life skills · 2013-12-19 · life skills is a full year course it is a home economics course which...

NEPTUNE TOWNSHIP SCHOOL DISTRICT

Life Skills Curriculum

Grades 9-12


Office of the Superintendent 60 Neptune Blvd.

Neptune, NJ 07753-4836

December 19, 2013 Document C1#1

NEPTUNE TOWNSHIP BOARD OF EDUCATION

Jason A. Jones, President Chanta L. Jackson, Vice President

Dwayne Breeden Fred C. Capolongo

Scott Fields Kerry J. Gizzi Laura G. Granelli Michelle A. Moss

Donna Puryear

SCHOOL DISTRICT ADMINISTRATION

David A. Mooij Superintendent of Schools

Bertha L. Williams-Pullen

Assistant Superintendent of Schools

Matthew Gristina, Ed.D. Assistant Superintendent for Curriculum, Instruction & Assessment

Peter J. Leonard

Business Administrator/Board Secretary

Peter I. Bartlett Assistant Business Administrator/Assistant Board Secretary

Kathleen M. Skelton

Director of Special Services

Jennifer M. Clearwaters Director of School Counseling Services

Lori B. Burns

Administrator for Co-Curricular Activities & Athletics

Kathleen M. Thomsen Supervisor of Early Childhood Education

ELEMENTARY SCHOOL ADMINSTRATION

Principals

Sally A. Millaway, Gables James M. Nulle, Green Grove

Arlene M. Rogo, Ed.D., Midtown Community Donato Saponaro, Shark River Hills

Jerard L. Terrell, Summerfield Benedict P. Yennella, Early Childhood Center

MIDDLE SCHOOL ADMINSTRATION

Mark K. Alfone, Ed.D., Principal Marjory V. Wilkinson, Vice Principal

Michael V. Smurro, Assistant Principal

HIGH SCHOOL ADMINISTRATION

Richard W. Allen, Principal Titania M. Hawkins, Vice Principal James H. Whitson, Vice Principal

DEPARTMENT CHAIRPERSONS

Thomas Decker Lakeda D. Demery

Charles M. Kolinofsky Joshua Loveland Dawn Reinhardt

Tara L. Stephenson Candice Wells

Hillary L. Wilkins Cheryl L. Young


LIFE SKILLS

CURRICULUM

Table of Contents Acknowledgements ............................................................................................................i District Mission Statement ............................................................................................... ii District Educational Outcome Goals .............................................................................. iii Course Description ........................................................................................................... iv

Curriculum Unit Title Page Unit 1 – Food Choices and Nutrition ................................................................................ 1 Unit 2 – Planning to Cook: Kitchen Safety, Meal Planning and Preparation ................... 4 Unit 3 – Food Laboratory ................................................................................................. 7 Unit 4 – Dietary Concerns .............................................................................................. 10


Life Skills

Acknowledgements

The Life Skills Curricu lum guide was developed for Neptune High School throug h the efforts of Thom as Decker, Department Chairperson, in cooperation with Margret Patterson, Neptune High School Family and Consumer Science teacher, and under the guidance of Matthew Gristina, Assistant Superintendent for Curriculum, Instruction and Assessment.

It is our hope that this guide will serve as a valuable resource for the staff m embers who teach this course and that they will feel fr ee to m ake recommendations for its continued improvement.

The Life Skills Curriculum guide was written in alignment to the 2009 New Jersey Core Curriculum Content Standards for Technology a nd 21st Century Life and Careers and Common Core State Standards.

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DISTRICT MISSION STATEMENT The primary mission of the Neptune Township School District is to prepare all students for life in the twenty-first century by encouraging them to recognize that learning is a continuing process. It is with high expectations that our schools foster: • A strong foundation in academic areas, modern technologies, life skills and the arts. • A positive and varied approach to teaching and learning. • An emphasis on critical thinking skills and problem-solving techniques. • A respect for and an appreciation of our world, its resources, and its peoples. • A sense of responsibility, good citizenship, and accountability. • An involvement by the parents and the community in the learning process.

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Neptune Township School District

Educational Outcome Goals

The students in the Neptune Township schools will become life-long learners and will: Become fluent readers, writers, speakers, listeners, and viewers with comprehension and

critical thinking skills. Acquire the mathematical skills, understandings, and attitudes that are needed to be

successful in their careers and everyday life. Understand fundamental scientific principles, develop critical thinking skills, and demonstrate

safe practices, skepticism, and open-mindedness when collecting, analyzing, and interpreting information.

Become technologically literate. Demonstrate proficiency in all New Jersey Core Curriculum Content Standards (NJCCCS)

and the Common Core State Standards (CCSS). Develop the ability to understand their world and to have an appreciation for the heritage of

America with a high degree of literacy in civics, history, economics and geography. Develop a respect for different cultures and demonstrate trustworthiness, responsibility,

fairness, caring, and citizenship. Become culturally literate by being aware of the historical, societal, and multicultural aspects

and implications of the arts. Demonstrate skills in decision-making, goal setting, and effective communication, with a

focus on character development. Understand and practice the skills of family living, health, wellness and safety for their

physical, mental, emotional, and social development. Develop consumer, family, and life skills necessary to be a functioning member of society. Develop the ability to be creative, inventive decision-makers with skills in communicating

ideas, thoughts and feelings. Develop career awareness and essential technical and workplace readiness skills, which are

significant to many aspects of life and work.

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LIFE SKILLS CURRICULUM

COURSE DESCRIPTION

(5 credits)

Life Skills is a full year course open to students in grades 9 to 12. It is a home economics course which will prepare students in skills needed to function and be self-sufficient in today’s world. Topics that are covered include a focus on nutrition, culinary etiquette, food preparation, and dietary issues. Class projects in food preparation will be required.

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Unit 1 Plan Title

Food Choices and Nutrition

Suggested Time Frame 25 Days

Overview / Rationale This unit will provide students with the background needed to prepare healthy and nutritional meals. Students will learn the basics of food choice and nutritional value of a broad range of food selections.

CPI #--CPI Statement 9.1.4.A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively.

9.1.4.A.5 Apply critical thinking and problem-solving skills in classroom and family settings.

9.4.12.A.(1).1 Examine and conduct food product development and research activities that demonstrate application of food science principles to enhance product quality and appeal.

Common Core Standards 2009 CCSS.ELA-Literacy.RST.9-10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. CCSS.ELA-Literacy.RST.9-10.5 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). CCSS.ELA-Literacy.RST.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem. CCSS.ELA-Literacy.RST.9-10.9 Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

Essential Questions How does food satisfy physical needs and fulfill psychological needs? What influences our food choices? How does taste perception affect individuals likes and dislikes of food? How do social, cultural, and religious customs affect our food decisions? Why are regional foods important in food decisions? Why is food that follows the theory of “from field to table” having more nutritional

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value than processed food products? How can the food guide pyramid be used effectively in the selection of nutritional

eating habits? How can an individual effectively utilize the food guide pyramid?

Enduring Understandings Food is essential for maintaining the physical and psychological needs of the human

body. High levels of wellness and the ability to prevent diseases are established when a

person is healthy and unhealthy life patterns.

In this unit plan, the following 21st Century themes and skills are addressed Check ALL that apply –

21st Century Themes

Indicate whether these skills are: E – encouraged T – taught A – assessed

X Global Awareness E/A Creativity and Innovation Environmental Literacy E/A Critical Thinking and Problem

Solving X Health Literacy T/A Communication Civic Literacy T/A Collaboration Financial, Economic, Business and

Entrepreneurial Literacy

Student Learning Targets / Objectives Students will know…

Ways in which food satisfies physical, emotional, social. And health needs

The importance of nutrients in food Specific serving sizes recommended

by the Food Guide Pyramid

Students will be able to… Explain ways that food and exercise

contribute to fitness and well-being Identify foods that are good sources

of nutrients, vitamins, minerals, proteins, and carbohydrates

Outline the general nutritional differences among the food groups and give specific examples of foods within each group

Teaching and Learning Actions

Instructional Strategies

Descriptions

Activities

Determine foods that represent particular textures. Utilize sense of smell to determine particular foods. Organize a food product by personal preference according to

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color, taste, price, and nutritional value. Labs

Determine the effect of a food product that is both a liquid and a solid, and how heat changes the liquid to a solid.

Writing Assignments

Examine the impact of peers, media, family routines, money allotment, and current food trends upon personal food consumption

Formulate a personal plan for caloric intake according to “My Pyramid”

D indicates differentiation at the lesson level

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Unit 2 Plan Title

Planning to Cook: Kitchen Safety, Meal Planning and Preparation


Overview / Rationale This unit will focus on the early stages of food preparation. Students will learn proper kitchen etiquette, safety, and sanitary regulations. They will be instructed on how to develop meal plans and basic food handling skills.



Common Core Standards 2009 CCSS.ELA-Literacy.RST.9-10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. CCSS.ELA-Literacy.RST.9-10.5 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). CCSS.ELA-Literacy.RST.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem. CCSS.ELA-Literacy.RST.9-10.9 Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. CCSS.ELA-Literacy.WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. CCSS.ELA-Literacy.WHST.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Essential Questions Why is safety an important issue in the kitchen? Why is sanitation important and how are food borne illnesses prevented? To what extent does the purchase and storage of food affect its quality? What practices are unsafe food handling practices? What ingredients must be “packed” to be accurately measured? Why is choosing the proper utensil important for recipe success?

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Why is menu planning important? How does an understanding of label information help purchasing decisions? How does the progression through the life cycle change meal habits and choices?


body. Meal planning is an ever changing life talent that will be affected by ever changing

life styles. Technological advances affect food production, new food inventions, and provide

convenience in our personal food selection.


21st Century Themes


Global Awareness E/A Creativity and Innovation Environmental Literacy E/T/A Critical Thinking and Problem

Solving X Health Literacy E/A Communication Civic Literacy E/T/A Collaboration

X Financial, Economic, Business and Entrepreneurial Literacy


The main consideration for planning a healthy and appetizing meal

How to use media sources as planning tools

Proper sanitation regulations of the cooking area

Students will be able to… Describe five ways to make meals

appealing Analyze the types of resources

needed to carry out a recipe Evaluate the quality and freshness of

foods



Descriptions

Activities

Students with individual learning styles can be assisted through adjustments in assessment standards and time restraints, one-to-one teacher support, extended testing time, and use of visual and auditory teaching methods. This wide variety of assessments, strategies, and

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hands-on evaluations complement the individual learning experience.

Labs

Demonstrate safe and correct methods for a variety of cutting terms including chop, mince, dice, pare, and slice.

Experiment with cooking rate factors including density, shape, size, and amount.

Put into action lab group rotation for a successful range of kitchen experience.

Writing Assignments

Compare and contrast a variety of mixing methods including

sift, beat, fold, toss, and whip. Compare and contrast moist heat cooking, dry heat cooking,

and microwave cooking, and their relationship on the effect of nutrients lost during the cooking process.


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Unit 3 Plan Title

Food Laboratory

Suggested Time Frame 45 days integrated throughout the course

Overview / Rationale This unit will be integrated throughout the course and will consist of students preparing and presenting different dishes as chosen by the instructor. Students will demonstrate and utilize all taught skills in and out of the kitchen.



9.4.12.A.(1).1 Examine and conduct food product development and research activities that demonstrate application of food science principles to enhance product quality and appeal.

Common Core Standards 2009 CCSS.ELA-Literacy.RST.9-10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. CCSS.ELA-Literacy.RST.9-10.5 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). CCSS.ELA-Literacy.RST.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem. CCSS.ELA-Literacy.RST.9-10.9 Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. CCSS.ELA-Literacy.WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

Essential Questions How does taste perception affect individuals likes and dislikes of food? How do social, cultural, and religious customs affect our food decisions? Why are regional foods important in food decisions? To what extent does the purchase and storage of food affect its quality? What are the benefits of a shopping list?

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What factors affect a person’s eating pattern? How can comparison shopping impact a food budget? How does an understanding of label information help purchasing decisions? How does the progression through the life cycle change meal habits and choices?


body. All nutrients have a unique function. The art of cooking is a skill used on a daily basis. Meal planning is an ever changing life talent that will be affected by ever changing

life styles. Technological advances affect food production, new food inventions, and provide

convenience in our personal food selection. Careers in food related industries are always available since all people must

consume food for survival.


21st Century Themes


Global Awareness E/A Creativity and Innovation X Environmental Literacy E/T/A Critical Thinking and Problem

Solving X Health Literacy E/T/A Communication Civic Literacy E/T/A Collaboration

X Financial, Economic, Business and Entrepreneurial Literacy


Why safety is an important issue in the kitchen

Why sanitation is important and how are food borne illnesses prevented

What ways technological advances impact meal planning, preparation, and purchasing decisions

Students will be able to… Identify different food preparation

utensils Describe various techniques for

cooking with different appliances Describe measurement and cutting

utensils Identify three special techniques used

during food preparation Measure liquid and dry ingredients

accurately

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Descriptions

Activities

Students will plan, crate and present different meals as determined by the instructor.

Labs

Students will plan, crate and present different meals as determined by the instructor.

Writing Assignments

Students will create meal plans and provide rationale for the meal set-up and explain the nutritional value of the meal.


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Unit 4 Plan Title

Dietary Concerns


Overview / Rationale This unit will focus on many of the issues that are related to food and nutrition. It will consist of both micro (individual eating disorders) and macro (global issues) concerns. Students will utilize these skills in developing food drives for local groups.



Common Core Standards 2009 CCSS.ELA-Literacy.RST.9-10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. CCSS.ELA-Literacy.RST.9-10.5 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). CCSS.ELA-Literacy.RST.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem. CCSS.ELA-Literacy.RST.9-10.9 Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. CCSS.ELA-Literacy.WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

Essential Questions What are the factors impacting hunger in Third World countries? To what extent does human activity impact the food supply? Why is hunger present in our own country? How can we make a difference combating hunger on the local level?

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Enduring Understandings High levels of wellness and the ability to prevent diseases are established when a

person is aware of healthy and unhealthy lifestyle patterns. World hunger is not limited to Third World Countries, but occurs in our own

country on the state and local levels.


21st Century Themes


Global Awareness E//T/A Creativity and Innovation X Environmental Literacy E/T/A Critical Thinking and Problem

Solving X Health Literacy E/A Communication X Civic Literacy E/T/A Collaboration X Financial, Economic, Business and

Entrepreneurial Literacy


What factors affect global food problems?

Why is food scarcity a large problem in developing nations?

What constitutes a healthy or an unhealthy diet?

How do fad diets affect a person’s health?

Students will be able to… Demonstrate how an individual can

assist and become part of the hunger solution on the local level

Identify the causes for the rising number of people who are overweight

Analyze what methods determine healthy weight and what is the impact of unrealistic body images depicted through the media

Identify what elements contribute to the development of an eating disorder



Descriptions

Activities

Organize a food drive and volunteer at a local food pantry. Look into the efficiency level of large U.S. farms and their

ability to provide food.

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Labs

Identify Body Mass Index and Body Fat Percentage.

Discuss the psychological relationship between extreme emotions, attitudes, and behaviors, and food, eating, and weight.

Writing Assignments

Identify and discuss the factors impacting world hunger

including economics, inefficient farming methods, natural disasters, population, fuel shortages, and political conflicts.

Compare and contrast healthy and unhealthy diets.

List and analyze current fad diets. Determine the benefits and

disadvantages of each.


Resources

Texts: Supplemental Workbooks: Lab/Activities: Kitchen labs in High School will be utilized throughout this course.

NEPTUNE TOWNSHIP SCHOOL DISTRICT Office of the Superintendent

60 Neptune Blvd. Neptune, NJ 07753

An Affirmative Action Equal Opportunity Employer

2013

life skills · 2013-12-19 · life skills is a full year course it is a home economics course which...

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