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Life Skills 7
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Becker Course Template

Grade/Class:   Life Skills 7                                                                  

Department:  Middle School Family and Consumer Sciences   

Aligned to: Minnesota State Standards __X____   Middle School (MMSFACS)                  National Standard Correlation (NSC) __X___        

Rationale:  It is the aim of FACS courses that all students increase their ability to act responsibly and productively, work cooperatively, apply concepts of balancing school/work and family, create solutions to critical and emergent issues, utilize technology effectively in personal and family settings, and maintain healthy lifestyles. FACS education provides the bridge needed by all students to deal with life and career issues.

FACS at the middle level prepares students to acquire personal skills and plan ways to transfer those skills to the workplace; investigate and assume appropriate individual and family roles; understand and apply concepts of balancing work and family; and acquire skills and attitudes that lead them to contribute to the good of the community and society. FACS curriculum includes acquisition of problem solving, decision-making, higher order thinking, communication, literacy, and numerical skills in applied community, work, and family contexts. It is the aim of FACS courses that all students increase their ability to act responsibly and productively, to synthesize knowledge from multiple sources, to work cooperatively, and to apply the highest standards in all aspects of their lives. Family and Consumer Sciences Education provides the bridges needed by all students to deal with major societal issues such as work-and-family, child and elder care, family and community violence and crime, and usage of technology.         

MN Middle School FCS Academic Standards

MN Framework/Standard

National Standard Correlation

Essential Outcomes (Learning Goals)

What do we want students to know or be able to do?

Students will…

I can...

Critical Information and Vocabulary...

students need to meet

the learning goal

Classroom Activities, Skills/Tasks

Assessments

How do we know students know or can do it?

Topic:  Middle School Human Development and Relationships

 

MMSFACS 4.2

Caring for Children and Others:  Demonstrate skills for positive guidance and caregiving of children and others including:

MMSFACS 4.2.1  Understanding ages and development stages from birth through adolescence.

MMSFACS 4.2.2 Caregiving responsibilities/babysitting skills.

NCS 12.1  Analyze principles of human growth and development across the life-span.

NCS 12.1.1  Analyze physical, emotional, social and intellectual development.

4.0  Students will demonstrate relationship skills and understanding in contexts across the life span such as school, parenting and the workplace.

I can:

  1. Define the stages and ages of child development.
  2. List the basic needs of children.
  3. Describe the responsibilities of a caregiver.
  4. Compare the needs of children to statistics about the current welfare of children to draw conclusions regarding next steps.

 

 

Prenatal

Infancy

Toddler

Preschooler

School-Age

Adolescence

Maslow’s Hierarchy of Needs

 

Compare universal needs of all young children to current statistics of the experiences of young children in the United States and/to other

parts of the world.

UNICEF

NAEYC

 

 

 *List and compare/contrast

 the major responsibilities of

 parents and caregivers.

*Identify healthy relationship

 practices which promote

child growth and development.

MMSFACS 4.2.1  Understanding ages and development stages from birth through adolescence.

MCHD 1.1

Analyze parenting roles across the lifespan.

NSC 15.1.1

MCHD 2.0

Analyze principles of human growth and development across the life-span (including nutrition, brain development and birth defects.)

NCS 12.1

Topic:  Prenatal

Students will identify

  1. Key developmental concepts regarding prenatal development
  2.  The three prenatal stages of human development
  3. The impact of chemicals on fetal development as related to alcohol and tobacco.  (FASD and low birth weight and their development implications.

Ovum

Embryo

Fetus

Placenta

Umbilical Cord

Fetal Alcohol Spectrum Disorder

March of Dimes

MMSFACS 4.2.1  Understanding ages and development stages from birth through adolescence.

MMSFACS 4.2.2 Caregiving responsibilities/babysitting skills.

MCHD 3.0

Analyze factors that influence infant human growth and development.

NSC 4.2 and 12.1

Topic:  Infants

Students will identify:

  1. Physical characteristics of a newborn including reflexes.
  2. Physical changes during the first year of life.
  3. Goals of infant brain development.
  4. Windows of Opportunity
  5. Basic principles of attachment theory.
  6. Sudden Infant Death Syndrome
  7. Characteristics of Safe to Sleep
  8. Characteristics of the Period of PURPLE crying.
  9. Factors contributing to Abusive Head Trauma (Shaken Baby Syndrome.)
  10. American Academy of Pediatrics screen time recommendations.
  11. Importance of early literacy skills for infants.

MMSFACS 4.2.1  Understanding ages and development stages from birth through adolescence.

MMSFACS 4.2.2 Caregiving responsibilities/babysitting skills.

MMSFACS 4.2.5 Children’s play and toys (for learning as well as safety, recalls and age appropriateness.)

MCHD 4.0 & 5.0

Analyze factors that influence toddler and preschooler human growth and development.

NSC 4.2 and 12.1

Topic:  Toddlers and Preschoolers

Students will identify:

  1.  Characteristics of physical, intellectual, emotional and social development of toddlers and preschoolers.
  2. Developmental milestones of toddlers and preschoolers.
  3. Why children need play.
  4. Characteristics and safety features of toys, recalls and age appropriateness.
  5. How development is encouraged during play opportunities for young children.
  6. Early literacy opportunities for toddlers and preschoolers.

Play to Learn

*The Importance of Play

         *Describe the ways children learn

      Solitary play

      Parallel play

      Cooperative pay

  *Importance of nature/green space

 

 *Learning Activities to Enhance Development

*Evaluate play materials for young children.

 

*Evaluate books as related to a young child and their growth.

 

 Name the characteristics of

safe, educational play

 materials.

 

Evaluate children’s books for

 their encouragement of early

Literacy

MMSFACS 4.2.1  Understanding ages and development stages from birth through adolescence.

MMSFACS 4.2.2 Caregiving responsibilities/babysitting skills.

MMSFACS 4.1.3  Setting rules, compromising, cooperating

MMSFACS  Communication skills and styles.

NCS 15.2  Evaluate parenting practices that maximize human growth and development.

NCS 15.2.2  Apply communication strategies that promote positive self-esteem in family members.

NCS 15.2.3  Assess common practices and emerging research about discipline on human growth and development.

Topic: Guiding children’s Behavior

Describe 3 parenting styles.

          *Permissive

          *Authoritative

          *Authoritarian

*Infant, Toddler, Preschool Development

      *Social Development

      *Emotional Development

      *Physical Development

      *Intellectual Development

      *Moral Development

*Communicating with Children

         *Telling vs. asking

         *Giving limited choices

         *Do vs. Don’t Do

         *Encouragement vs. Praise

Distinguish between positive

and negative guidance

techniques.

 

Identify various discipline

problems and guidance

 techniques at various ages and for various skills.

MMSFACS 4.2.1  Understanding ages and development stages from birth through adolescence.

MCDH 6.0, 7.0, 8.0, 9.0  Analyze factors that influence development of school-age and adolescence, young adults, middle adults and our elderly.

Topic:  School-age/Adolescence

Topic:  Young Adulthood

Topic:  Middle Adulthood

Topic:  Geriatrics

MMSFACS 1.3

Exploring Careers:  Investigate personal attributes, standards, goals, interest, and aptitudes as they relate to career concepts.

MCHD 10.0

Analyze current career paths within child and human development.

NCS 4.1

Topic:  Career Paths in Child and Human Development

MN Middle School FCS Academic Standards

MN Framework/Standard

National Standard Correlation

Essential Outcomes (Learning Goals)

What do we want students to know or be able to do?

Students will…

I can...

Critical Information and Vocabulary...

students need to meet

the learning goal

Classroom Activities, Skills/Tasks

Assessments

How do we know students know or can do it?

Topic:  Middle School Design

MMSFACS 6.0  Demonstrate knowledge, skills, and practices in interiors, textiles and apparel.

MMSFACS 6.2

 Project Construction:  Use sewing techniques including:

MMSFACS 6.2.1 Technical Reading

MMSFACS 6.2.2 Problem Solving

MMSFACS 6.2.3 Self-motivation &

      Time management

MMSFACS 6.2.4 Demonstrate accuracy in measuring, cutting and correct sewing techniques to produce a product.

I can…

  1. Demonstrate safe use of a sewing machine.
  2. Identify sewing machine parts and match their names to their functions.
  3. Identify tools for apparel construction and match their names to their functions.
  4. Demonstrate safe use of apparel construction tools.
  5. Choose sewing machine functions to modify the machine uses.
  6. Select materials that express my personality.
  7. Incorporate straight stitching, backstitching, pivoting, zigzagging and maintaining a seam allowance.
  8. Evaluate my self-direction, motivation and time management as well as my craftsmanship in completing a project.

Flipped Lessons

Notes

Practice Sheets

Sewing Test Sheet

Seam Sample #1

Seam Sample #2

Quizzes

Pillowcase

MMSFACS 6.1

Caring for Resources:  Demonstrate skills needed to care for personal and family resources, including:

6.1.1 Reading care labels

6.1.2 Care, repair and storage of personal resources

6.1.3 Clothing care, repair, stain removal, laundry

I can…

  1. Apply knowledge of single ASTM care symbols to interpret the care requirements of a garment.
  2. Demonstrate understanding of garment care to complete two loads of laundry at home.
  3. Apply techniques learned in class to hand sew a button onto fabric.

Laundry flipped lesson - reading care labels

At home Lab Evaluation Sheet

Button Repair

MMSFACS 6.3.3  Explore current technology use for apparel and home decor (ie:  sportswear, water repellent, wrinkle resistant.)

MMSFACS 6.3.1  Demonstrate design concepts with fabrics.

I can…

  1. Recall the differences between natural and synthetic fibers.
  2. Design an e-textile bookmark.

E-Textile Project

MFATD 5.1  Identify internal and external factors that influence marketing and merchandising.

NCS 16.5.2  

MFATD 6.4  Critique various methods for promoting and advertising apparel and textile products.

NCS 16.5.5

NCS 2.2  Analyze the relationship of the environment to family and consumer resources.

I can…

  1. Outline the source history of clothing worn in the United States and point out global perspectives to be aware of.
  2. Critique garment advertising.

Clothing Purchasing

 

Clothing Quality

 

Clothing Advertising

 

Global Apparel Manufacturing Considerations

1.3  Evaluate the reciprocal effects of individual and family participation in community activities.

1.3.2  Demonstrate skills that individuals and families can utilize to support civic engagement in community activities.

Service Learning

Sew Pillowcases for Ryan’s Case for Smiles

MMSFACS 1.3

Exploring Careers:  Investigate personal attributes, standards, goals, interest, and aptitudes as they relate to career concepts.

MFATD 6.1  Identify various career opportunities in the textile, apparel, and design industries.

I can…

  1.  

Topic:  Career Paths in fashion, apparel, textile, and design industries.

Essential Questions/Data

/MN Academic Standards/21st Century Skills

*Essential Outcomes (Learning Goals)

What do we want students to know or be able to do?

Students will…

I can...

Critical Information and Vocabulary

students need to meet the learning goal

Classroom Activities, Skills/Tasks

Assessments

How do we know students know or can do it?

1.