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7th Grade Family and Consumer Sciences Home and Career Skills

Curriculum Plan
! Elena Teixeira

Table of Contents

Topic Introduction Mission Statements Great Neck Public Schools Mission Statement & Goals New York State Association of Family and Consumer Sciences Mission American Association of Family and Consumer Sciences Mission Philosophy of Family and Consumer Science Education Urie Bronfenbrenners Bioecological Systems Theory Rationale for Teaching FACS Learning Standards and 21st Century Process Skills Framework References & Resources Curriculum Objectives and Goals Curriculum Outline Course Curriculum Units Unit One Who am I, What am I, Where am I? Unit Framework Supporting Documents ! Unit Two What Makes Dollars and Sense? Unit Framework Supporting Documents ! Unit Three: How can one forkful change the world? Unit Framework Supporting Documents ! Unit Four: Where Do We Go from Here?(Career Development) Unit Framework Supporting Documents

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Great Neck Public School District Great Neck, Long Island, New York

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Introduction
Why Teach Family and Consumer Sciences Today? With continual advances in technology, transit, and trade, the new nature of the world is becoming increasingly evident and pervasive: we are citizens of a global society. Each day, fruits and vegetables travel to our plates from all corners of the earth, American industry sets the pace of commerce for so many other countries, and the gripping fiscal crisis looms as ominously in London as it does here on Long Island. These facts can be as intimidating as they are exciting; it is the ideal time to be teaching Family and Consumer Sciences. To teach FACS today is to recognize and perpetuate the most basic, practical, and universal elements of human self-sustenance. The FACS classroom is an arena where students are reminded that as humans, despite our differences, we all eat, dress, manage finances, solve problems, and live in families. FACS develops the skills students require to take care of themselves and be successful in the new global family. Todays generations cosmopolitan society is imbued with a great responsibility for the preservation and expansion of the many spheres of our existence: home, local community, country, continent, and globe. FACS addresses each one of these meticulously; it is the convergence of all other academic areas brought down to its most human. Economics, history, mathematics, communication, and literacy seamlessly interplay in each and every FACS lesson, teaching students about how to effectively understand, interact, and connect to the distant places and people to whom we are ever more united. For me, this is the joy and promise of teaching FACS today. Elena Teixeira Created by Elena C. Teixeira - 3

Great Neck Public Schools Mission Statement and Educational Goals

The purpose of education in our schools shall be: ! To kindle desire and provide the means for intellectual, emotional, moral, social and physical growth leading to knowledge and excellence; ! To help all children acquire, according to their capabilities, the power and will to learn and to live a creative life as members of a democratic society; and ! To help each individual student develop the will to explore and enlarge the realm of the human mind and spirit. In order to achieve these goals our schools will provide: ! Teaching that inspires, challenges, informs and constantly searches for methods of improvement; ! A classroom climate that recognizes the value of encouragement and the positive approach to education ! Professional, flexible evaluation techniques that reflect childrens cumulative growth and complete development as well as their academic achievement. The staff, with the Boards full cooperation, will strive to make it possible for each child: ! To develop the ability to think clearly, reason effectively, master the tools of learning and use them with purpose. ! To acquire an understanding of history, appreciate our nations heritage, traditions and ideals, and achieve respect for individuals and their differences and for the relationships that exist on a personal, local, national and international level. ! To develop originality and creativity, and maintain the integrity of the individual personality. ! To achieve sound physical and mental health with body and mind disciplined by physical activities, learning experiences, and a heightened sense of responsibility for full participation in society. ! To be constantly guided towards high moral, ethical and aesthetic values. The Board recognizes that learning is a life-long process and acknowledges responsibility for helping adults continue to learn in order to achieve creative and occupational fulfillment. Great Neck Public Schools Adopted: 11/26/62 Amended: 6/27/74; 8/5/82

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Mission Statements Local and National Family and Consumer Sciences Organizations
New York State Association of Family and Consumer Sciences Educators Our mission is to prepare individuals to be competent, confident and caring in managing their personal, family and career lives."

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American Association of Family and Consumer Sciences (AAFCS) ! ! ! ! ! ! Our Vision The American Association of Family and Consumer Sciences (AAFCS) is recognized as the driving force in bringing people together to improve the lives of individuals, families, and communities. Our Mission The mission of the AAFCS is to provide leadership and support for professionals whose work assists individuals, families, and communities in making informed decisions about their well-being, relationships, and resources to achieve optimal quality of life. Our Core Values AAFCS: Believes in the family as a fundamental unit of society. Embraces diversity and values all people. Is dedicated to life-long learning and diverse scholarship. Prepares new professionals. Exemplifies integrity and ethical behavior Seeks new ideas and is open to change. Promotes and integrative and holistic approach to the Body of Knowledge.

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Philosophy of Family and Consumer Science Education

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As an educator in the Great Neck Public Schools, particularly in the domain of Family and Consumer Sciences, my philosophy and process of education are devoted to the fomentation of students as citizens. Proper education, as it actualizes in this district, neither is nor should be mutually exclusive of the processes of learning, schooling, and living. Life is learning, and learning is life; educators are responsible for preparing students for these interdependent existences. In order to self-actualize as 21st century problem-solvers and life-long learners, students require meaningful opportunities to solve authentic tasks related to the challenges they will face as producers and consumers. To develop these roles, it is imperative that teachers encourage and train students to keep current in local and global affairs. Progressive education posits the school as being an embedded extension of the community in which it is situated; the classroom is critical, but its spatial confines are negotiable. Instruction should occur in a setting of experimentation and application, and the local town can often provide the most realistic and relevant laboratory for practical learning. Middle-level learners are motivated by the why and how of content area material; farmers markets, libraries, banks, and other businesses can be transformed into valuable teaching and learning experiences where students can understand and apply life management skills in the first person. Further afield, technology can seamlessly link our classes to peers around the world in a veritable microcosm of the globalized community that todays generation will sustain. It is time that education defines itself and students in terms of boundaries beyond the campus. Schools are part of an infinite circle of communities that reaches a global scale; students are children today but the economic leaders of the future. By acknowledging this fact, my philosophy of education nurtures the promise of tomorrow through taking full advantage of the richness of the immediate temporal and spatial world. Created by Elena C. Teixeira - 6

Urie Bronfenbrenners Bioecological Systems Theory

Bronfenbrenners 1979 text The Ecology of Human Development: Experiments by Nature and Design heavily underpinned the philosophy and creation of the curriculum contained herein. Bronfenbrenner believed that the child (or person) is a complex amalgamation of the influences that surround them in concentric spheres or degree of direct interaction. This relationship is synergistic and symbiotic; the child both affects and is affected by each of these levels and their respective organizations, people, and beliefs. I present this concept in my curriculum as a foundation for action; I strive to imbue my students with a sense of social responsibility. Just as the microsystem, mesosystem, exosystem, and macrosystem benefit the individual, the individual is capable and indebted to conscious and unconscious contribution to each of these levels in return.

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Rationale for Family and Consumer Sciences Education

! ! Have you got a problem? Do what you can, where you are, with what youve got. Theodore Roosevelt Family and Consumer Sciences at the 7th Grade level, Home and Career Skills, is

designed to address the concentric spheres of influence that 21st century children face. Our students are not merely children; at twelve years old the average adolescent floats in a transitory existence between childhood and adulthood. As he or she fluctuates between these identities, so does the mutual exclusivity of their respective responsibilities and expectations. Microsystems, mesosystems, and exosystems blend and lend, shaping students abilities to interact with the world around them with greater fluency and impact. The curriculum contained herein is both reflective of and responsive to the responsibility of the New York State mandated Home and Careers Skills course to interweave these existences in a laboratory of authentic experimentation. Some might assert that a seventh grader is only twelve; Theodore Roosevelt would certainly and entirely disagree. By engaging students in realistic and relevant problem-solving during this critical stage of personal and intellectual development, FACS teachers empower discovery and ensure a solid generation of critical thinkers and active citizens. Students become immersed in extrapolating the essential whys and hows of how the world around them works. If we start small and local, imbuing skills to manage life where we are and with what we have in our classrooms and communities, todays child will be progressively equipped with the innovative spirit, resource savvy, and global mindset with which to successfully navigate into and beyond the macrosystem.

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Learning Standards
The following learning standards have contributed to this curriculum plan: ! Process Skills for 21st Century Learning Skills ! Process Skills Assessment Framework ! New York State Core Curriculum for Home and Career Skills Grades 5-8 ! New York State Common Core Standards for English Language Arts & Literacy ! New York State Common Core Standards for Mathematics ! National Standards for Family and Consumer Sciences ! Intermediate or Middle School Level Learning Standards for FCS ! Intermediate or Middle School Level Learning Standards for Career Development and Occupational Studies (CDOS)

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References & Resources

Appiah, K. A. (2009). Cosmopolitanism, ethics in a world of strangers. (1st ed.). New York, NY: W. W. Norton & Company. Barer-Stein, T. (1999). You eat what you are: People, culture and food traditions. (2nd ed.). Willowdale, Ontario: Denise Schon Books Inc. Bronfenbrenner, U. (1979). The ecology of human development, experiments by nature and design. Harvard Univ Pr.! ! Campbell, M., & Campbell, R. (1993). Home economics teacher's survival guide. New York, NY: Center for Applied Research in Education. ! Fedje C (1999). Program Misconceptions: Breaking the Patterns of Thinking. Journal of Family and Consumer Sciences. 17(2). Gcf learn free atm simulator. (n.d.). Retrieved from http://www.gcflearnfree.org/everydaylife/atm ! Great neck public schools board of education policy manual. (n.d.). Retrieved from http://greatneck.k12.ny.us/GNPS/Pages/policies/MiniManual.pdf ! ! Hands on banking atm simulator. (n.d.). Retrieved from http://www.handsonbanking.org/htdocs/en/y/gs/how/ygshowpra.html Hope-Gund, S. (Performer), Riddle, S. (Performer), & Gund, C. (Director) (2009). What's on your plate? A film about kids and food politics [DVD]. Kennedy, J. F. (1961). Inauguration speech. Retrieved from website: http://www.ourdocuments.gov/print_friendly.php?flash=true&page=transcript&d oc=91&title. Transcript of President John F. Kennedy's Inaugural Address (1961) Laster J.F. and Johnson J. Questions and Answers About Teaching FCS. Learning Seed. (Producer) (1997). Kitchen safety [DVD]. Learning standards for new york state. (2012). Retrieved from http://www.p12.nysed.gov/ciai/standards.html Menzel, P., & D'Aluisio, F. (2005). Hungry planet, what the world eats. Napa, CA: Material World Books. ! Montgomery B (2008). Curriculum Development: A Critical Science Perspective. Journal of Family and Consumer Sciences. 26(3).
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References & Resources (cont.)

Mosenson, A. City University of New York, Queens College. (2009). 21st century process skills model Mosenson, A., & Fox, W. City University of New York, Queens College. (2010). 21st century process skills assessment framework ! National standards for family and consumer sciences education. (1997). New york state common core standards in english language arts and literacy. (January 2011). Retrieved from http://www.p12.nysed.gov/ciai/common_core_standards/pdfdocs ! New york state common core standards in mathematics. (n.d.). Retrieved from http://www.p12.nysed.gov/ciai/common_core_standards/pdfdocs/nysp12cclsmath .pdf ! Pollan, M. (2009). The omnivore's dilemma: The secrets behind what you eat, young reader's edition. New York, NY: Dial Books. ! Roosevelt, Theodore. Quotations. In Retrieved 3 October 2012, from http://quotations.about.com/od/stillmorefamouspeople/a/TheodoreRoosev1.htm ! Silverstein, S. (1974). Where the sidewalk ends, the poems and drawings of Shel Silverstein. New York: Harper and Row. ! (2009). What's on your plate? Curriculum guide. (2nd ed.). New York, NY: Solar One.! ! The University of the State of New York, The State Education Department. (2005). New york state family and consumer sciences education home and career skills core curriculum grades 5-8. Albany, NY: ! U.S. Mint. Budgeting your financial resources. Retrieved from http://www.themint.org/teachers/budgeting-your-financial-resources.html

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Curriculum Objectives and Goals

7th Grade Home and Career Skills At Richard S. Sherman-Great Neck North Middle School, 7th Grade Home and Career Skills is offered as a quarter-long (10 week) course. This middle-level course is offered daily, and builds on the foundationary skills learned in sixth grade FACS. Learning is achieved through an inquiry-based model, centering on essential questions that will be solved through active learning and investigation strategies including primary source research. Students completing 7th Grade Family and Consumer Sciences will have developed comprehensive, multidimensional answers to the following provoking questions: ! Who am I, What am I, Where am I? ! What Makes Dollars and Sense? ! How Can One Forkful Change the World? ! Where Do We Go From Here? Curriculum Goals In 7th Grade FACS, students will: ! Recognize individual ability and responsibility to impact the local and global community. ! Make applied decisions and take appropriate action to make positive change in their local and global community. ! Attribute financial management to a balance between spending and saving. ! Recognize the impact of food choices on individual and environmental health in the short and long-term. ! Appreciate the impact of needs and wants on the family. ! Understand the connection between individual strengths and career choice. ! Discover self-reflection as a means to increase accuracy and deepen understanding of course concepts. Objectives Upon completion of this course, students will be able to: ! Perform and analyze research to make informed decisions about personal and external wellness. ! Identify the ways that a community meets the needs of residents. ! Demonstrate effective problem solving, cooperation, and negotiation techniques. ! Utilize banking services to manage financial resources. ! Administer a checking account and maintain a balanced budget. ! Evaluate nutritive value of foods for health and wellness using the six essential nutrients and the Nutrition Facts Label. ! Compare and contrast merits and hindrances of locally and conventionally sourced food. ! Calculate a food footprint and identify ways for reducing it. ! Create an age-appropriate career plan individualized to their strengths and attributes. Created by Elena C. Teixeira - 12

Course Outline 7 Grade Home and Career Skills

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Term: 1 Quarter (10 weeks)

Unit 1: Who am I, What am I, Where am I? (1 week) ! Me, My Town, My World ! Community-Linked Project: Community Resources

Unit 2: What Makes Dollars and Sense? (2 weeks) ! Needs versus Wants ! Resource Management ! Financial Decision Making ! Community-Linked Project: Banking and Budgeting

Unit 3: How can one forkful change the world? (5 weeks) ! Food and Cooking Terms and Techniques ! Kitchen Safety and Sanitation ! Recipe Exploration ! Nutrition and Health ! Food Miles ! Food and Culture ! Community-Linked Project: Farmers Market Local vs. Conventional

Unit 4: Where Do We Go from Here? (Career Development) (2 weeks) ! Personal Inventory: Skills, Values, Aptitudes, Interests ! Technology-based individualized career research project ! Community-Linked Project: Career Fair !

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Title: Who am I, What am I, Where am I?

Subject: Family & Consumer Sciences Grade: 7

Time Frame: 1 week

Topic: Community Resources/Human Development

Designer: Elena Teixeira

Established Goals:
New York State Family and Consumer Sciences Standards Community Connections (CC) Human Development (HD) " CC 1.1 Identify community goals, resources, and systems of support available to individuals and families CC 1.2 Analyze the reciprocal impact of individual participation in community activities HD 8.2 Determine role in relation to home, school, community, and workplace, noting the similarities and differences. HD 8.3 Cite examples showing that the degree of responsibility changes from childhood to adulthood, according to an individuals level of maturity HD 8.4 Discuss how responsibility for the rights of others changes from childhood to adulthood.

Transfer Students will explore their identities and needs as individuals and as community members as they effectively develop the answers to the questions, who am I, what am I, where am I? Students will identify and utilize the community resources that can satisfy such needs.
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Students will understand that They have individual skills and abilities that make them unique and valuable to their communities. As we grow, it is our responsibility to develop these resources and to make them available to the community, for example through a career, service, etc.

Essential Questions: 1. Why is it important to identify ones strengths? 2. How can the community help me become the best version of myself? 3. How can I help the community become the best version of itself? 4. What resources does the community provide to help its citizens/members?

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New York State Learning Standards English Language Arts: 1, 2, 4 Mathematics, Science, and Technology: 7 Social Studies: 3

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Acquisition Students will be able to Utilize and interpret a map. Evaluate family needs. Develop plausible solutions to satisfy these needs. Recognize and defend the concept of community as a unit that helps the individual succeed. Diagram the various communities that they are a part of and how each contributes to their quality of life. Identify their own skills, attributes, aptitudes, talents, and interests, and how these can be developed over time to serve the needs of others.

New York State Common Core Standards 7th Grade English Language Arts and Literacy " Writing: 1,6,7,8

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Career Development and Occupational Studies (CDOS) 3a1: Basic Skills 3a2: Thinking Skills 3a4: Interpersonal Skills 3a5: Technology 3a6: Manage Information 3a8: Systems

That all people and families have needs that need to be met; the community has the resources to satisfy these needs. Likewise, individuals have talents, resources, and skills that can benefit the community and should be shared!

National Standards for Family and Consumer Sciences " Standards for Career and Community Life: 1.3.3, 1.3.4, 1.3.6

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Evaluative Criteria All submitted work will be: Punctual Accurate Detailed Plagiarism-Free Creative Informative P.A.C.T.S. Perfect o Punctuation o Agreement o Capitalization o Tense o Spelling

Assessment Evidence Students will demonstrate learning by... Performance Tasks Community Mapper Our town has many resources to help its residents meet their needs. Imagine you are helping a new student who just arrived to Great Neck. He/she needs to learn where to find places to eat, shop, study, and worship. Using the map provided, locate the following essential businesses and services: your friends home, police station, fire station, train station, bus stop nearest your home, school(s), 3 of your favorite restaurants, library, church/synagogue/mosque, 1 clothing store, 1 park, 1 barbershop/hair salon, 2 supermarkets, and 1 popular place where you and your friends like to hang out in town. Remember to create a key for your map and label each item on your map with its name, address, and category. Based on the map you have amended, complete the Great Neck Directory sheet with the contact information for each of your businesses/services to help your friend find his or her way around town. Then, write a 2-paragraph letter to your friend welcoming him or her to Great Neck and introducing what the town has to offer.

Key Criteria for Performance Task Correctly used map to identify locations in all required categories Neat and comprehensive labeling, including key Other Evidence Complete and accurate Reflection/Participation in online blog discussion Great Neck (Edmodo.com) Directory Letter is PACTS perfect (Punctuation, Agreement, Capitalization Letter explains how the community meets the needs of the individual ! ! ! ! ! ! ! !

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Learning Plan Summary of Key Learning Events and Instruction Learning Events Students Will Introductory Activity 1. Group puzzle assembly will function as introductory team-building. It will also represent essential course concept of many pieces working together to form a whole, and the necessity of each and every person having an important role to play in what happens to the rest of the group. Without one piece (representing a person and their individual abilities and responsibilities), the puzzle (the world at both local and increasingly global levels) would not be the same or complete. Establishing Foundation Concepts 2. Perform daily recall to identify individual and family needs 3. Class-level definition of community using the synetics model 4. Discuss the teacher-read poem Ations by Shel Silverstein 5. Illustrate an ation from Shel Silversteins poem and explain its significance in relation to the functioning of the community 6. Bronfenbrenners Ecological Systems theory spheres of influence activity- Identify and explain micro-, meso-, exo-, and macro system functions and facilities used by members of the community What Your Town Can Do For You, What You Can do for your Town 7. Use print and digital media (Internet/iPads/laptops) to perform basic research about locations and contact information for facilities identified in Ecological Systems theory activity 8. Create community map, applying research. 9. Defend the essentiality of the local community to a newcomer in welcome letter to accompany map 10. Analyze segments of John F. Kennedys inauguration speech, which promoted public service and goodwill, and famously contained the phrase Ask not what your country can do for you, but what you can do for your country. 11. Write and sign a Contract of Action using individual attributes to explain how ones individual strengths can be used to change the world at many different levels (family, town, state, country, world) ! Progress Monitoring Self-Assessment and Reflection Daily reflection on activities through journaling and participation in webbased discussion on class Edmodo blog

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Supporting Documents for Unit 1: Who Am I, What am I, Where am I?

Ations by Shel Silverstein From Where the Sidewalk Ends

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Sample Map to be Used for Community Mapper Performance Task Who am I, What am I, Where am I? Unit
The map is actually a book cover, which is distributed yearly by the school. It has accurate streets and businesses in the downtown Great Neck Area. If these are unavailable, real maps can be used instead.

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Transcript of President John F. Kennedys 1961 Inaugural Address

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Title: What Makes Dollars and Sense?

Subject: Family & Consumer Sciences Grade: 7 Transfer

Time Frame: 2 Weeks

Topic: Financial Management

Designer: Elena Teixeira

Established Goals:
New York State Family and Consumer Sciences Standards Financial Management (FM) Consumer Resource Management (CRM) Interpersonal Relationships (IR) " CRM 1.1 Distinguish between the influence of different individual and family priorities, needs, wants, and values on consumer decisions CRM 3.1 Analyze needs and wants, relating them to personal and/or family goals and the rights and responsibilities of consumers FM 2.2 Identify reasonable individual wants. FM 2.3 Establish financial goals based on needs and wants. FM 2.5 Formulate a personal plan (budget) for use of money FM 3.3. Describe banking services available for saving and the procedures for acquiring and using each. FM 4.2 Describe banking services available for paying for purchases and the procedures for acquiring and using each. FM 4.3 Demonstrate the use and maintenance of a checking account. IR 9.1 Create an environment that encourages and respects ideas, perspectives, and contributions of all group members. IR 9.3 Demonstrate processes for cooperating, compromising, and collaborating New York State Learning Standards English Language Arts: 1, 2, 4 Mathematics, Science, and Technology: 3,7

Students will explore the concepts of responsibility and management as ways to make dollars and sense of individual finances and resources. Students will learn about needs and wants as the basis of budgeting and financial decision making, and the role that compromise and collaboration play in the family financial plan.
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Students will understand that Individuals and families must survive with a finite amount of money earned. In order to make the most of this gross and net sum, it is important to spend and save responsibly. A clear plan and goals can help to stay in the black.

Essential Questions: 1. Why is our salary not the amount that we actually receive? 2. How can a budget help us meet financial goals? 3. How do needs and wants affect a financial plan? 4. How does a budget become balanced? 5. Why is it important to have a financial plan?
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Acquisition Students will know Banks are an important resource for storing, lending, and investing money. They help us maintain and manage the money we have to make purchases and payments, and even can loan us money in the form of credit. Budgets are a mutable plan for spending money.
Students will be able to Calculate net income from gross salary. Evaluate family and individual needs and wants. Use current media (print, Internet) to perform research. Create a financial plan (budget) based on their income and financial goals. Negotiate with others to determine a financial plan. Adjust a financial plan as necessary based on unforeseen expenses and circumstances. Manage a checking account, including balancing a budget and writing a check. Interpret financial documents. Keep accurate financial records.

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New York State Common Core Standards 7th Grade English Language Arts and Literacy " Reading Informational Text: 1,4,7 " Writing: 1,2,6,7 7th Grade Mathematics " 7.EE Expressions and Equations

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Career Development and Occupational Studies (CDOS) 3a1: Basic Skills 3a2: Thinking Skills 3a4: Interpersonal Skills 3a5: Technology 3a6: Manage Information 3a7: Manage Resources

National Standards for Family and Consumer Sciences " Standards for Consumer and Family Resources: 2.1.2, 2.1.7, 2.5.1, 2.6.1, 2.6.1 " Standards for Interpersonal Relationships: 13.3.3, 13.3.4, 13.4.3, 13.4.3, 13.5.1, 13.5.5, 13.5.7

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Evaluative Criteria All submitted work will be: Punctual Accurate Detailed Plagiarism-Free Creative Informative P.A.C.T.S. Perfect o Punctuation o Agreement o Capitalization o Tense o Spelling

Assessment Evidence Students will demonstrate learning by... Performance Tasks Budget Balancer Every family has a specific, albeit unique, amount of money to spend per month. You and your groupmates are now a family. You will be given a specific monthly salary which will cover your living expenses, including needs, wants, and the occasional unforeseen cost. It is your responsibility to negotiate among the family members to decide how to delegate the monthly income and to record all your purchases to the bank. Prioritize your spending: you will need to find and run a home, arrange transportation, and pay bills in addition to leisure spending and saving. Use your Budget Planner spreadsheet to record costs, purchases, and payments, and to formulate a financial goal. Can you stay out of the red?

Key Criteria for Performance Task Budget is balanced (spending does not exceed monthly Other Evidence income) Bank field trip Scavenger Hunt Used appropriate print and Needs vs. Wants Classification digital media to find housing Reflection/Participation in online blog discussion and transportation and (Edmodo.com) research costs of expenses Budget considers fixed expenses (housing costs, insurance, Internet) as well as variable expenses (entertainment costs, utilities, unforeseen costs) Checks correctly written for purchases and payments Budget Planner spreadsheet states financial goal and is complete with check records Journal and reflection identify & analyze groups strengths and struggles ! ! !

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Learning Plan Summary of Learning Events and Instruction Diagnostic Assessment Pre-Assessment Quiz: Financial Vocabulary Learning Events Students Will Banking Basics 1. Visit a local bank and complete a scavenger hunt to explore the financial products and services offered, including checking and savings accounts, deposits, withdrawals, safe deposit boxes, loans, and credit 2. Open a mock checking account, receive a bank card, and effectively make a deposit and withdrawal using online ATM Simulators (http://www.gcflearnfree.org/everydaylife/atm; (http://www.handsonbanking.org/htdocs/en/y/gs/how/ygshowpra.html) on iPads 3. Write a check with the guidance of The US Mint check writing game on iPads (http://themint.org/kids/writing-a-check.html) and practice writing checks by hand using specified information and amounts Needs, Wants, and Budgeting 4. Define and categorize wants versus needs and the variables that can make these categories vary from person to person/family to family (ex. Income, Different Jobs) using Daily Activity Recall (completed during previous unit) 5. View Mr. Gross and Mr. Net cartoon to extrapolate impact of taxes on a salary 6. Compute gross and net income based on an established salary using Budget Deduction Worksheet 7. Observe monthly expenses and their impact on a budget by playing the US Mint Budgeting Game (http://themint.org/kids/determining-yourbudget.html) 8. Analyze sample budget created from US Mint Game to guide performance on Budget Balancer performance task 9. Use Internet/iPads/Newspapers to investigate costs of living accommodations, transportation, and costs of extraneous items 10. Negotiate with class family to decide on spending and adjust budget accordingly in response to unforeseen expenses, levied by the teacher 11. Effectively write checks for purchases and payments and record spending following US Mint Model to keep budget balanced 12. Analyze strengths, strategies, and struggles of the budgeting activity in a final written reflection
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Progress Monitoring Self-Assessment and Reflection Daily reflection on activities through journaling and participation in webbased discussion on class Edmodo blog Students will be encouraged to reflect on and readjust budget as necessary to stay in the black

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Supporting Documents for Unit 2: What Makes Dollars and Sense? Budgeting Notes

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United States Mint Budgeting Activities

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Title: How Can One Forkful Change the World? Topic: Food and Nutrition

Subject: Family & Consumer Sciences Grade: 7 Designer: Elena Teixeira Transfer

Time Frame: 5 weeks

Established Goals:
New York State Family and Consumer Sciences Standards Nutrition and Wellness (NW) Consumer Resource Management (CRM) " NW 1.1 Identify common kitchen equipment and uses. " NW 1.2 Demonstrate effective safety and sanitation procedures when handling food. " NW 1.3 Demonstrate accurate measuring of dry/solid, liquid, and small amounts of ingredients " NW 1.5 Demonstrate how to prepare a simple recipe. " NW 3.1 Identify the relationship of nutrition and wellness to individual and family health throughout the lifespan. " NW 3.2 Appraise sources of food and nutrition information, including food labels, related to health and wellness. " NW 2.1 Explain how cultural and ethnic background influence on food choices and nutrition practices. " NW 2.6 Identify the government, economic, and technological influences on food choices and practices. " NW 2.7 Recognize the impact of global and local effects and conditions on food choices and nutrition practices NW 5.9 Practice eating behavior which promotes social acceptance and shows consideration for others. CRM 1.6 Identify environmental and social issues that impact the rights of others in the context of consumer decisions. CRM 2.1 Describe the role of the responsible consumer in the local and/or global marketplace New York State Learning Standards English Language Arts: 1, 2, 4 Mathematics, Science, and Technology: 5,7 Social Studies: 3,4

Students will develop a socially-responsible global gaze with which to approach picking, procuring, and preparing food. They will come to think global and act local as they develop the complex, divergent answers to the question how can one forkful change the world? Students will understand that
Meaning Essential Questions: 1. Why is it important to think global and eat local? 2. How is it possible to think globally while eating locally? 3. Why is it that you are what you eat? 4. Why do different cultures eat the foods that they do?

The things we choose to eat matter not just on our plate at dinner time, but also to ourselves and the world in the future. They will recognize food as a powerful vehicle, capable of changing our bodies, our communities, and our worlds both now and for generations to come.

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5. How and why has the idea of you eat what you are changed over time? Acquisition Students will be able to
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New York State Common Core Standards 7th Grade English Language Arts and Literacy " Reading Informational Text: 1,4,7 " Writing: 1,2,6,7 " " " " " " " " " " " " Career Development and Occupational Studies (CDOS) 3a1: Basic Skills 3a2: Thinking Skills 3a3: Personal Qualities 3a4: Interpersonal Skills 3a5: Technology 3a6: Manage Information 3a7: Manage Resources 3a8: Systems National Standards for Family and Consumer Sciences Standards for Food Production & Services: 8.5.1, 8.5.7, 8.5.14 Standards for Food Science, Dietetics and Nutrition: 9.3.4, 9.6.1 Standards for Interpersonal Relationships: 13.5.1, 13.5.7, 13.3.3 Standards for Nutrition and Wellness: 14.1.2, 14.1.3, 14.1.4, 14.2.1, 14.2.4, 14.3.4, 14.3.3

Whereas it is commonly accepted that you are what you eat, the traditional concept of you eat what you are is equally as important in the current climate of change and innovations in globalized food transport. Students will know how to safely and properly store and prepare food to meet the dietary needs of themselves and their families for health.

Make applied decisions about how food can meet their own health, wellness, and community needs. Correctly identify kitchen equipment and demonstrate its safe use. Apply the six nutrients as a basis for planning daily meals. Evaluate foods nutritive values based on the Nutrition Facts Label. Create a balanced meal plan based on a global food culture using the text Hungry Planet. Calculate their food footprint and construct ways to reduce their food miles. Defend the benefits and challenges for maintaining a socially-responsible diet at the local and global level.

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Evaluative Criteria All submitted work will be: Punctual Accurate Detailed Plagiarism-Free Creative Informative P.A.C.T.S. Perfect o Punctuation o Agreement o Capitalization o Tense o Spelling

Assessment Evidence Students will demonstrate learning by... Performance Tasks

Hungry Planet Food is one of the many elements that connects human beings across the globe. Everybody eats and shares meals, but what makes up those meals varies greatly from place to place. With the help of Hungry Planet by Peter Menzel and Faith DAluisio, we will pretend you are an exchange student living with a family in a foreign country. Your task is to report to the class about the foods and eating customs in that country. Why is fish a common dinner in Japan? What is a ration? You tell us! You are responsible for making a meal plan that accurately reflects the diet of your Key Criteria for Performance Task host country, and adequately makes use of your familys weekly food allotment and presenting it to the class when Hungry Planet you return home. Keep track of your observations in your Meal plan is realistic, Edmodo postcards written in letter form to your family nutritionally sound to the extent possible, and makes adequate use back at home. of familys food resources Edmodo postcards are PACTS Miles-Added perfect (Punctuation, Agreement, You are a reporter covering the latest buzz about the local and organic movement. A local dietitian is currently trying Capitalization, Tense, and to convince her hospitals purchasing department to switch Spelling) Reflection reveals understanding to buying local fruits and vegetable from a farmers market of the historical, socioeconomic, instead of conventional produce from a warehouse, and you want to get the scoop on this story. To present a fair and religious, and political motives behind food choice and habits in balanced view of the issue to your readers, you decide gather data to present the differences between local and the country Cites text(s) appropriately where conventional foods. Your report should account for differences in cost, taste, appearance, and distance traveled necessary between both types of foods. This data should be included Miles Added in you feature article. Remember to make your article Sensory evaluation completed appealing and engaging, starting with a catchy headline, and recorded accurately descriptive facts, and a clear and compelling argument. Is Used first-hand (farmers the dietitian correct? Are local foods a better choice? Well market) and Internet research to have to read to find out! supplement investigation Article clearly expresses stance Other Evidence on local movement, deepened Foods Labs with a compelling argument Six Nutrient Pamphlet Feature article is PACTS perfect Interactive Food Label Game (Punctuation, Agreement, Final Test Capitalization, Tense, and Reflection/Participation in online blog discussion Spelling) (Edmodo.com) Created by Elena C. Teixeira - 27

Learning Plan Summary of Key Learning Events and Instruction Diagnostic Assessment On class Edmodo site, analyze the quote: Give a man a fish, he will eat for a day. Teach him to fish, he will eat forever Learning Events Students will: Preparing to Cook 1. Complete kitchen equipment scavenger hunt, rotating to designated stations around the foods lab using tool design, listed function, and prior knowledge to learn names and purposes 2. Observe kitchen measurement demonstration and perform measurement lab with liquid and dry ingredients 3. Watch the Learning Seeds Kitchen Safety Skills video and complete safety fact worksheet including rectification methods for hazardous situations case studies Foods Labs 4. Flipped Classroom Activity: Knife Skills YouTube Video Transliteration 5. Recipe Lab: Pasta Salad, employing knife skills 6. Recipe Lab: Black Bean Brownies Food as Fuel 7. Use iPads to perform Webquest researching the Six Essential Nutrients as the basis of a balanced diet and for preventing disease. 8. Interpret food labels for nutrition and food component data, practicing on the iPad!using the Chef Solus Ride the Food Label Game http://www.nourishinteractive.com/kids/healthy-games/7-ride-the-foodlabel-game-nutrient-information 9. Compare and contrast different foods based on food label nutritional data to pick appropriate foods for diverse dietary needs. Food for Thought 10. Watch Whats on Your Plate film 11. Evaluate food footprint based on individual choices (organic, conventional, local, etc.) 12. Play Food Miles Game in small groups, calculating the pollution and environmental stress created by shipping raspberries in January across the globe 13. Read an excerpt (p.287-289) from The Omnivores Dilemma: Young Readers Edition by Michael Pollan, adapted by Richie Chevat pertaining to local, seasonal, fresh eating. Progress Monitoring Self-Assessment and Reflection Daily reflection on activities through participation in web-based discussion on class Edmodo blog in order to demonstrate understanding of how choosing certain foods over others can impact personal, economic, and environmental health now and in the future.

Repeat food footprint calculations on a weekly basis throughout unit

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14. Visit a local farmers market and listen to a local farmer discuss his production methods and benefits of eating locally 15. At farmers market, divide into groups and record products available at each vendor 16. Gather empirical data to compare and contrast locally grown/raised foods vs. conventional foods (price, taste, food miles), using appropriate print and digital media as necessary Info for selected local foods to be collected at farmers market 17. Recipe Lab: Seasonal Fruit Tart (using farmers market ingredients) 18. Compare and contrast locally grown/raised foods vs. conventional using Venn Diagram 19. Justify purchase of local or conventional food by interpreting collected data and synthesizing findings into Miles Added feature article 20. Watch the short video clip Michael Pollan: Why Eat Local to reinforce the economic and environmental benefits of eating locallyproduced foods and the hazards of globalization and commercialism.

Progress Monitoring Self-Assessment and Reflection

Changing the World with Just One Bite 1. Integrate personal experience to identify factors that affect food choice (religion, culture, socioeconomic status, season, rationing, scarcity, politics, history, health concerns, price of goods, holidays/traditions, taste, globalization) 2. Divide into small groups and assign each group a country/family from the photojournal Hungry Planet by Peter Menzel and Faith DAluisio. Countries may include USA, China, Chad, Kuwait, Bosnia and Herzegovina, Italy, and Cuba. 3. Create a culturally-sensitive and realistic meal plan based on their country, using the images and text in Hungry Planet and You Eat What You Are by Thelma Barer-Stein. Students will identify factors influencing the food that is available and chosen, and will present it to the class. 4. Compare the Hungry Planet photos from the USA and Chad to critique the more money, more processed dynamic of modern food choice 5. Debate the concept of globalization and how it can hurt local businesses, culture, and producers, based on slideshow of photos of McDonalds restaurants across the world and an excerpt from The Tuscaloosa News about the ban of Coke in Portugal, 6. Summarize the quote: Give a man a fish, he will eat for a day. Teach him to fish, he will eat forever and post in the classroom to cement the concept that if the whole world ate locally, that would support the economies in those places. 7. Create an Eaters Manifesto, recommending ways to change purchasing habits to reflect a more sustainable, eat local, think global mindset. 8. Pass Unit Test !

Edmodo Hungry Planet postcards

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Supporting Documents for Unit 3: How Can One Forkful Change the World?

Whats On Your Plate? DVD and Curriculum Guide

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Food Footprint Quiz

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Hungry Planet Photojournal By Peter Menzel and Faith DAluisio

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You Eat What You Are By Thelma Barer-Stein

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Title: Where Do We Go from Here?

Subject: Family & Consumer Sciences Time Frame: 2 weeks Grade: 7 Designer: Elena Teixeira

Topic: Career Development

Established Goals:
New York State Family and Consumer Sciences Standards Career Development (CD) Human Development (HD) " CD 3.1 Demonstrate worker behaviors and characteristics which contribute to the success of the individual and/or group in home, school, work, and/or community settings (e.g., cooperation, compromise, assertiveness, integrity, communication skills, teamwork skills, leadership skills, work ethics, professionalism) CD 5.1 Identify and use available career resources to obtain information about careers and employment trends. CD 5.4 Examine potential career choices to determine knowledge, skills, and attitudes associated with each. CD 5.5 Match career characteristics and personal characteristics (eg. Abilities, values, interests, personality traits) and use as a guide in career planning. CD 5.6 Formulate a personal tentative career plan which includes short-range and long-range steps needed to carry out the career plan. HD 6.1 Identify the image projected by personal physical appearance, verbal and non-verbal communication, behavior, and action HD 6.2 Assess the impact of first impressions on the development of relationships

Transfer Having spent the quarter exploring the potential for change that lies in the synergistic relationship between individual and community, students will look ahead and answer the question where do we go from here? Students will investigate their own interests, aptitudes, skills, and abilities and how these qualities can become the basis for determining career paths. Meaning Students will understand that Essential Questions: Every individual has skills and aptitudes that can be the impetus for a successful career, some of which we may not even yet be aware of. Although ones career interests many change in the years to college and even beyond, starting with these areas helps us plan, develop, and focus attention on domains where we will be most happy and successful. Students will know 1. Why should we start thinking about careers at age 12/13? 2. How can your hobby or skill become a potential career path? 3. How can one make a great first impression?

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Acquisition
Students will be able to Justify how ones interests and skills in adolescence can be a foundation for a career path. Evaluate their own career possibilities using NYCareerzone.org. Present research findings in a logical, cohesive, and professional manner. Evaluate peers to identify essential skills for job-seeking, interviewing, and career success using established criteria. Demonstrate essential skills for job-seeking, interviewing, and career success.

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New York State Learning Standards English Language Arts: 1, 2, 4 Mathematics, Science, and Technology: 5,7

New York State Common Core Standards 7th Grade English Language Arts and Literacy " Listening and Speaking: 4, 5, 6 " Writing: 6

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Career Development and Occupational Studies (CDOS) 3a1: Basic Skills 3a2: Thinking Skills 3a3: Personal Qualities 3a4: Interpersonal Skills 3a5: Technology 3a6: Manage Information 3a7: Manage Resources

Students will have a clear grasp of their own skills, interests, and aptitudes and that these areas can be a great starting point or direction for deciding on a career. Regardless of ones chosen path, there are certain skills that are universally essential for job-seeking and workplace success, including communication skills, dedication, and professionalism.

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National Standards for Family and Consumer Sciences Standards for Career, Community, and Life Studies: 1.2.1, 1.2.2, 1.2.6, 1.2.8

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Evaluative Criteria All submitted work will be: Punctual Accurate Detailed Plagiarism-Free Creative Informative P.A.C.T.S. Perfect o Punctuation o Agreement o Capitalization o Tense o Spelling

Assessment Evidence Students will demonstrate learning by... Performance Tasks Career Fair Fast-forward 20 years! You are a successful professional working in your ideal career, and you have been asked to present at a career fair designed to inform middle school students about different career options. Based on your research from NYCareerZone.org, your task is to assume the persona of your assigned profession and explain your job to the students attending the fair (your peers). Remember to engage your audience and use your think-tactoe projects to help enhance your presentation. Other Evidence Reflection/Participation in online blog discussion (Edmodo.com) Inventory of Personal Strengths/Skills in relation to career choice Think-Tac-Toe projects help clarify details and gauge understanding of career

Key Criteria for Performance Task Career Fair Think-tac-toe projects complete and turned in at fair Thorough explanation of job tasks, both verbally and through use of think-tac-toe projects Appropriate costume for profession Accuracy of interpretation and information

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Learning Plan Summary of Key Learning Events and Instruction Diagnostic Assessment Personal Exploration Questionnaire will help students to focus attention on their strengths, weaknesses, interests, aptitudes, hobbies, and skills Learning Events Progress Monitoring 1. Teacher will discuss her personal career journey to discuss how these elements can be developed through time and education and can be the basis of a career choice. 2. Interactive Skype session with guest speaker: PGA Golf Professional. Particularly of interest for male and sports-oriented students, Mr. Gaeta will explain how his interest in sports was able to turn into a career without the necessity of playing professionally. His experience highlights how an interest can be tweaked and become an indirect career path (ex. Being interested in food without becoming a chef). 3. Survey and inventory best-fit career options completing NYCareerZone.org questionnaire independently. Students will select one career to research further. 4. Perform research Webquest using NYCareerZone.org, The United States Bureau of Labor Statistics, and MyNextMove.org, to obtain essential information about their chosen career, including education required, tasks, salary, benefits and drawbacks. 5. Apply understanding of career research through Think-Tac-Toe differentiation project. Students will select three short activities to complete from a total of nine options, arranged in a tic-tac-toe board format. The three selections must be, as in tic-tac-toe, in a vertical, horizontal, or diagonal line. The activities will be deliberately arranged on the board to target a variety of learning preferences (artistic, verbal, kinesthetic, etc.). The center square will be free choice to allow for flexibility in designing an alternative project. 6. Evaluate first impressions of well-known celebrities pretending to apply for a job. This will highlight the importance of attire, posture, makeup, and composure in creating a positive impression. 7. Host a career fair for the school community in the gymnasium. All students will dress up as a professional in their chosen career and will use their three Think-Tac-Toe projects to serve as visual aids, explain their career, and to engage the audience, and demonstrate a thorough understanding of the responsibilities of a worker in this field. 8. At the career fair, students not presenting will complete a career gallery worksheet to record facts about their peers presentations and careers. ! ! Created by Elena C. Teixeira - 36 Self-Assessment and Reflection Continual analysis of strengths and weaknesses and their relationship to career suitability Daily reflection on activities through participation in web-based discussion on class Edmodo

Supporting Documents for Unit 4: Where Do We Go From Here? ! ! !

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