Exploring Food Preparation, Nutrition, and Careers: A Comprehensive Guide, Study Guides, Projects, Research of Nutrition

Download Exploring Food Preparation, Nutrition, and Careers: A Comprehensive Guide and more Study Guides, Projects, Research Nutrition in PDF only on Docsity! Page 1 Family and Consumer Sciences Grades 9-12 The University of the State of New York The State Education Department Office of Curriculum and Instructional Support Albany, New York 12234 2012 Page 2 Acknowledgements Many Family and Consumer Sciences educators from across New York State contributed to the development of the original Food Preparation and Nutrition curriculum guide. Since then, many efforts have been made to maintain the integrity of the curriculum guide while updating the accompanying learning experiences. This revision brings Food Preparation and Nutrition into alignment with all educational requirements and recommendations at the state and national levels. A special thank you goes to the writing team for their vision in updating this document, as we acknowledge the time, talents, and expertise of all who contributed to the development of this course. Curriculum Writing Team 2010 Melissa Buyce Burnt Hills-Ballston Lake Central School District, Burnt Hills Ann Coleman Niskayuna Central School District, Niskayuna (retired) Penny Corlew Cohoes City School District, Cohoes Kimberly DeHart Albany City School District, Albany Deborah Hall Cobleskill-Richmondville Central School District, Cobleskill Karen Koeppel West Seneca Central School District, West Seneca Danielle Manning Burnt Hills-Ballston Lake Central School District, Burnt Hills Barbara Mikler-Crandon Newark Central School District, Newark Catherine Moots Falconer Central School District, Falconer Marta Roberts-Pekar Burnt Hills-Ballston Lake Central School District, Burnt Hills Eleanor Sicluna Albany City School District, Albany Sally Taibe Warrensburg Central School District, Warrensburg Dawn B. Scagnelli New York State Education Department, Albany Page 5 Curriculum Overview — Food Preparation and Nutrition 1. What is the prerequisite? The Food and Nutrition Core course is a suggested prerequisite for all cluster-level courses in Food and Nutrition. Food Preparation and Nutrition was designed as a 20-week course, though schools may wish to expand the time to 40 weeks. If Food Preparation and Nutrition is offered without initial completion of the Food and Nutrition Core course, the breadth of content topics included may be addressed best in a 40- week time frame. 2. Who can teach the Food Preparation and Nutrition course? All Family and Consumer Sciences courses must be taught by a certified Family and Consumer Sciences teacher. Certified Family and Consumer Sciences educators may also teach the Careers and Financial Management course required for Career and Technical Education majors. 3. How is the Food Preparation and Nutrition course organized? The Food Preparation and Nutrition course is divided into 6 content topics: History of Food Preparation (H) Food Preparation for Nutritional Needs (FP) Current Food Issues (CI) Facility Design and Management (FD) Skills and Techniques of Food Preparation (ST) Careers in Food Preparation and Nutrition (C) Each content topic is introduced with an Essential Question which will allow the students to focus on the process skills involved. This is followed by: • The Standards Connections • Key Ideas • A Rationale • Performance Objectives and Supporting Competencies The process skills of communication, leadership, management, and thinking which have been studied in depth in Home and Career Skills are not to be taught separately but rather applied throughout the course using the focus of essential questions. Page 6 4. How does the Food Preparation and Nutrition curriculum relate to the Learning Standards? This course is a vehicle through which the commencement level New York State Learning Standards for Family and Consumer Sciences (Personal Health and Fitness, A Safe and Healthy Environment, and Resource Management) can be attained. It addresses the New York State Commencement Level Learning Standards for Career and Occupational Studies (Career Development, Integrated Learning, and Universal Foundation Skills). Standards delivered in the academic disciplines of Math, Science, Technology, English Language Arts, Social Studies, Languages Other Than English and the Arts are supported by the Food Preparation and Nutrition course as it provides real-world opportunities to apply the key ideas and skills taught in those disciplines. Food Preparation and Nutrition content topics align with the National Standards for Family and Consumer Sciences. 5. Why is it important for students to enroll in Food Preparation and Nutrition? All students are members of current and future families. Understanding the dynamics of relationships is a key to a successful future in home, school, community, and workplace settings. Employers stress the importance of employees demonstrating personal and interpersonal skills in the workplace. The Food and Nutrition field is an important component of the economy of New York State and provides many opportunities for employment. This course will help students explore careers related to Food Preparation and Nutrition and help them develop skills needed for employment. 6. What instructional strategies best support student learning in Food Preparation and Nutrition? The purpose of instructional strategies is to deliver the New York State Learning Standards in Family and Consumer Sciences and Career Development and Occupational Studies. Teachers should select strategies and sample tasks that are aligned with the key ideas and performance indicators for each standard. Food Preparation and Nutrition should be taught using an experiential approach. So that students may realize the benefits of this course, it is strongly recommended that they have regularly scheduled time to work in the foods laboratory setting. Guidelines for laboratory facilities and equipment can be accessed in the Family and Consumer Sciences Facilities Guide at http://www.p12.nysed.gov/cte/facse/guide.html . 7. How can special needs students succeed in Food Preparation and Nutrition? Family and Consumer Sciences educators acknowledge the need to differentiate instruction, recognize multiple intelligences, and maximize the strengths of varied learning styles to accommodate all students. This can be accomplished through a variety of alternative instructional and assessment strategies. Information on adapting space and equipment for special needs students can be found in the Family and Consumer Sciences Facilities Guide at http://www.p12.nysed.gov/cte/facse/guide.html. Page 7 8. How can student achievement of the New York State Family and Consumer Sciences Learning Standards through the Food Preparation and Nutrition course be assessed? Students should be assessed on a regular basis. All students can demonstrate the acquisition of skills learned and apply those to real-world situations through the use of: • Authentic assessments • Laboratories • Tests and quizzes • Projects • Observations • Public speaking • Written reflections • Portfolios • Nationally-recognized technical assessments 9. How does Food Preparation and Nutrition support positive youth development? Family, Career and Community Leaders of America (FCCLA) is an integral part of Family and Consumer Sciences education and an essential element in a complete Family and Consumer Sciences program. FCCLA is chartered by New York State, and is an ideal vehicle for realizing positive youth development. FCCLA is the only student organization of its kind focusing on family issues. FCCLA in secondary education Family and Consumer Sciences programs can be organized as a co-curricular and/or extra- curricular activity. The wide range of diverse activities, projects, programs, leadership opportunities, and service learning experienced through FCCLA complement and augment the content topics of the Family and Consumer Sciences curricula. Page 10 History of Food Preparation Performance Objective 3 H.3 Trace how food preparation methods, equipment, and storage have influenced the development of food options available to the consumer. H.3.1. Investigate the history of food processing and food preservation H.3.2. Examine the benefits and drawbacks of food processing and preservation methods H.3.3. Examine the contributions of science and technology to the food supply (e.g., genetically engineered and modified foods, selective breeding, and the development of food analogs and substitutes) H.3.4. Predict the future development of commercially available foods History of Food Preparation Performance Objective 4 H.4 Demonstrate an understanding of the development and importance of consumer rights and responsibilities H.4.1. Define consumer rights and responsibilities at the local, regional, state, national, and global levels as they relate to commercially available foods, the food industry, and the equipment utilized for home food preparation H.4.2. Examine the purpose of consumer rights and responsibilities at the local, regional, state, national, and global levels as they relate to commercially available foods, the food industry and the equipment utilized for home food preparation H.4.3. Investigate the development of consumer rights and responsibilities at the local, regional, state, national, and global levels as they relate to commercially available foods, the food industry and the equipment utilized for home food preparation H.4.4. Determine the importance of consumer rights and responsibilities at the local, regional, state, national, and global levels as they relate to commercially available foods, the food industry and the equipment utilized for home food preparation H.4.5. Predict the future development of consumer rights and responsibilities at the local, regional, state, national, and global levels as they relate to commercially available foods, the food industry and the equipment utilized for home food preparation Page 11 B. Food Preparation for Nutritional Needs (FP) What do I need to know about food preparation skills and techniques to enable me to plan meals that meet nutritional needs? Standards Connections Food Preparation for Nutritional Needs supports the NYS Family and Consumer Sciences Learning Standards 1 – Personal Health and Fitness and 3 – Resource Management; and NYS Career Development and Occupational Studies Standard 3a – Universal Foundation Skills Rationale The purpose of this content topic is to survey the methods of preparing food, the functions of food in the body, and the recommended dietary guidelines for individuals throughout the lifespan. Students will identify food preparation techniques taking into account the human digestive process and dietary needs. This content topic will provide opportunities for students to apply communication, leadership, management, and thinking skills to the study of Food Preparation for Nutritional Needs. Key Ideas NYS FACS 1 - Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health. NYS FACS 3 - Students will understand and be able to manage personal resources of talent, time, energy and money, to make effective decisions in order to balance their obligations to work, family and self. They will know and access community resources. NYS CDOS 3a1 - Basic Skills NYS CDOS 3a6 - Managing Information NYS CDOS 3a7 - Managing Resources Performance Objectives and Supporting Competencies for Food Preparation for Nutritional Needs Food Preparation for Nutritional Needs Performance Objective 1 FP.1 Evaluate the nutritional needs of individuals and families in relation to health and wellness across the life span FP.1.1. Identify essential nutrients in the diet (i.e., carbohydrates, protein, fats, vitamins, minerals, and water) FP.1.2. Appraise and interpret current nutritional data FP.1.3. Compare dietary guidelines across the life span FP.1.4. Discuss the relationship between dietary guidelines and food preparation regarding its effect on nutrient content FP.1.5. Recognize food preparation techniques that support dietary guidelines FP.1.6. Demonstrate the ability to plan aesthetically pleasing foods to meet dietary guidelines across the life span Page 12 Food Preparation for Nutritional Needs Performance Objective 2 FP.2 Identify the effect of nutrition practices on human digestion and metabolism FP.2.1. Describe the process of human digestion and metabolism FP.2.2. Explain the effects of food choices on growth, maintenance, and function of the human body FP.2.3. Examine how different food preparation methods influence digestion and metabolism Food Preparation for Nutritional Needs Performance Objective 3 FP.3 Evaluate food preparation methods FP.3.1. Identify food preparation methods that maximize nutrient retention in foods FP.3.2. Assess food preparation methods that maximize nutrient retention in terms of achieving desired outcomes for food quality Page 15 D. Facility Design and Management (FD) How can I organize my food preparation area to achieve optimal results? Standards Connections Kitchen Organization and Work Stations supports the NYS Family and Consumer Sciences Learning Standards 2 – A Safe and Healthy Environment and 3 – Resource Management; and NYS Career Development and Occupational Studies Standards 1 – Career Development and 3a – Universal Foundation Skills Rationale The purpose of this content topic is to organize a safe and sanitary working environment. Students will learn how to design, select equipment, maintain and operate a food preparation area that optimizes work flow. Students will also demonstrate proper cleaning and sanitizing procedures for food preparation equipment and facilities. The efficiency of equipment purchases, storage, and work areas will be examined based on long-term needs, specific industry regulations, and codes related to foods. This content topic will provide opportunities for students to apply communication, leadership, management, and thinking skills to the study of Facility Design and Management. Key Ideas NYS FACS 2 - Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment. NYS FACS 3 - Students will understand and be able to manage personal resources of talent, time, energy and money, to make effective decisions in order to balance their obligations to work, family and self. They will know and access community resources. NYS CDOS 1 - Students will learn about the changing nature of the workplace, the value of work to society, and the connection of work to the achievement of personal goals. NYS CDOS 3a3 - Personal Qualities NYS CDOS 3a7 - Managing Resources NYS CDOS 3a8 - Systems Performance Objectives and Supporting Competencies for Facility Design and Management Facility Design and Management Performance Objective 1 FD.1 Demonstrate the ability to plan, use and maintain an efficient food preparation facility FD.1.1. Identify various food preparation workplace designs FD.1.2. Describe how workplace design impacts food preparation efficiency FD.1.3. Develop and implement an organizational plan for a working food preparation facility FD.1.4. Recognize and demonstrate effective food preparation facility maintenance, storage, cleaning, and repair Page 16 Facility Design and Management Performance Objective 2 FD.2. Demonstrate selection, use, and maintenance of food preparation equipment FD.2.1. Identify standard, specialized and necessary appliances for the food preparation facility FD.2.2. Describe how appliances and equipment impact food preparation efficiency FD.2.3. Determine the appliances and equipment with which to equip the food preparation facility FD.2.4. Investigate alternative uses for some food preparation appliances and equipment FD.2.5 Recognize and demonstrate effective food preparation equipment handling, maintenance, storage, cleaning and repair Page 17 E. Skills and Techniques of Food Preparation (ST) How can I improve my food preparation techniques using effective planning and safe procedures? Standards Connections Skills and Techniques of Food Preparation supports the NYS Family and Consumer Sciences Learning Standards 2 – A Safe and Healthy Environment and 3 – Resource Management; and NYS Career Development and Occupational Studies Standards 2 – Integrated Learning and 3a – Universal Foundation Skills Rationale The purpose of this content topic is to identify, explain, and apply knowledge of foods and nutrition and the skills used in food preparation. Students will demonstrate safe and sanitary food preparation procedures, and utilize basic math skills in selecting, purchasing, and preparing foods. This content topic will provide opportunities for students to apply communication, leadership, management, and thinking skills to the study of Skills and Techniques of Food Preparation. Key Ideas NYS FACS 2 - Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment. NYS FACS 3 - Students will understand and be able to manage personal resources of talent, time, energy and money, to make effective decisions in order to balance their obligations to work, family and self. They will know and access community resources. NYS CDOS 2 - Students will use essential academic concepts, facts, and procedures in applications related to life skills and the world of work. NYS CDOS 3a1 - Basic Skills NYS CDOS 3a6 - Managing Information NYS CDOS 3a7 - Managing Resources Performance Objectives and Supporting Competencies for Skills and Techniques of Food Preparation Skills and Techniques of Food Preparation Performance Objective 1 ST.1 Demonstrate food safety and sanitation procedures ST.1.1. Identify conditions that promote safe food preparation procedures and prevent safety hazards ST.1.2. Explain emergency procedures to implement should an accident occur ST.1.3. Employ procedures based on current industry principles for handling food to minimize the risks of food borne illness Page 20 C.1.4 Examine education and training requirements and opportunities for career paths in the field of nutrition, culinary arts, food production, and food service at the local, regional, state, national and global levels C.1.5. Examine the impact of careers in nutrition, culinary arts, food preparation, food production, and food service on society and local, state, national, and global economies Careers in Food Preparation and Nutrition Performance Objective 2 C.2 Explore opportunities for employment in nutrition, culinary arts, food preparation, food production, and food service industries C.2.1. Evaluate personal qualities related to food preparation and nutrition C.2.2. Compare and contrast personal characteristics to professionals within the fields of nutrition, culinary arts, food production, and food service at the local, regional, state, national and global levels C.2.3. Recognize the development and progression of careers within the fields of nutrition, culinary arts, food production, and food service at the local, regional, state, national and global levels Page 21 Appendix A FAMILY AND CONSUMER SCIENCES – HIGH SCHOOL COURSES BEST PRACTICES RUBRIC Indicators 1 Falls Below Expectations 2 Approaches Expectations 3 Meets Expectations 4 Exceeds Expectations NYS FACS Learning Standards Does not connect to NYS FACS Learning Standards. Has limited evidence of connection to 1 NYS FACS Learning Standard. Adequate evidence of connection to 1 or more NYS FACS Learning Standards. Evidence of strong connections to 2 or more NYS FACS Learning Standards NYS CDOS Learning Standards Does not connect to NYS CDOS Learning Standards. Has limited evidence of connection to 1 NYS CDOS Learning Standard. Adequate evidence of connection to 1 or more NYS CDOS Learning Standard including Standard 3b. Evidence of strong connections to 2 or more NYS CDOS Learning Standards including Standard 3b. NYS Academic Learning Standards Does not connect to NYS academic Learning Standards. Has limited evidence of connection to 1 NYS academic Learning Standard. Adequate evidence of connection to 1 or more NYS academic Learning Standard. Evidence of strong connections to 2 or more NYS academic Learning Standards. Course Content Topics Does not relate to Content Topics. Addresses 1 Content Topic. Integrates 2 Content Topics. Integrates 3 or more Content Topics. Process Skills Does not integrate Process Skills. Integrates 1 Process Skill. Integrates 2 Process Skills. Integrates 3 or more Process Skills. Strategy Instruction is dependent primarily on textbooks, lecture, paper, and pencil. Teacher driven. Hands-on experiential learning is limited. Minimal student involvement. Includes 75 percent hands-on experiential learning. Adequate student involvement. Includes more than 75 percent hands-on experiential learning. Active student engagement. Teacher as facilitator. Implementation Does not flow in a logical sequence. Necessary resources would make implementation difficult. Follows a logical sequence. Most necessary resources may make implementation difficult. Follows a logical sequence. Some necessary resources may make implementation difficult. Follows a logical sequence. All necessary resources make implementation easy. Assessment Cannot be assessed. Or Assessment not included. Assessment is vaguely related to objectives and competencies. Assessment relates to objectives and competencies. Assessment is directly related to objectives and competencies. Page 22 FOOD PREPARATION AND NUTRITION BEST PRACTICES TEMPLATE NYS LEARNING STANDARDS: Family and Consumer Sciences 1_____ 2_____ 3_____ Career Development and Occupational Studies 1_____ 2_____ 3a____ Food Preparation and Nutrition CONTENT TOPICS: Food Preparation _____ History _____ Current Food Issues _____ Skills and Techniques _____ Kitchen Organization _____ Careers in Food Preparation _____ APPLIED PROCESS SKILLS: Communication _____ Leadership _____ Management _____ Thinking _____ APPLIED ACADEMICS: Circle Standard Number(s) ELA 1 2 3 4 MST 1 2 3 4 5 6 7 Soc St 1 2 3 4 5 The Arts 1 2 3 4 LOTE 1 2 TITLE: ___________________________________________ CONTENT TOPICS: (Complete all that apply) Food Preparation for Nutritional Needs (FP) • Performance Objective – FP o Supporting Competency – FP History of Food Preparation (H) • Performance Objective – H o Supporting Competency – H Current Food Issues (CI) • Performance Objective – CI o Supporting Competency – CI Skills and Techniques of Food Preparation (ST) • Performance Objective – ST o Supporting Competency – ST Kitchen Organization and Work Stations (KO) • Performance Objective – KO o Supporting Competency – KO Careers in Food Preparation and Nutrition (C) • Performance Objective – C o Supporting Competency – C Page 25 B. Food Preparation for Nutritional Needs FP.1 Evaluate the nutritional needs of individuals and families in relation to health and wellness across the life span FP.1.1. Identify essential nutrients in the diet (i.e., carbohydrates, protein, fats, vitamins, minerals, and water) FP.1.2. Appraise and interpret current nutritional data FP.1.3. Compare dietary guidelines across the life span FP.1.4. Discuss the relationship between dietary guidelines and food preparation regarding its effect on nutrient content FP.1.5. Recognize food preparation techniques that support dietary guidelines FP.1.6. Demonstrate the ability to plan aesthetically pleasing foods to meet dietary guidelines across the life span FP.2 Identify the effect of nutrition practices on human digestion and metabolism FP.2.1. Describe the process of human digestion and metabolism FP.2.2. Explain the effects of food choices on growth, maintenance, and function of the human body FP.2.3. Examine how different food preparation methods influence digestion and metabolism FP.3 Evaluate food preparation methods FP.3.1. Identify food preparation methods that maximize nutrient retention in foods FP.3.2. Assess food preparation methods that maximize nutrient retention in terms of achieving desired outcomes for food quality C. Current Food Issues CI.1 Analyze factors that affect the food supply CI.1.1. Trace the food supply from farm to table CI.1.2. Investigate the impact of events on food availability, food choices, and food preparation at the local, regional, state, national, and global levels CI.1.3. Determine how changes in production and distribution systems impact the food supply at the local, regional, state, national, and global levels CI.1.4. Investigate alternatives in food availability at the local, regional, state, national, and global levels CI.2 Identify the factors that influence food and nutrition practices CI.2.1. Investigate current food trends and issues at the local, regional, state, national, and global levels CI.2.2. Determine how current food trends and issues influence food preparation and nutrition at the local, regional, state, national, and global levels CI.2.3. Establish and illustrate personal connections to current food related issues at the local, regional, state, national, and global levels Page 26 CI.3 Discuss how science and technology will further develop foods in the future CI.3.1 Examine the connections between governmental, economic, and technological influences on food choices and practices at the local, regional, state, national, and global levels CI.3.2 Predict the future impact of food related trends and issues at the local, regional, state, national, and global levels D. Facility Design and Management FD.1 Demonstrate the ability to plan, use and maintain an efficient food preparation facility FD.1.1. Identify various food preparation workplace designs FD.1.2. Describe how workplace design impacts food preparation efficiency FD.1.3. Develop and implement an organizational plan for a working food preparation facility FD.1.4. Recognize and demonstrate effective food preparation facility maintenance, storage, cleaning, and repair FD.2. Demonstrate selection, use, and maintenance of food preparation equipment FD.2.1. Identify standard, specialized and necessary appliances for the food preparation facility FD.2.2. Describe how appliances and equipment impact food preparation efficiency FD.2.3. Determine the appliances and equipment with which to equip the food preparation facility FD.2.4. Investigate alternative uses for some food preparation appliances and equipment FD.2.5 Recognize and demonstrate effective food preparation equipment handling, maintenance, storage, cleaning and repair E. Skills and Techniques of Food Preparation ST.1 Demonstrate food safety and sanitation procedures ST.1.1. Identify conditions that promote safe food preparation procedures and prevent safety hazards ST.1.2. Explain emergency procedures to implement should an accident occur ST.1.3. Employ procedures based on current industry principles for handling food to minimize the risks of food borne illness ST.2 Demonstrate ability to select, store, prepare, and serve nutritious and aesthetically pleasing foods ST.2.1. Appraise sources of food and nutrition information, including food labels, related to food purchasing ST.2.2. Compare and contrast similar products based on characteristics such as quality, brand, price, packaging, convenience, consumer reviews, nutritional value and other features that may influence a consumer's purchase decision. ST.2.3. Evaluate how nutritional foods fit into a food budget and preparation plans ST.2.4 Identify and evaluate sources where consumers can select and obtain food (e.g.: chain grocery stores, discount food warehouses, farmers' markets, food co-ops, Page 27 locally grown fruits, vegetables, and eggs from neighbors, locally caught fish, farm-raised fish, poultry, beef and pork) ST.2.5. Make calculations relevant to food selection, purchasing, preparation and menu planning ST.3 Demonstrate preparation methods for all menu categories to produce a variety of foods ST.3.1. Identify, select, and demonstrate use of the appropriate tool for a specific food preparation technique ST.3.2. Demonstrate appropriate methods for measuring different types of food ST.3.3. Identify, select, and demonstrate safe and appropriate cutting techniques ST.3.4. Identify, select, and demonstrate the appropriate food preparation technique to achieve the recipe's desired outcome ST.3.5 Investigate alternative and substitute uses for food preparation utensils and ingredients F. Careers in Food Preparation and Nutrition C.1 Analyze career paths within the professions of nutrition, culinary arts, food production, and food services industries C.1.1 Investigate the personal characteristics and professional contributions of leaders within the careers of nutrition, culinary arts, food production, and food service at the local, regional, state, national and global levels C.1.2 Determine the roles and functions of individuals within the careers of nutrition, culinary arts, food production, and food service at the local, regional, state, national and global levels C.1.3 Analyze and evaluate the behaviors and attitudes of individuals within the careers of nutrition, culinary arts, food production, and food service at the local, regional, state, national and global levels C.1.4 Examine education and training requirements and opportunities for career paths in the field of nutrition, culinary arts, food production, and food service at the local, regional, state, national and global levels C.1.5. Examine the impact of careers in nutrition, culinary arts, food preparation, food production, and food service on society and local, state, national, and global economies Careers in Food Preparation and Nutrition C.2 Explore opportunities for employment in nutrition, culinary arts, food preparation, food production, and food service industries C.2.1. Evaluate personal qualities related to food preparation and nutrition C.2.2. Compare and contrast personal characteristics to professionals within the fields of nutrition, culinary arts, food production, and food service at the local, regional, state, national and global levels C.2.3. Recognize the development and progression of careers within the fields of nutrition, culinary arts, food production, and food service at the local, regional, state, national and global levels Page 30 Performance Objectives and Supporting Competencies for Communication Skills Communication Skills Performance Objective 1 C.1 Demonstrate communication skills that contribute to positive relationships. Communication Skills Objective 1 Supporting Competencies C.1.1 Examine the roles and functions of communications in family, school, work, and community settings. C.1.2 Examine communication styles and their effects on relationships. C.1.3 Describe types of communication and characteristics of effective communication. • Verbal • Nonverbal C.1.4 Demonstrate verbal and nonverbal behaviors and attitudes that contribute to effective communication. C.1.5 Distinguish between hearing and listening. C.1.6 Demonstrate effective (active) listening and feedback techniques. C.1.7 Examine barriers to communication in family, school, work, and community settings. C.1.8 Demonstrate effective communication skills in a group setting to accomplish a task. C.1.9 Demonstrate effective communication skills in family, school, work, and community settings. Page 31 B. Leadership Skills (L) How can I develop lifelong leadership skills to address important personal, family, school, work, and community issues? Standards Connections Leadership Skills support the NYS Family and Consumer Sciences Learning Standards 2 – A Safe and Healthy Environment, 3 – Resource Management, and NYS Career Development and Occupational Studies Standards 1 – Career Development, 2 – Integrated Learning, and 3a – Universal Foundation Skills. Rationale Leadership process skills include helping a group, such as a family, school, or community shape a vision of purpose and goals, and encouraging others to commit themselves to accomplishing that vision. Being a responsible leader requires taking action for the common good of the group. Leaders tell, sell, participate, and delegate, using different strategies at different times and with different group members, in order to involve and encourage everyone toward achieving the shared vision. Leadership skills are embraced in Home and Career Skills classes as students develop a common vision, cooperate with each other, and assume shared responsibility for their family, school, work, and community settings. Key Ideas NYS FACS 2 - Students can provide a safe and nurturing environment for themselves and others. NYS FACS 3 - Students will understand and be able to manage personal resources of talent, time, energy, and money, and make effective decisions in order to balance their obligations to work, family, and self. They will nurture and support positive relationships in their homes, workplaces, and communities. They will develop and use their abilities to contribute to society through pursuit of a career and commitment to long-range planning for their personal, professional, and academic futures. They will know and access community resources. NYS CDOS 1 - Students will use communication skills to achieve personal goals. NYS CDOS 2 - Students can use the essential academic concepts, facts, and procedures in applications related to life skills and the world of work. NYS CDOS 3a - (Thinking Skills) Students will use thinking skills for problem solving, experimenting, and focused observation, and apply the application of knowledge to new and unfamiliar situations. (Personal Qualities) Students will develop Page 32 competence in self-management and the ability to plan, organize, and take independent action. (Interpersonal Skills) Students will develop positive interpersonal qualities leading to team work and cooperation in large and small groups in family, social, and work situations. (Managing Information) Students will access and use information obtained from other people, community resources, and computer networks. (Managing Resources) Students will use resources to successfully carry out a planned activity. Performance Objectives and Supporting Competencies for Leadership Skills Leadership Skills Performance Objective 1 L.1 Demonstrate teamwork and leadership skills in the family, school, workplace, and/or community. Leadership Skills Objective 1 Supporting Competencies L.1.1 Examine the roles and functions of teamwork and leadership in family, school, work, and community settings. L.1.2 Identify qualities of effective leaders. L.1.3 Identify qualities of effective team members. L.1.4 Create an environment that encourages and respects the ideas, perspectives, and contributions of all group members. L.1.5 Demonstrate strategies to motivate and encourage group members. L.1.6 Create strategies to utilize the strengths and limitations of team members. L.1.7 Demonstrate techniques that develop team and community spirit. L.1.8 Demonstrate ways to organize and delegate responsibilities. L.1.9 Create strategies to integrate new members into the team. L.1.10 Demonstrate processes for cooperating, compromising, and collaborating. L.1.11 Demonstrate leadership and teamwork in a group setting to accomplish tasks. L.1.12 Demonstrate leadership and teamwork in family, school, work, and community settings. Page 35 M.3.1 Define needs, wants, values, goals, and standards. M.3.2 Describe how needs, wants, values, goals, and standards influence decisions. M.3.3 Examine how individuals and families make choices to satisfy needs and wants. Management Skills Performance Objective 4 M.4 Identify human, economic, and environmental resources that are available and appropriate to use in decision making, problem solving and goal setting. Management Skills Objective 4 Supporting Competencies M.4.1 Define resources M.4.2 Classify human, economic, and environmental resources. M.4.3 Identify human, economic, and environmental resources that are limited and/or expendable, and select those that are available and appropriate to the relevant life situation. M.4.4 Describe several ways to substitute or increase resources by combining them. M.4.5 Give examples and demonstrate how resources have credibility, change over the lifespan, and are influenced by changing needs and goals and availability. M.4.6 Determine individual and family responsibility in relation to the environmental trends and issues. M.4.7 Examine behaviors that conserve, reuse, and recycle resources to maintain the environment. Management Skills Performance Objective 5 M.5 Apply the decision-making process in a logical, sequential manner to relevant life situations involving a choice. Management Skills Objective 5 Supporting Competencies M.5.1 Define decision making. M.5.2 State sequentially the basic steps in the decision-making process. M.5.3 Apply the steps sequentially to make a decision. M.5.4 Apply the decision-making process in family, school, work, and community settings. Management Skills Performance Objective 6 M.6 Use the problem-solving process to identify appropriate solutions, in a logical and sequential manner, and apply the solution chosen to real-life problem situations. Management Skills Objective 6 Supporting Competencies M.6.1 Define problem solving. M.6.2 State sequentially the basic steps in the problem-solving process. M.6.3 Apply the steps sequentially to solve a problem situation. Page 36 M.6.4 Apply the problem-solving process to solve problems in family, school, work, and community settings. M.6.5 Explain the appropriateness of alternative solutions. Management Skills Performance Objective 7 M.7 Apply the goal-setting process in a logical and sequential manner to relevant life situations involving a goal. Management Skills Objective 7 Supporting Competencies M.7.1 Define goal. M.7.2 Distinguish between long-term and short-term goals. M.7.3 State sequentially the basic steps in the goal-setting process. M.7.4 Apply the steps sequentially to achieve a goal. M.7.5 Apply the goal-setting process to set goals in family, school, work, and community settings. Management Skills Performance Objective 8 M.8 Demonstrate management of individual and family resources, including food, clothing, shelter, money, time, and personal energy. Management Skills Objective 8 Supporting Competencies M.8.1 Apply management skills to organize tasks and responsibilities. M.8.2 Implement management skills in the planning, purchasing, preparing, serving, and storing of safe and nutritious food. M.8.3 Implement management skills in the purchasing, creating, and/or maintenance of clothing M.8.4 Implement management skills involving personal space, housing, and furnishings. M.8.5 Implement management skills involving money. M.8.6 Implement management skills involving time. M.8.7 Implement management skills involving personal energy. Management Skills Performance Objective 9 M.9 Demonstrate management of individual and family resources in family, school, work, and community settings. Management Skills Objective 9 Supporting Competencies M 9.1 Allocate individual and family resources to complete a task. Page 37 D. Thinking Skills (T) How can I apply effective critical and creative thinking skills to increase the probability of desired outcomes at home, school, work, and community settings? Standards Connections Thinking Skills support the NYS Family and Consumer Sciences Learning Standards 1 – Personal Health and Fitness, 2 – A Safe and Healthy Environment, 3 – Resource Management and NYS Career Development and Occupational Studies Standards 1 – Career Development, 2 – Integrated Learning, and 3a – Universal Foundation Skills. Rationale Thinking process skills encompass complex, multifaceted activities of the mind. These skills lead to problem solving, experimenting, and focused observation, and allow the application of knowledge to new and unfamiliar situations (New York State Learning Standards for Career Development and Occupational Studies). Home and Career Skills classes provide students with opportunities to apply thinking strategies that are purposeful, reasonable, and goal-directed so that they may increase the probability of achieving desirable outcomes. Two major types of thinking skills are critical thinking and creative thinking. Critical thinking emphasizes examination and critique of information in order to gain insight into meanings and interpretations. Home and Career Skills classes provide students with opportunities to use critical thinking skills to identify premises and conclusions; to distinguish among opinion, reasoned judgment, and fact; and to recognize underlying assumptions, biases, and values. Creative thinking, in contrast, is the use of innovative, exploratory approaches to generate ideas. Home and Career Skills classes provide an environment where unusual ideas are valued and perspectives and explanations other than those which are immediately apparent are encouraged. Key Ideas NYS FACS 1 – Students will be able to plan and use tools and technologies appropriately. NYS FACS 2 - Students can provide a safe and nurturing environment for themselves and others. NYS FACS 3 - Students will understand and be able to manage personal resources of talent, time, energy, and money, and make effective decisions in order to balance their obligations to work, family, and self. They will develop and use their abilities to contribute to society through pursuit of a career and commitment to long-range planning for their personal, professional, and academic futures. NYS CDOS 1 - Students will learn about the changing nature of the workplace, the value of work to society, and the connection of work to the achievement of personal goals. NYS CDOS 2 - Students can use the essential academic concepts, facts, and procedures in applications related to life skills and the world of work. NYS CDOS 3a - (Thinking Skills) Students will use thinking skills for problem solving, experimenting, and focused observation, and apply the application of knowledge to