community Leaders of America (FCCLA), SkillsUSA, or ProStart will be incorporated into the course.

Community Involvement: Guest speakers may be brought in throughout the course. Learning trips may be taken for various units in the course. Students will also use community resources to complete individual and group projects.

Assessment: Students will be graded on the following types of items: journals, portfolios, presentations, written reports, tests, daily work, team work, and individual projects.

Core Standards

1.0 Career, Community and Family Connections1.1.3 Examine ways individual career goals can enhance the family’s capacity to meet

goals for all family members.1.1.5 Determine goals for life-long learning and leisure opportunities for all family

members.1.2.1 Examine potential career choices to determine the knowledge, skills and attitudes

associated with each.

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2.0 Consumer and Family Resources2.1.3 Analyze decisions about providing safe and nutritious food for individuals and

families.2.1.4 Apply consumer skills to providing and maintaining clothing.2.2.2 Summarize environment trends and issues affecting families and future

generations.

3.0 Consumer ServicesNA

4.0 Education and Early ChildhoodNA

5.0 Facilities Management and Maintenance5.2.1 Apply housekeeping standards and procedures.5.2.2 Operate cleaning equipment and tools.

6.0 Family6.1.1 Analyze family as the basic unit of society6.2.4 Demonstrate respect for diversity with sensitivity to anti-bias, gender, equity, age,

culture, and ethnicity.

7.0 Family and Community ServicesN/A

8.0 Food Production and ServicesN/A

9.0 Food Science, Dietetics and Nutrition9.2.1 Analyze factors that contribute to food borne illness.9.2.5 Demonstrate practices and procedures that assure personal and workplace health

and hygiene.9.2.6 Demonstrate standard procedures for receiving and storage of raw and prepared

foods.9.2.9 Demonstrate waste disposal and recycling methods.9.3.6 Critique the selection of food to promote a healthy lifestyle.9.4.1 Analyze nutritional needs of individuals.9.5.3 Prepare food for presentation and assessment.

10.0 Hospitality, Tourism and RecreationN/A

11.0 Housing, Interiors and FurnishingsN/A

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12.0 Human Development12.1.1 Analyze physical, emotional, social, spiritual, and intellectual development12.2.4 Analyze the effect of life events on individuals’ physical, intellectual, social,

moral, and emotional development.

13.0 Interpersonal Relationships13.1.1 Analyze processes for building and maintaining interpersonal relationships.13.2.1 Analyze the effects of personal characteristics on relationships.13.2.3 Analyze the effects of self-esteem and self-image on relationships.13.3.1 Analyze communication styles and their effects on relationships.13.3.2 Demonstrate verbal and nonverbal behaviors and attitudes that contribute to

effective communication.13.3.3 Demonstrate effective listening and feedback techniques.13.3.6 Analyze the effects of communication technology in family, work, and

community settings.13.4.3 Apply the roles of decision making and problem solving in reducing and

managing conflict.

14.0 Nutrition and Wellness14.2.3 Analyze the effect of food and diet fads, food addictions, and eating disorders on

wellness.14.2.4 Analyze sources of food and nutrition information, including food labels, related

to health and wellness.14.3.3 Demonstrate ability to select, store, prepare, and serve nutritious and aesthetically

pleasing foods.14.4.1 Analyze conditions and practices that promote safe food handling.14.4.5 Analyze food borne illness factors, including causes, foods at risk, and methods of

prevention commercially and by individuals and families.

15.0 Parenting15.2.1 Choose nurturing practices that support human growth and development.15.2.2 Apply communication strategies that promote positive self-esteem in family

members.15.2.3 Assess common practices and emerging research about discipline on human

growth and development.

16.0 Textiles, Fashion and Apparel16.2.3 Summarize textile legislation, standards, and labeling in the global economy.16.2.4 Analyze effects of textile characteristics on design, construction, care, use, and

maintenance of products.16.2.5 Apply appropriate procedures for care of textile products.16.3.2 Apply basic and complex color schemes and color theory to develop and enhance

visual effects.16.4.1 Use a variety of equipment, tools, and supplies for apparel and textile

construction, alterations, and repair.16.4.5 Demonstrate basic skills for producing and altering textile products and apparel.

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Major Course Projects

Plan and participate in food preparation lab. Plan and execute a community service project. Evaluate the cost of clothing care to determine actual clothing costs. Design a children’s book Field Trip to YMCA – observe and interact with children Create a babysitting form Construct a textile project demonstrating basic construction and design skills. Feed, diaper, and handle simulated infant Plan age-appropriate activities Plan & prepare healthy snacks Practice and analyze communication skills. Use internet resources to explore and find compatibility with a career cluster of interest. Classify communication into verbal and non-verbal categories. Practice, analyze and apply communication skills. Create a collage of who you are. Diagram the steps to conflict resolution.

Assessment Plan & Grading Scale

Grade Scale (%) Description of WorkA 93-100 Consistently demonstrates an exceptional level of quality and effort.

Having all work in on time and completed to exceed expectations. Mastery in evaluating, synthesizing, and applying the knowledge.

B 85-92 Consistently demonstrates proficient knowledge with a good effort and quality of work. All assignments are complete and on time. Demonstrates the ability to evaluate, analyze, synthesize and apply the principles.

C 77-84 Demonstrates proficient knowledge and the ability to apply knowledge. Work shows average effort. A few assignments may be missed or late.

D 70-76 Work shows minimal effort and some assignments are late. Demonstrates a basic understanding of recalling or comprehending knowledge

F 0-69 Understanding is below basic. Work is of poor quality and does not meet standards or expectations.

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7TH GRADEFAMILY AND CONSUMER SCIENCE

PRF Code #22200

Course Description

Family and Consumer Science at the 7th Grade level is designed for the continued exploration of the content area and related career options. This course allows a maximum completion of six modules. Topic choices are nutrition and wellness, resource management, child care, interpersonal relationships, family roles and relationships, fashion and design, personal appearance and environment, consumer education and resources, hospitality, tourism and recreation, personal development and self esteem, food production and service. This course is open to all 7th grade students and is offered with varied formats at each middle school in the Rapid City Area School District. There are no specific prerequisites for this course and this course is not a prerequisite for any other course



Delivery Method: Instruction will consist of individual hands on activities and projects, group work, lecture, discussion, reading, writing, self-assessment, and the use of technology. In schools with the following Career and Technical Student Organization or program, FCCLA, SkillsUSA, or ProStart will be incorporated into the course.



Core Standards

1.0 Career, Community and Life Connections1.1.3 Examine ways individual career goals can enhance the family’s capacity to meet

goals for all family members.1.1.4 Examine the potential impact of career path decisions on balancing work and

family.1.1.5 Determine goals for life-long learning and leisure opportunities for all family

members.

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1.1.6 Determine skills and knowledge needed to develop a life plan for achieving individual, family and career goals.

1.2.1 Examine potential career choices to determine the knowledge, skills and attitudes associated with each.

1.2.2 Demonstrate job seeking skills and job keeping skills.


families.2.1.4 Apply consumer skills to providing and maintaining clothing.2.1.5 Apply consumer skills to decisions about housing, utilities, and furnishings.2.2.1 Analyze individual and family responsibility in relation to the environmental

trends and issues.2.2.3 Demonstrate behaviors that conserve, reuse, and recycle resources to maintain the

environment.2.4.1 Summarize types of technology that affect family and consumer decision-making.2.4.2 Analyze how media and technological advances affect family and consumer

decisions.2.5.2 Analyze the use of resources in making choices that satisfy needs and wants of

individuals and families.

3.0 Consumer Services3.1.1 Explain roles and functions of individuals engaged in consumer service careers3.1.2 Analyze opportunities for employment and entrepreneurial endeavors. 3.1.3 Summarize education and training requirements and opportunities for career paths

in consumer services.3.3.4 Compare investment and savings alternatives.3.5.2 Design or analyze a consumer product. 3.5.3 Analyze features, prices, product information, styles, and performance of

consumer goods for potential trade-offs among the components.3.5.4 Evaluate a product utilizing valid and reliable testing procedures. 3.5.6 Evaluate the labeling, packaging, and support materials of consumer goods. 3.5.8 Utilize appropriate marketing and sales techniques to aid consumers in the

selection of goods and services that meet consumer needs.

4.0 Education and Early Childhood4.1.1 Explain the roles and functions of individuals engaged in early childhood,

education, and services.4.1.2 Analyze opportunities for employment and entrepreneurial endeavors.4.1.3 Summarize education and training requirements and opportunities for career paths

in early childhood, education, and services.4.2.4 Analyze abilities and needs of children and their effects on children's growth and

development.4.2.5 Analyze strategies that promote children's growth and development.4.5.1 Apply developmentally appropriate guidelines for behavior.4.5.2 Demonstrate problem-solving skills with children.

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4.5.3 Demonstrate interpersonal skills that promote positive and productive relationships with children.

5.0 Facilities Management and Maintenance5.1.1 Explain the roles and functions of individuals engaged in facilities management

and maintenance careers.5.1.2 Analyze opportunities for employment and entrepreneurial endeavors.5.1.3 Summarize education and training requirements and opportunities for career paths

in facilities management and maintenance.5.2.1 Apply housekeeping standards and procedures.5.2.2 Operate cleaning equipment and tools.5.4.3 Practice a recycling program for conservation of resources.5.5.3 Demonstrate safe procedures in the use, care and storage of equipment.

6.0 Family6.1.1 Analyze family as the basic unit of society.6.1.2 Analyze the role of family in transmitting societal expectations.6.1.4 Analyze the role of family in teaching culture and traditions across the life span.6.1.5 Analyze the role of family in developing independence, interdependence, and

commitment of family members.6.1.6 Analyze the effects of change and transitions over the life course.6.1.7 Analyze the ways family and consumer sciences careers assist the work of the

family.6.2.4 Demonstrate respect for diversity with sensitivity to anti-bias, gender, equity, age,


7.0 Family and Community Services7.1.1 Explain the roles and functions of individuals engaged in family and community

services careers.7.1.2 Analyze opportunities for employment and entrepreneurial endeavors. 7.1.3 Summarize education and training requirements and opportunities for career paths

in family & community services. 7.2.1 Describe local, state, and national agencies and informal support resources

providing human services.7.4.4 Discriminate between situations that require personal prevention or intervention

and those situations that require professional assistance. 7.4.5 Analyze situations which require crisis intervention.

8.0 Food Production and Services8.1.1 Explain the roles, duties and functions of individuals engaged in food production

and services careers.8.1.2 Analyze opportunities for employment and entrepreneurial endeavors.8.1.3 Summarize education and training requirements and opportunities for career paths

in food production and services.

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8.2.7 Demonstrate safe food handling and preparation techniques that prevent cross contamination from potentially hazardous foods, between raw and ready-to-eat foods, and between animal and fish sources and other food products.

8.3.5 Demonstrate procedures for safe and secure storage of equipment and tools.8.3.6 Identify a variety of types of equipment for food processing, cooking, holding,

storing, and serving, including hand tools and small ware.8.5.1 Demonstrate professional skills in safe handling of knives, tools, and equipment.8.7.3 Analyze the relationship between employees and customer satisfaction.8.7.4 Apply strategies for addressing and resolving complaints.

9.0 Food Science, Dietetics and Nutrition9.1.1 Explain the roles and functions of individuals engaged in food science, food

technology, dietetics, and nutrition careers.9.1.2 Analyze opportunities for employment and entrepreneurial endeavors.9.1.3 Summarize education and training requirements and opportunities for career paths

in food science, food technology, dietetics and nutrition.9.2.1 Analyze factors that contribute to food borne illness.9.2.5 Demonstrate practices and procedures that assure personal and workplace health


foods.9.2.9 Demonstrate waste disposal and recycling methods.9.3.2 Analyze nutritional data.9.3.6 Critique the selection of food to promote a healthy lifestyle.9.4.1 Analyze nutritional needs of individuals.9.5.1 Analyze various factors that affect food preferences in the marketing of food.9.5.3 Prepare food for presentation and assessment.9.5.5 Implement procedures that affect quality product performance.9.5.6 Conduct sensory evaluations of food products.

10.0 Hospitality, Tourism and Recreation10.1.1 Explain the roles and functions of individuals engaged in hospitality, tourism, and

recreation careers.10.1.2 Analyze opportunities for employment in hospitality, tourism, and recreation

careers.10.1.3 Summarize education and training requirements and opportunities for career paths

in hospitality, tourism, and recreation careers.10.3.4 Analyze effects of customer relations on success of the hospitality, tourism, and

or recreation industry.10.4.1 Demonstrate front desk, office, and customer service skills.10.6.2 Design themes, time lines, budgets, agendas, and itineraries.10.6.6 Manage programs and events for specific age groups or diverse populations.

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11.0 Housing, Interiors and Furnishings11.1.1 Explain the roles and functions of individuals engaged in housing and interior

design careers. 11.1.2 Analyze career paths and opportunities for employment and entrepreneurial

endeavors. 11.1.3 Summarize education, training, and credentialing requirements and opportunities

or career paths in housing and interior design. 11.2.1 Evaluate the use of elements and principles of design in housing and commercial

and residential interiors. 11.3.1 Analyze product information, including but not limited to floor coverings, wall

coverings, textiles, window treatments, furniture, lighting fixtures, kitchen and bath fixtures and equipment.

11.4.2 Evaluate floor plans for efficiency and safety in areas including but not limited to zones, traffic patterns, storage, and electrical, and mechanical systems.

11.4.4 Arrange furniture placement with reference to principles of design, traffic flow, activity, and existing architectural features.

12.0 Human Development12.1.1 Analyze physical, emotional, social, spiritual, and intellectual development 12.1.2 Analyze interrelationships among physical, emotional, social, and intellectual

aspects of human growth and development.12.2.2 Analyze the impact of social, economic, and technological forces on human

growth and development.12.2.3 Analyze the effects of gender, ethnicity, and culture on individual development.12.2.4 Analyze the effects of life events on individuals' physical, intellectual, social,

moral, and emotional development.12.3.1 Analyze the role of nurturance on human growth and development.12.3.2 Analyze the role of communication on human growth and development.12.3.3 Analyze the role of family and social services support systems in meeting human

growth and development needs.

13.0 Interpersonal Relationships13.1.1 Analyze processes for building and maintaining interpersonal relationships.13.1.4 Analyze factors that contribute to healthy and unhealthy relationships. 13.1.5 Analyze processes for handling unhealthy relationships. 13.1.6 Demonstrate stress management strategies for family, work, and community

settings. 13.2.1 Analyze the effects of personal characteristics on relationships.13.2.2 Analyze the effect of personal need on relationships.13.2.3 Analyze the effects of self-esteem and self-image on relationships.13.3.1 Analyze communication styles and their effects on relationships. 13.3.2 Demonstrate verbal and nonverbal behaviors and attitudes that contribute to

effective communication. 13.3.3 Demonstrate effective listening and feedback techniques.13.4.3 Apply the roles of decision making and problem solving in reducing and

managing conflict.

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13.4.4 Demonstrate nonviolent strategies that address conflict.13.5.7 Demonstrate processes for cooperating, compromising, and collaborating.

14.0 Nutrition and Wellness14.1.1 Explain physical, emotional, social, psychological, and spiritual components of

individual and family wellness.14.2.3 Analyze the effect of food and diet fads, food addictions, and eating disorders on


to health and wellness.14.3.1 Apply various dietary guidelines in planning to meet nutrition and wellness needs.14.3.3 Demonstrate ability to select, store, prepare, and serve nutritious and aesthetically


prevention commercially and by individuals and families.14.4.6 Analyze public dialogue about food safely and sanitation.

15.0 Parenting15.1.1 Analyze parenting roles across the life span.15.1.2 Analyze expectations and responsibilities of parenting.15.1.4 Analyze societal conditions that influence parenting across the life span.15.1.5 Explain cultural differences in roles and responsibilities of parenting.15.2.1 Choose nurturing practices that support human growth and development.15.2.2 Apply communication strategies that promote positive self-esteem in family


growth and development.15.2.4 Assess the effects of abuse and neglect on children and families and determine

methods for prevention.15.4.1 Analyze biological processes related to prenatal development, birth, and health of

child and mother.

16.0 Textiles, Fashion and Apparel16.1.1 Explain the roles and functions of individuals engaged in textiles and apparel

careers.16.1.2 Analyze opportunities for employment and entrepreneurial endeavors.16.1.3 Summarize education and training requirements and opportunities for career paths

in textile and apparel services.16.2.3 Summarize textile legislation, standards, and labeling in the global economy.16.2.4 Analyze effects of textile characteristics on design, construction, care, use, and


visual effects.

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16.3.3 Utilize elements and principles of design in designing, constructing, and/or altering textile products.

16.4.1 Use a variety of equipment, tools, and supplies for apparel and textile construction, alterations, and repair.

16.4.3 Use appropriate industry products and materials for cleaning, pressing, and finishing textile, apparel, and fashion products.

16.4.5 Demonstrate basic skills for producing and altering textile products and apparel.


Plan and carry out food labs, demonstrating proper safety and sanitation procedures, and evaluating preparation results and nutritional content.

Recycling project to include contribution, assessment and creation of useful items from recycled materials.

Menu planning, design, and analysis Fast food research project Examination of personal diet Construction of a Healthy Lifestyle website Compare advertisements and analyze consumer product information Develop a coordinated business venture Create a multi-faceted itinerary for various types of groups Use internet resources to explore and find compatibility within a career cluster Classify communication into verbal and non-verbal categories Practice, analyze and apply communication skills to different scenarios Create a collage of who you are based on interests, values and goals Diagram the steps to conflict resolution Create a brochure listing community family resources Construct a personal time capsule Create a Venn Diagram of family responsibilities Design a greeting card for a friend or family member Participate in a conflict resolution skits Practice child care using computerized babies Plan family reunion activities and social events Construct a nine-patch pillow following directions, making design decisions, managing

time and using a variety of sewing equipment. Use computer technology to apply customized designs to a sewing project. Construct sewing and/or fashion design projects & plan decorative designs Create a game that can be used on a family game night Design a poster/flyer identifying the characteristics of a strong, healthy family Role play problem solving using good communication techniques Research different parenting styles across various cultures Students create questions for guest parent/parent panel Create a PowerPoint on the roles of a parent as the child grows and develops Evaluate children’s toys and books based on developmental stages and safety


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8TH GRADEFAMILY AND CONSUMER SCIENCE

PRF Code #22200

Course Description

Family and Consumer Science at the 8th Grade level is an elective course designed for further study of the content area and related career options. Topic choices are nutrition and wellness, resource management, child care, interpersonal relationships, family roles and relationships, fashion and design, personal appearance and environment, human growth and development, housing, interiors and furnishings, hospitality, tourism and recreation, goal setting and career planning, personal development and self-esteem, food production and service, consumer education and practices. This is a semester length course available to all 8th grade students. It is offered with varied formats at each middle school in the Rapid City Area School District. There are no specific prerequisites for this course and this course is not a prerequisite for any other course. However, nearly all students have previously taken a Family and Consumer Science course.



Delivery Method: Instruction will consist of individual hands on activities and projects, group work, lecture, discussion, reading, writing, self-assessment, and the use of technology. In schools with the following Career and Technical Student Organization or program, FCCLA, SkillsUSA, or ProStart will be incorporated into the course.



Core Standards

1.0 Career, Community and Life Connections1.1.3 Examine ways individual career goals can enhance the family’s capacity to meet

goals for all family members.1.1.4 Examine the potential impact of career path decisions on balancing work and

family.

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1.1.5 Determine goals for life-long learning and leisure opportunities for all family members.

1.1.6 Determine skills and knowledge needed to develop a life plan for achieving individual, family and career goals.

1.2.1 Examine potential career choices to determine the knowledge, skills and attitudes associated with each.

1.2.2 Demonstrate job seeking skills and job keeping skills.


families.2.1.4 Apply consumer skills to providing and maintaining clothing.2.1.5 Apply consumer skills to decisions about housing, utilities, and furnishings.2.2.1 Analyze individual and family responsibility in relation to the environmental

trends and issues.2.2.3 Demonstrate behaviors that conserve, reuse, and recycle resources to maintain the

environment.2.4.1 Summarize types of technology that affect family and consumer decision-making.2.4.2 Analyze how media and technological advances affect family and consumer

decisions.2.5.2 Analyze the use of resources in making choices that satisfy needs and wants of

individuals and families.

3.0 Consumer Services3.1.1 Explain roles and functions of individuals engaged in consumer service careers.3.1.2 Analyze opportunities for employment and entrepreneurial endeavors.3.1.3 Summarize education and training requirements and opportunities for career paths

in consumer services.3.3.4 Compare investment and savings alternatives.3.5.2 Design or analyze a consumer product. 3.5.3 Analyze features, prices, product information, styles, and performance of

consumer goods for potential trade-offs among the components.3.5.4 Evaluate a product utilizing valid and reliable testing procedures.3.5.6 Evaluate the labeling, packaging, and support materials of consumer goods.3.5.8 Utilize appropriate marketing and sales techniques to aid consumers in the

selection of goods and services that meet consumer needs.

4.0 Education and Early Childhood4.1.1 Explain the roles and functions of individuals engaged in early childhood,

education, and services.4.1.2 Analyze opportunities for employment and entrepreneurial endeavors.4.1.3 Summarize education and training requirements and opportunities for career paths

in early childhood, education, and services.4.2.4 Analyze abilities and needs of children and their effects on children's growth and

development.4.2.5 Analyze strategies that promote children's growth and development.

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4.5.1 Apply developmentally appropriate guidelines for behavior.4.5.2 Demonstrate problem-solving skills with children.4.5.3 Demonstrate interpersonal skills that promote positive and productive relationships

with children.

5.0 Facilities Management and Maintenance5.1.1 Explain the roles and functions of individuals engaged in facilities management

and maintenance careers.5.1.2 Analyze opportunities for employment and entrepreneurial endeavors.5.1.3 Summarize education and training requirements and opportunities for career paths

in facilities management and maintenance.5.2.1 Apply housekeeping standards and procedures.5.2.2 Operate cleaning equipment and tools.5.4.3 Practice a recycling program for conservation of resources.5.5.3 Demonstrate safe procedures in the use, care and storage of equipment.

6.0 Family6.1.1 Analyze family as the basic unit of society.6.1.2 Analyze the role of family in transmitting societal expectations.6.1.4 Analyze the role of family in teaching culture and traditions across the life span.6.1.5 Analyze the role of family in developing independence, interdependence, and

commitment of family members.6.1.6 Analyze the effects of change and transitions over the life course.6.1.7 Analyze the ways family and consumer sciences careers assist the work of the

family.6.2.4 Demonstrate respect for diversity with sensitivity to anti-bias, gender, equity, age,


7.0 Family and Community Services7.1.1 Explain the roles and functions of individuals engaged in family and community

services careers.7.1.2 Analyze opportunities for employment and entrepreneurial endeavors. 7.1.3 Summarize education and training requirements and opportunities for career paths

in family & community services. 7.2.1 Describe local, state, and national agencies and informal support resources

providing human services.7.4.4 Discriminate between situations that require personal prevention or intervention

and those situations that require professional assistance. 7.4.5 Analyze situations which require crisis intervention.

8.0 Food Production and Services8.1.1 Explain the roles, duties and functions of individuals engaged in food production

and services careers.8.1.2 Analyze opportunities for employment and entrepreneurial endeavors.8.1.3 Summarize education and training requirements and opportunities for career paths

in food production and services.

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8.2.7 Demonstrate safe food handling and preparation techniques that prevent cross contamination from potentially hazardous foods, between raw and ready-to-eat foods, and between animal and fish sources and other food products.

8.3.5 Demonstrate procedures for safe and secure storage of equipment and tools.8.3.6 Identify a variety of types of equipment for food processing, cooking, holding,

storing, and serving, including hand tools and small ware.8.5.1 Demonstrate professional skills in safe handling of knives, tools, and equipment.8.7.3 Analyze the relationship between employees and customer satisfaction.8.7.4 Apply strategies for addressing and resolving complaints.

9.0 Food Science, Dietetics and Nutrition9.1.1 Explain the roles and functions of individuals engaged in food science, food

technology, dietetics, and nutrition careers.9.1.2 Analyze opportunities for employment and entrepreneurial endeavors.9.1.3 Summarize education and training requirements and opportunities for career paths

in food science, food technology, dietetics and nutrition.9.2.1 Analyze factors that contribute to food borne illness.9.2.5 Demonstrate practices and procedures that assure personal and workplace health


foods.9.2.9 Demonstrate waste disposal and recycling methods.9.3.2 Analyze nutritional data.9.3.6 Critique the selection of food to promote a healthy lifestyle.9.4.1 Analyze nutritional needs of individuals.9.5.1 Analyze various factors that affect food preferences in the marketing of food.9.5.3 Prepare food for presentation and assessment.9.5.5 Implement procedures that affect quality product performance.9.5.6 Conduct sensory evaluations of food products.

10.0 Hospitality, Tourism and Recreation10.1.1 Explain the roles and functions of individuals engaged in hospitality, tourism, and

recreation careers.10.1.2 Analyze opportunities for employment in hospitality, tourism, and recreation

careers.10.1.3 Summarize education and training requirements and opportunities for career paths

in hospitality, tourism, and recreation careers.10.3.4 Analyze effects of customer relations on success of the hospitality, tourism, and

or recreation industry.10.4.1 Demonstrate front desk, office, and customer service skills.10.6.2 Design themes, time lines, budgets, agendas, and itineraries.10.6.6 Manage programs and events for specific age groups or diverse populations.

11.0 Housing, Interiors and Furnishings11.1.1 Explain the roles and functions of individuals engaged in housing and interior

design careers.

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11.1.2 Analyze career paths and opportunities for employment and entrepreneurial endeavors.

11.1.3 Summarize education, training, and credentialing requirements and opportunities for career paths in housing and interior design.

11.2.1 Evaluate the use of elements and principles of design in housing and commercial and residential interiors.

11.3.1 Analyze product information, including but not limited to floor coverings, wall coverings, textiles, window treatments, furniture, lighting fixtures, kitchen and bath fixtures and equipment.

11.4.2 Evaluate floor plans for efficiency and safety in areas including but not limited to zones, traffic patterns, storage, and electrical, and mechanical systems.

11.4.4 Arrange furniture placement with reference to principles of design, traffic flow, activity, and existing architectural features.

12.0 Human Development12.1.1 Analyze physical, emotional, social, spiritual, and intellectual development 12.1.2 Analyze interrelationships among physical, emotional, social, and intellectual

aspects of human growth and development.12.2.2 Analyze the impact of social, economic, and technological forces on human

growth and development.12.2.3 Analyze the effects of gender, ethnicity, and culture on individual development.12.2.4 Analyze the effects of life events on individuals' physical, intellectual, social,

moral, and emotional development.12.3.1 Analyze the role of nurturance on human growth and development.12.3.2 Analyze the role of communication on human growth and development.12.3.3 Analyze the role of family and social services support systems in meeting human

growth and development needs.

13.0 Interpersonal Relationships13.1.1 Analyze processes for building and maintaining interpersonal relationships.13.1.4 Analyze factors that contribute to healthy and unhealthy relationships. 13.1.5 Analyze processes for handling unhealthy relationships. 13.1.6 Demonstrate stress management strategies for family, work, and community

settings. 13.2.1 Analyze the effects of personal characteristics on relationships.13.2.2 Analyze the effect of personal need on relationships.13.2.3 Analyze the effects of self-esteem and self-image on relationships.13.3.1 Analyze communication styles and their effects on relationships. 13.3.2 Demonstrate verbal and nonverbal behaviors and attitudes that contribute to

effective communication. 13.3.3 Demonstrate effective listening and feedback techniques.13.4.3 Apply the roles of decision making and problem solving in reducing and

managing conflict. 13.4.4 Demonstrate nonviolent strategies that address conflict.13.5.7 Demonstrate processes for cooperating, compromising, and collaborating.

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14.0 Nutrition and Wellness14.1.1 Explain physical, emotional, social, psychological, and spiritual components of

individual and family wellness.14.2.3 Analyze the effect of food and diet fads, food addictions, and eating disorders on


to health and wellness.14.3.1 Apply various dietary guidelines in planning to meet nutrition and wellness needs.14.3.3 Demonstrate ability to select, store, prepare, and serve nutritious and aesthetically


prevention commercially and by individuals and families.14.4.6 Analyze public dialogue about food safely and sanitation.

15.0 Parenting15.1.1 Analyze parenting roles across the life span.15.1.2 Analyze expectations and responsibilities of parenting.15.1.4 Analyze societal conditions that influence parenting across the life span.15.1.5 Explain cultural differences in roles and responsibilities of parenting.15.2.1 Choose nurturing practices that support human growth and development.15.2.2 Apply communication strategies that promote positive self-esteem in family


growth and development.15.2.4 Assess the effects of abuse and neglect on children and families and determine

methods for prevention.15.4.1 Analyze biological processes related to prenatal development, birth, and health of

child and mother.

16.0 Textiles, Fashion and Apparel16.1.1 Explain the roles and functions of individuals engaged in textiles and apparel

careers.16.1.2 Analyze opportunities for employment and entrepreneurial endeavors.16.1.3 Summarize education and training requirements and opportunities for career paths

in textile and apparel services.16.2.3 Summarize textile legislation, standards, and labeling in the global economy.16.2.4 Analyze effects of textile characteristics on design, construction, care, use, and


visual effects.16.3.3 Utilize elements and principles of design in designing, constructing, and/or

altering textile products.16.4.1 Use a variety of equipment, tools, and supplies for apparel and textile

construction, alterations, and repair.

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16.4.3 Use appropriate industry products and materials for cleaning, pressing, and finishing textile, apparel, and fashion products.

16.4.5 Demonstrate basic skills for producing and altering textile products and apparel.


Plan and carry out food labs, demonstrating proper safety and sanitation procedures, and evaluating preparation results and nutritional content.

Recycling project to include contribution, assessment and creation of useful items from recycled materials.

Menu planning, design, and analysis Fast food research project Examination of personal diet Construction of a Healthy Lifestyle website Compare advertisements and analyze consumer product information Develop a coordinated business venture Create a multi-faceted itinerary for various types of groups Use internet resources to explore and find compatibility within a career cluster Classify communication into verbal and non-verbal categories Practice, analyze and apply communication skills to different scenarios Create a collage of who you are based on interests, values and goals Diagram the steps to conflict resolution Create a brochure listing community family resources Construct a personal time capsule Create a Venn Diagram of family responsibilities Design a greeting card for a friend or family member Participate in a conflict resolution skits Practice child care using computerized babies Plan family reunion activities and social events Construct a nine-patch pillow following directions, making design decisions, managing

time and using a variety of sewing equipment. Use computer technology to apply customized designs to a sewing project. Construct sewing and/or fashion design projects & plan decorative designs Create a game that can be used on a family game night Design a poster/flyer identifying the characteristics of a strong, healthy family Role play problem solving using good communication techniques Research different parenting styles across various cultures Students create questions for guest parent/parent panel Create a PowerPoint on the roles of a parent as the child grows and develops Evaluate children’s toys and books based on developmental stages and safety


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Family and Consumer Science 1 Human Development: Adolescence through Adulthood

PRF Code #19056

Rationale Statement: Each person passes through various life stages. These stages are infancy, childhood, adolescence, young adulthood, middle life and later life. Understanding human development helps students prepare for the roles of adulthood. Human Development: Adolescence through Adult is a course that is designed to enable students to gain knowledge necessary to understand the developmental stages from adolescence through late adulthood. The course will examine the developmental tasks, traits and problems of each of these stages.

Suggested grade level: 9 -12

Topics covered:

Theories of human development Principles of adolescent and adult development in physical, emotional, social, and

intellectual Conditions that influence human growth and development Strategies to promote healthy human growth and development across the adolescence and

adulthood

Indicator #1: Analyze principles of human growth and development across the adolescence and adulthood. Revised Bloom’s Taxonomy Standard and Examples

Understand HDAA 1.1 Select human development theories and related to adolescence and adulthood.

Example: Write a reflection that applies a theory to your personal

development. Compare and contrast human development theories. Read a historical novel depicting youth development

changes.

Understand HDAA 1.2 Interrelate principles of physical, emotional, social, and intellectual development.

Example: Prepare a presentation to illustrate principles of

development and/or stages of development. View a movie that depicts developmental issues and

use class discussion to analyze principles of development presented.

Role model changes experienced in the aging process. Apply HDAA 1.3 Explain interrelationships among physical,

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emotional, social, and intellectual aspects of human growth and development.

Example: Write a case study examining the conflicts and

problems faced throughout the adolescence and adulthood. Have students exchange case studies and use problem-solving and decision-making techniques to present solutions for class discussion.

Plan activities that promote positive development for a variety of age groups

Indicator #2: Analyze conditions that influence human growth and development. Apply HDAA 2.1 Illustrate the impact of heredity and

environment on human growth and development.

Example: Research inherited or environmental factors that

influence human growth and development to understand biology development.

Develop a personal health family tree. Use a case study or scenario to predict consequences of

inherited or environmental factors.

Understand HDAA 2.2 Interpret the impact of social, economic, and technological forces on individual growth and development.

Example: Present information on a current topic relating to

social, economic or technological forces. Brainstorm ways society, economics, and technology

impact individual growth and development. Create a mind map from brainstorming results.

Create HDAA 2.3 Organize the effects of gender, ethnicity, and culture on individual development.

Example: Interview people from a various ethnic backgrounds to

understand differences and similarities. Research cultural backgrounds and compare

perspectives. Have panel discussion/speakers with panelists from a

variety of cultures.

Indicator #3: Distinguish strategies that promote growth and development across adolescence and adulthood development.

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Evaluate HDAA 3.1 Categorize the role of support systems in meeting human growth and development needs.

Example: Identify community resources that provide for positive

development opportunities. Assess community resources that provide for positive

development opportunities. Participate in a simulation showing how to locate,

access, and use community resource.

Evaluate HDAA 3.2 Judge the role of nurturance on human growth and development.

Example: Compare behaviors of famous people and identify

positive and negative factors that contributed to those behaviors.

Journal personal experiences, past and present that illustrate nurturing practices that influence your personal development.

Develop a project for a student organization that promotes interaction between generations.


Grade Scale (%) Description of WorkA 93 - 100 Consistently demonstrates an exceptional level of quality and effort.


B 85 - 92 Consistently demonstrates proficient knowledge with a good effort and quality of work. All assignments are complete and on time. Demonstrates the ability to evaluate, analyze, synthesize and apply the principles.

C 77 - 84 Demonstrates proficient knowledge and the ability to apply knowledge. Work shows average effort. A few assignments may be missed or late.

D 70 - 76 Work shows minimal effort and some assignments are late. Demonstrates a basic understanding of recalling or comprehending knowledge

F 0 - 69 Understanding is below basic. Work is of poor quality and does not meet standards or expectations.

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Child Development 1Skills for Parenting PRF Code #22204

Rationale Statement: Effective parenting is important in nurturing children to become healthy, caring, contributing citizens. Parenting involves meeting the basic physical, emotional, intellectual, and social needs of the child. These standards are designed to help students examine roles, responsibilities, influences, practices, and support related to the parenting process. Suggested grade level: 9 - 12

Topics covered

Personal, family, cultural and societal practices that impact parenting Alternatives to biological parenthood Beginning the parenting process Nurturing practices Discipline practices Communication strategies Community resources and services for families

Core Technical Standards & Examples Indicator #1: Assess conditions that impact parenting. Revised Bloom’s Taxonomy Standards and Examples

Apply SP 1.1 Explain the impact of personal, family, cultural, and societal conditions on parenting practices.

Example: Write a summary of the information from a panel

presentation on parenting practices in different cultures. Research and write a news story highlighting parenting

practices from another culture. Discuss, in small groups, a scenario on societal conditions

that impact parenting practices. Research and present a television news story on a societal

condition that influences or has influenced parenting practices.

Understand SP 1.2 Summarize current and emerging family planning technology.

Example: Develop a fact sheet on one type of assisted reproductive

technology. Use class discussion to explore the medical, societal, and

ethical considerations that accompany a decision to employ current and/or emerging reproductive technology.

Write a personal reflection on a scenario related to genetic

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Indicator #2: Evaluate roles and responsibilities of parenting. Apply SP 2.1 Select nurturing practices to promote growth and

development of children.Example:

Participate in “RealBaby” care simulation. Discuss and reflect on the importance of nurturing. Develop flyer on nurturing strategies. Create a public service announcement or podcast on the

importance of nurturing.

Analyze SP 2.2 Compare and contrast nurturing practices that support human growth and development.

Example: Using a Retro Comparison Diagram, compare different

discipline styles. Assess and summarize the effects of abuse and neglect on

children and families and determine prevention strategies. Create a single panel cartoon depicting parent-child

interaction. Create a video of appropriate and inappropriate discipline

practices for a specific situation.

Analyze SP 2.3 Identify communication strategies that promote positive self-esteem in family members.

Example: Brainstorm a list of things that family members do or say

that poke holes in a person’s “self-esteem” bucket and a list of things that family members do or say that fill a person’s “self-esteem” bucket.

Using a Venn Diagram, compare “I,” “you,” and “we” messages.

Write a reflection on assessment and of personal communication style and relationships.

Write a movie script on parenting communication strategies.

Create SP 2.4 Assess community resources and services available to families.

Example: Summarize information from panel of people

representing community resources and services. Develop handbook of local community resources and

services available to families. Select appropriate resources and services for a given

situation.


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Child Development 2 Human Development: Preschool through School-Age

PRF Code #19051 Rationale Statement: Understanding stages of development is vital for guiding children to make informed decisions. Due to a need for highly qualified educators, careers in this area in are high demand. Human development knowledge is essential for individuals seeking a career in education, health, medical and human service professions, and many other careers involving working with children and youth.

Suggested Grade Level: 9-12

Topics Covered:

Preschool and school-age theories in practice. Physical, intellectual, emotional, and social development of preschool through school-age

children Create of childcare settings Practices, regulations and opportunities in the child care industry Special topics related to childhood concerns, including childhood diseases, special needs,

temperament and abuse and neglect, etc. First aid/emergency training

Indicator #1: Analyze growth and development of preschool through school-age children Revised Bloom’s Taxonomy Standards and Examples

Understand HDPS 1.1 Defend best practices in planning for early childhood education and child services.

Example: Compare and contrast human development theorists

to write a reflection paper. Investigate assessment methods to observe children’s

growth and development. Examine the effects of culture and environmental

influences on human development. Create a needs (food, clothing, discipline,

supervision, play, etc.) checklist for the growth and development of children.

Understand HDPS 1.2 Illustrate appropriate growth in the physical, emotional, social, and intellectual development

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of preschoolers. Example:

Write a summary of developmental stages of preschoolers in a preschool setting

Design a publication for parents of preschoolers Design a developmentally appropriate product for

preschoolers Prepare and implement an activity with a preschool-

aged child or group of children

Understand HDPS 1.3 Illustrate appropriate growth in the physical, emotional, social, and intellectual development of school age youth.

Example: Evaluate case studies of growth and development of

school age children Create developmentally appropriate activities to

enhance each area of growth and development Prepare and implement an activity with a school-aged

child or group of children

Apply HDPS 1.4 Organize a safe and healthy learning environment for youth.

Example: Create an appropriate play-area for a safe and healthy

learning environment. Evaluate age appropriate toys, games, and equipment. Practice strategies to teach children health, safety,

and sanitation habits. Plan and make safe and healthy meals and/or snacks. Invite guest speaker to address the topic of child

immunizations and diseases. Apply HDPS 1.5 Complete a CPR training and safety

simulations.

Example: Pass a certified CPR training course with an 85% or

higher score. Solve scenarios that deal with child care accidents

and health emergencies. Identify blood borne pathogens. Interview director or staff member from a state

approved facility that complies with state regulations.Create HDPS 1.6 Judge external support systems that provide

services for parents and children. Example:

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Have students create a community resource brochure about resources and services available to families.

Summarize current laws and policies related to childcare services.

Compare and contrast the childcare facilities within the community.

Understand HDPS 1.7 Distinguish career paths within early childhood education, child services, preschool and school-aged education.

Example: Invite staff from a child care facility to discuss their

roles and functions within their facility. Investigate career opportunities working with

children. Solve case studies in which child abuse and neglect

are identified.








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Nutrition and Wellness PRF Code #22202

Rationale Statement: According to the Center for Disease Control and Prevention, 23% of South Dakota high-school students are overweight or at risk of becoming overweight. Nationally, “obesity rates continue to rise in the United States. Since 1980, being overweight has doubled for children and tripled for adolescents. Being overweight puts children and teenagers at greater risk for developing type 2 diabetes, risk factors for heart disease at an earlier age, and other health conditions including asthma, sleep apnea, and decreased self esteem” (National Conference of State Legislatures – Childhood Obesity Update – 2005). Nutrition and Wellness course is designed to help students develop eating behaviors that will have a positive affect on their current and future lifestyles.

Suggested Grade Level: 9-12, semester course

Prerequisites: no Course Topics:

Nutrition and wellness of individuals and families Food safety and sanitation Nutrition from production to consumption



Delivery Method: Instruction will consist of individual hands on activities and projects, group work, lecture, discussion, reading, writing, self-assessment, and the use of technology. ProStart will be incorporated into the course.

Community Involvement: Guest speakers from the field of nutrition and wellness (hospitals, wellness centers, food production facilities, food preparation and food service businesses, government agencies, etc.) will be brought in throughout the course. Learning trips will be taken for various units in the course. Students will also use community resources to complete individual and group projects.

Assessment: Students will be graded on the following items: journals, portfolios, presentations, written reports, tests, daily work, teamwork, and individual projects. Understanding by Design will be used to direct and assess learning.

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Indicator #1: Analyze factors that influence nutrition and wellness of individuals and families.

Revised Bloom’s Taxonomy Standards and Major Course Projects Analyze NW 1.1 Apply dietary guidelines to meet nutrition and

wellness needs.

Example: Develop learning centers for each of the dietary

guidelines. Create a concept map illustrating the use of dietary

guidelines to meet various needs. Examine case studies to determine possible

connections between food choices and nutrition and wellness.

Develop a personal nutrition and wellness plan based on dietary guidelines.

Apply NW 1.2 Determine the effects of nutrients on health, appearance, and peak performance.

Example: Compose a newspaper editorial describing the

effects of nutrition on health, appearance, and peak performances.

Examine diets to predict the possible effects of deficiencies/excesses of various nutrients.

Evaluate diets with on-line dietary analysis programs.

Prepare a chart comparing nutrients’ functions and sources.

Remember NW 1.3 Describe the effect of physical activity on health, appearance, and peak performance.

Example: Develop a personal fitness plan. Use on-line physical activity calculators to

determine calorie needs. Analyze calories in foods using

fat/protein/carbohydrate content information. Interview a personal trainer for fitness advice and

report information.

Indicator #2: Evaluate factors that affect food safety.

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Create NW 2.1 Apply practices to promote safe food handling. Example:

Create a presentation describing safe food handling practices.

Demonstrate how germs/bacteria spread (example, Glo-Germ).

Role-play safe and unsafe food handling. Examine and discuss SD State Health Inspection

forms.

Analyze NW 2.2 Describe food borne illnesses that cause health issues.

Example: Review case studies to diagnose types and causes

of food-borne illnesses. Perform a bacteria culture experiment. Research and share current events involving food-

borne illness. Develop a “wanted” poster depicting common

food-borne pathogens and illnesses.

Indicator #3: Evaluate nutrition from production to consumption. Apply NW 3.1 Explain how the steps in the food-processing

system affect nutritional content. Example:

Interview personnel in food-processing careers and present information.

Research and share current events involving food-processing issues.

Use a concept map to trace the production steps of common snack foods.

Compare and contrast organic foods with processed foods for nutritional and additive content.

Evaluate NW 3.2 Evaluate how resources affect nutritional decisions and planning.

Example: Create a “Wellness Show” that showcases wellness

requirements for a variety of individuals. Develop a wellness plan for school and community

and compare it to the current school or community plan.

Use case studies to plan nutritional meals for different income levels and/or family lifestyles.

Compare and contrast the costs of “green” foods versus processed foods.

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Prepare brochures giving advice on managing time and energy when planning family meals.

Apply NW 3.3 Evaluate how food preparation techniques affect nutrition.

Example: Participate in food preparation labs. Visit a local grocery store to select food for case

studies incorporating several limitations (time, money, preparation requirements, nutrition requirements, etc.).

Compare and contrast ready-to-serve foods with foods prepared from scratch for nutritional content.

Select and prepare foods for various dietary restrictions.








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Adv. Foods & Ethnic Cuisine/Dietetics and Nutrition PRF Code #16054

Rationale Statement: Employment of dietitians is expected to grow about as fast as the average for all occupations through 2012 as a result of increasing emphasis on disease prevention through improved dietary habits. Public interest in nutrition and increased emphasis on health education and prudent lifestyles will also spur demand, especially in management. In addition to employment growth, job openings will result from the need to replace experienced workers who leave the occupation.

Suggested grade level: 9-12, semester course

Prerequisites: Nutrition and Wellness recommended, but not required

Course Topics: Career paths and careers in dietetics and nutrition Societal trends impacting dietetics and nutrition careers Current nutrition concerns and trends Menu planning for others to meet individual needs Food safety and sanitation



Delivery Method: Instruction will consist of individual hands on activities and projects, group work, lecture, discussion, reading, writing, self-assessment, and the use of technology. ProStart will be incorporated into the course.

Community Involvement: Guest speakers from the field of nutrition and wellness (hospitals, wellness centers, food production facilities, food preparation and food service businesses, government agencies, etc.) will be brought in throughout the course. Learning trips will be taken for various units in the course. Students will also use community resources to complete individual and group projects.


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Indicator #1: Select opportunities for employment and entrepreneurial endeavors in food science, dietetics and nutrition.

Revised Bloom’s Taxonomy Standards and Major Course Projects Remember DN 1.1 Classify skills and educational requirements for

employment in dietetics and nutrition field. Examples:

Use career guidance system to research a specific career and create a product.

Student hosts a panel discussion. Participate in a virtual job shadowing experience. Compare and contrast two careers of interest in the

dietetics and nutrition field. Create a personal learning plan for a student interested

in the field of food science, dietetics and nutrition.

Analyze DN 1.2 Distinguish the impact of societal trends on food science, dietetics, and nutrition careers.

Examples: Compare and contrast job outlooks for careers in the

dietetics and nutrition field. Listen to a guest speaker on societal trends impacting

dietetics and nutrition careers. Research and share information on current issues

impacting nutrition careers.

Indicator #2: Evaluate specialized nutritional principles, food plans, and preparation techniques.

Understand DN 2.1 Describe nutritional trends in today’s society. Examples:

Create a power point presentation on selected nutritional concern (eating disorders, diet fads, foods additives, high blood pressure, diabetes, etc.).

Conduct web based research to relate societal trends to current health issues.

Interview various ages to determine nutritional concerns.

Evaluate DN 2.2 Compare dietary guidelines to meet the health and nutritional needs of individuals with special requirements.

Examples: Create and discuss a Venn diagram of a regular diet to

special needs diet. Listen to guest speakers on planning special needs

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diets. Evaluate diet plans to choose a plan based on specific

requirements. Invite medical personnel (dietitian, nutritionist, nurse,

etc.) to discuss screening process (bone density scan, cholesterol, blood pressure, blood sugar, iron, etc.).

Complete an Internet scavenger hunt to find nutritional screening options.

Apply DN 2.3 Prepare a modified diet based on nutritional needs, health conditions, and lifestyle.

Examples: Plan menus for specific case studies. Role-play conferences with clients based on nutritional

and activity recommendations for their specific needs. Develop a web-quest based on a current diet issue to

explain the issue and requirements and recommend food choices and activities (heart-healthy diets, celiac disease, diabetic diets, allergies, etc.).

Create DN 2.4 Construct food preparation techniques to maximize nutrient retention and meet specialized dietary requirements.

Examples: Choose and prepare foods for various dietary

restrictions. Tour an institutional food service and discuss food

plans and preparation techniques based on various diet needs.

Develop a brochure recommending food preparation techniques to retain nutrients.

Modify a recipe/formula according to specific nutritional needs.

Demonstrate a modified recipe.

Indicator #3 Apply risk management procedures for food safety and sanitation.

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Understand DN 3.1 Describe food service management safety and sanitation program components.

Examples: Create a PowerPoint presentation describing safe food

handling practices. Role-play safe and unsafe food handling. Examine and discuss SD State Health Inspection forms. Interview food service personnel about safety and

sanitation and report information in oral or written form.

Examine food service inspection forms and have a class discussion about the standards and expectations for food service programs.

Apply DN 3.2 Use industry standards to document, investigate, and report food borne illnesses.

Examples: Prepare a news story on a food borne illness. Research and report on current events. Analyze case studies to determine causes and results of

food borne illnesses. Use ServSafe forms to analyze school concession

stands for food safety and sanitation procedures. Interview state health officials to determine procedures

used in investigating food borne illness occurrences.








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Fashion DesignPRF Code #22214

Rationale Statement:People are drawn to the fashion industry because of a love of style, design, and glamour. In the United States, more than $250 billion is spent on fashion each year. There are already more than 4 million Americans working in the fashion industry. On the fashion design side, you can work as a design development coordinator, an apparel or accessories designer, or even a computer-aided design (CAD) system manager.

Suggested grade level: 9-12, semester course

Prerequisites: no

Course Topics: Career opportunities History of fashion Influences on fashion Textiles and textile products Elements and principles of design Fashion illustration



Delivery Method: Instruction will consist of individual hands on activities and projects, group work, lecture, discussion, reading, writing, self-assessment, and the use of technology.

Community Involvement: Guest speakers from the field of fashion design will be brought in throughout the course. Learning trips will be taken for various units in the course. Students will also use community resources to complete individual and group projects.


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Indicator #1: Explore opportunities in the fashion industry. Revised Bloom’s Taxonomy Standards and Major Course Projects

Comprehension FD1.1 Examine career opportunities in the area of fashion design.Examples:

Research the role of a fashion designer in the fashion design process.

Research a current fashion designer. Include the market segment he/she designs for and explain his/her career track.

Research the impact of world design centers on career opportunities in fashion design.

Interview a fashion designer about his/her job.

Indicator #2: Analyze the relationship between history and fashion. Analysis FD2.1 Explore the recurrence of fashion cycles.

Examples: Interview parents, grandparents, or older persons to

discover what clothing styles, fabrics, accessories, and colors they wore as teenagers. Compare to today’s styles.

Using old yearbooks, catalogs or magazines, compare past styles for the decade influencing today’s styles.

Evaluation FD2.2 Evaluate the influences of art and media on fashion.Examples:

Research how celebrities, movies, and television inspire current fashions.

Watch a popular movie or television show and write an essay detailing how the media influences today’s fashions.

Analysis FD2.3 Examine how politics, society, economics, culture, and aesthetics influence fashion.

Examples: Research textile crafts and designs in other parts of the

world to discover how economics, politics, and social conditions impact their textile design.

Research changes in clothing for the past 50 years and construct a clothing history timeline with illustrated fashions and import events.

Design a local/state/national costume to represent the culture of the local community/state/nation.

Work with a local museum to prepare a display on the history of fashion.

Indicator #3: Evaluate performance characteristics of textiles and textile products. Analysis FD3.1 Compare characteristics and maintenance of fibers, yarns,

fabrics and finishes.

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Examples: Create a pictorial dictionary of terms related to textiles

and textiles products. Create a commercial, poster, or presentation on a

natural or man-made fiber. Conduct fiber tests and develop a resource manual of

natural and man-made fiber characteristics. Examine a variety of fabric samples and determine

suitable use. Field trip to clothing store to examine fiber content and

fabric type of current fashion. Research different methods of fabric construction. Dye or print a fabric and assemble fabric into a fashion

accessory. Design and cut out a garment from a piece of

cardboard. Illustrate fiber content, dyeing and printing method, and chemical and mechanical finishes. Present to class.

Analysis FD3.2 Distinguish clothing details that are used to recognize,

understand, and interpret fashion.Examples:

Select a garment and write a narration that could be used to describe garment style.

Choose three collar and sleeve styles and creatively combine the styles into six different shirt designs.

Identify the styles of different garment parts of current fashion by labeling illustrations of men’s, women’s, and children’s wear.

Indicator #4: Demonstrate skills to design fashion products. Revised Bloom’s Taxonomy Standards and Major Course Projects

Application FD4.1 Apply the elements and principles of design to fashion.Examples:

Create a portfolio that illustrates the use of the elements and principles of design in fashion.

Analyze current fashion garments for elements and principles of design used.

Analysis FD4.2 Examine color theory and color forecasting.Examples:

Interview someone in the fashion industry about resources available to designer for information on fashion trends and color forecasting.

Using fashion resources, research the current fashion

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and color trends and write an industry fashion report on your findings.

Use current color trends to illustrate a desired effect in a fashion design.

Synthesis FD4.3 Produce illustration of fashion lineExamples:

Draw an illustration of a picture of a current fashion. Research the procedures for developing a line of

clothing (researching trends and preparing sketches, color plates, and presentation boards).

Draw and color illustrations for a personal fashion line.








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