DOCUMENT RESUME ED 358 366 CE 063 971 TITLE Home Economics ... · senior 1 home economics 0482 10g...
122
DOCUMENT RESUME ED 358 366 CE 063 971 TITLE Home Economics Senior I Curriculum Guide. INSTITUTION Manitoba Dept. of Education and Training, Winnipeg. REPORT NO ISBN-0-7711-1115-0 PUB DATE 93 NOTE 243p. PUB TYPE Guides Classroom Use Teaching Guides (For Teacher) (052) EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS Behavioral Objectives; *Clothing Instruction; Course Content; *Family Life Education; *Foods Instruction; Foreign Countries; Grade 9; High Schools; *Home Economics; Home Economics Skills; Learning Activities; State Curriculum Guides IDENTIFIERS Manitoba ABSTRACT This curriculum guide describes the content of the curriculum of the senior home economics program for high schools in Manitoba. The curriculum, revised to foster both intellectual and personal growth and enhance a positive life-style, encompasses primary skills of inferring, synthesizing, analyzing, and evaluating, as well as a complete range of communication skills. Teaching methods emphasize discovery, inquiry, and experiential approaches. The curriculum incorporates a variety of student activities: brainstorming, case studies, demonstrations, discussions, interviews, presentations, tutoring, role playing, and simulation. Included in the curriculum are scope and sequence for the following courses: food and nutritimi (the individual and food needs, the consumer and food, and the preparation and service of food); clothing, housing, and design (the individual and clothing, the consumer and textiles, and construction of textile projects); and family studies (the family). For each major topic in each of these courses, the guide provides objectives correlated to concepts, generalizations, and content, and suggested activities. (KC) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** E
Transcript of DOCUMENT RESUME ED 358 366 CE 063 971 TITLE Home Economics ... · senior 1 home economics 0482 10g...
DOCUMENT RESUME
ED 358 366 CE 063 971
TITLE Home Economics Senior I Curriculum Guide.INSTITUTION Manitoba Dept. of Education and Training,
Winnipeg.REPORT NO ISBN-0-7711-1115-0PUB DATE 93NOTE 243p.PUB TYPE Guides Classroom Use Teaching Guides (For
Teacher) (052)
EDRS PRICE MF01/PC10 Plus Postage.DESCRIPTORS Behavioral Objectives; *Clothing Instruction; Course
Content; *Family Life Education; *Foods Instruction;Foreign Countries; Grade 9; High Schools; *HomeEconomics; Home Economics Skills; LearningActivities; State Curriculum Guides
IDENTIFIERS Manitoba
ABSTRACT
This curriculum guide describes the content of thecurriculum of the senior home economics program for high schools inManitoba. The curriculum, revised to foster both intellectual andpersonal growth and enhance a positive life-style, encompassesprimary skills of inferring, synthesizing, analyzing, and evaluating,as well as a complete range of communication skills. Teaching methodsemphasize discovery, inquiry, and experiential approaches. Thecurriculum incorporates a variety of student activities:brainstorming, case studies, demonstrations, discussions, interviews,presentations, tutoring, role playing, and simulation. Included inthe curriculum are scope and sequence for the following courses: foodand nutritimi (the individual and food needs, the consumer and food,and the preparation and service of food); clothing, housing, anddesign (the individual and clothing, the consumer and textiles, andconstruction of textile projects); and family studies (the family).For each major topic in each of these courses, the guide providesobjectives correlated to concepts, generalizations, and content, andsuggested activities. (KC)
***********************************************************************
Reproductions supplied by EDRS are the best that can be madefrom the original document.
***********************************************************************
E
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AR
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CE
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ION
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uced
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ured
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n th
e pe
rson
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es n
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Y
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ION
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RE
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UR
CE
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RM
AT
ION
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NT
ER
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IC)
"
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.ol
!
111
gip
'n I
r ,O
PY A
VA
ILA
BL
E
1993
Hom
e E
cono
mic
s S
enio
r I
App
rove
d by
the
Min
iste
r of
Edu
catio
n an
d T
rain
ing
Cur
ricul
um G
uide
Man
itoba
',Edu
catio
nan
d T
rain
ing
0-9LL
L-L
LL
L-0 N
BSI
AC
KN
OW
LED
GE
ME
NT
S
Thi
s H
ome
Eco
nom
ics
Sen
ior
1 cu
rric
ulum
doc
umen
t has
res
truc
ture
d th
e 19
85 G
rade
9 H
ome
Eco
nom
ics
guid
e,to
acco
mm
odat
e th
e re
quire
men
ts fo
r un
it cr
edit
fund
ing
outli
ned
in th
e T
echn
olog
y E
duca
tion
Gui
delin
es, 1
993.
Thi
s gu
ide
is a
n ad
apta
tion
of th
e 19
85 H
ome
Eco
nom
ics
7-9
and
the
1988
Sen
ior
Hig
h H
ome
Eco
nom
ics
docu
men
ts.
Man
itoba
Edu
catio
n an
d T
rain
ing
wis
hes
to a
ckno
wle
dge
the
cont
ribi_
;tion
s of
the
two
com
mitt
ees
who
dev
elop
ed th
eea
rlier
doc
umen
ts a
s w
ell a
s:
Mim
i Ouz
iel,
Writ
erH
astin
gs S
choo
lS
t. V
ital S
choo
l Div
isio
n N
o. 6
Joyc
e M
ac M
artin
, Coo
rdin
ator
Man
itoba
Edu
catio
n an
d T
rain
ing
Ern
a B
raun
, Con
sulta
ntM
anito
ba E
duca
tion
and
Tra
inin
g
CO
NT
EN
TS
Ove
rvie
w1
Sen
ior
1 H
ome
Eco
nom
ics
3
Foo
d an
d N
utrit
ion
5
The
Indi
vidu
al a
nd F
ood
Nee
ds7
The
Con
sum
er a
nd F
ool
35T
he P
repa
ratio
n an
d S
ervi
ce o
f Foo
d38
Clo
thin
g, H
ousi
ng, a
nd D
esig
n 49
The
Indi
vidu
al a
nd C
loth
ing
51T
he C
onsu
mer
and
Tex
tiles
59C
onst
ruct
ion
of T
extil
e P
roje
cts
67T
he F
amily
73
Fam
ily S
tudi
es83
Chi
ldho
od85
Ado
lesc
ence
95T
he F
amily
115
I
OV
ER
VIE
W
RA
TIO
NA
LE
The
Gra
de 9
Hom
e E
cono
mic
s cu
rric
ulum
has
bee
nre
vise
d to
;-ef
lect
the
philo
soph
ies
and
conc
epts
out
lined
in th
e do
cum
ents
Impl
emen
tatio
n of
the
Hig
h S
choo
lR
evie
w a
nd A
nsw
erin
g th
e C
halle
nge.
The
new
Hom
e E
cono
mic
s cu
rric
ulum
is a
n am
ende
ddo
cum
ent.
Reo
rgan
izat
ion
of th
e ju
nior
hig
h cu
rric
ulum
has
take
n pl
ace
to in
clud
e a
broa
der
and
mor
e in
dept
hpe
rspe
ctiv
e. T
he r
evis
ed c
urric
ulum
sup
port
s ed
ucat
ors
in d
evel
opin
g a
clim
ate
with
in th
e cl
assr
oom
that
isco
nduc
ive
to le
arni
ng. I
t fos
ters
bot
h in
telle
ctua
l and
pers
onal
gro
wth
and
enh
ance
s a
posi
tive
lifes
tyle
.
The
Sen
ior
1 H
ome
Eco
nom
ics
curr
icul
um p
rovi
des
ara
nge
of e
xper
ienc
es th
at c
an b
e ap
plie
d to
eve
ryda
yliv
ing
and
futu
re li
fe c
hoic
es. T
he c
urric
ulum
offe
rsco
ncep
ts th
at a
re b
oth
back
grou
nd a
nd c
ompl
emen
tary
to o
ther
cou
rses
offe
red
in th
e S
enio
r 2-
4 pr
ogra
m. I
t is,
ther
efor
e, im
port
ant f
or th
e st
uden
ts to
rec
eive
this
as
back
grou
nd in
form
atio
n w
hich
has
app
licat
ion
to b
oth
scho
ol a
nd fu
ture
life
exp
erie
nces
.
INT
RO
DU
CT
ION
The
cur
ricul
um p
rovi
des
an o
ppor
tuni
ty fo
r st
uden
ts to
shar
e re
spon
sibi
lity
for
thei
r le
arni
ng. S
tude
nts
are
able
tose
lect
con
tent
and
lear
ning
stra
tegi
es, t
here
bym
ovin
g to
war
d a
mor
e st
uden
t-ce
ntre
d ap
proa
ch.
The
cur
ricul
um a
lso
allo
ws
for
teac
hers
to a
dapt
conc
epts
to th
eir
loca
l circ
umst
ance
s. T
his
flexi
bilit
yen
able
s te
ache
r:: t
o pr
ovid
e st
uden
ts w
ith c
onne
ctio
nsto
the
wor
ld in
whi
ch th
ey li
ve. S
tude
nts
are
able
to s
eeth
eir
rela
tions
hip
to th
e co
mm
unity
as
wel
l as
to th
eir
clas
sroo
m. W
ith s
uch
insi
ghts
, stu
dent
s ga
in s
elf-
conf
iden
ce, t
he a
bilit
y to
mak
e ne
w fr
iend
s an
d gr
eate
rse
lf-kn
owle
dge.
In o
ur s
ocie
ty w
here
sha
red
resp
onsi
bilit
ies
in fa
mili
esar
e be
com
ing
mor
e im
port
ant,
the
revi
sed
curr
icul
umre
flect
s th
is tr
end
by p
rovi
ding
exp
erie
nces
whi
ch a
refr
ee o
f gen
der
bias
es. T
he c
onte
nt is
sui
tabl
e to
eve
ryst
uden
t,w
heth
erm
ale
orfe
mal
e.It
prov
ides
oppo
rtun
ities
, rat
her
than
lim
itatio
ns,
for
indi
vidu
alpo
tent
ial.
The
rev
ised
cur
ricul
um e
ncom
pass
es p
rimar
y sk
ills
ofin
ferr
ing,
syn
thes
izin
g, a
naly
zing
and
eva
luat
ing
as w
ell
as a
com
plet
e ra
nge
of c
omm
unic
atio
n sk
ills
incl
udin
glis
teni
ng, s
peak
ing,
rep
rese
ntin
g, v
iew
ing
and
of c
ours
ere
adin
g an
d w
ritin
g. T
each
ing
met
hods
req
uire
a s
tyle
of
inst
ruct
ion
that
res
pect
s th
e ne
ed to
acq
uire
kno
wle
dge
with
em
phas
is o
n di
scov
ery,
inqu
iry, a
nd e
xper
ient
ial
appr
oach
es. T
he c
urric
ulum
inco
rpor
ates
a v
arie
ty o
fst
uden
t act
iviti
es in
clud
ing
brai
nsto
rmin
g, c
ase
stud
ies,
1D
1
dem
onst
ratio
ns, d
iscu
ssio
ns, i
nter
view
s, p
rese
ntat
ions
,tu
torin
g, r
ole
play
ing,
and
sim
ulat
ion.
The
cur
ricul
um g
uide
pro
vide
s a
grea
t dea
l of c
hoic
e an
dfle
xibi
lity
for
Hom
e E
cono
mic
s te
ache
rs. T
here
is m
ore
cont
ent t
han
one
can
hope
to c
ompl
ete
but t
his
allo
ws
teac
hers
tose
lect
the
conc
epts
whi
ch a
re m
ost
appr
opria
te fo
r th
eir
stud
ents
and
com
mun
ity s
ettin
g.H
ome
Eco
nom
ics
teac
hers
will
nee
d to
col
labo
rate
with
thei
rco
lleag
ues
toid
entif
yco
mm
onal
ities
with
inco
urse
s. T
he s
cope
of t
he H
ome
Eco
nom
ics
curr
icul
umgu
ide
give
s te
ache
rs th
e fle
xibi
lity
to c
hoos
e co
ncep
tsw
hich
com
plem
ent o
ther
cou
rses
.
The
Hom
e E
cono
mic
s cu
rric
ulum
car
ries
with
it an
entit
lem
ent f
or c
redi
t. B
y va
lidat
ing
this
cur
ricul
um in
the
form
of c
redi
t allo
catio
n, th
e st
uden
ts a
ssum
ere
spon
sibi
lity
for
thei
rat
tend
ance
,le
arni
ngan
dbe
havi
our.
Iten
cour
ages
them
tobe
com
e m
ore
resp
onsi
ve a
nd s
ensi
tized
to th
eir
feel
ings
and
nee
ds,
and
to ta
ke o
n a
proa
ctiv
e ro
le in
dev
elop
ing
thei
r liv
es.
By
choo
sing
this
cur
ricul
um a
t Sen
ior
1an
d th
ench
oosi
ng e
lect
ives
in H
ome
Eco
nom
ics
in fu
ture
yea
rs,
they
will
exp
erie
nce
som
e of
the
mos
t bas
ic a
ndes
sent
ial
skill
sth
at th
ey n
eed
asin
divi
dual
s an
dco
mm
unity
mem
bers
.
Rec
ogni
zing
the
need
, im
port
ance
and
exp
ense
of s
uch
a cu
rric
ulum
, the
gov
ernm
ent h
as in
trod
uced
a fu
ndin
gas
sist
ance
pro
gram
for
impl
emen
ting
this
cur
ricul
um. A
base
form
ula
of $
50.0
0 pe
r st
uden
t per
cre
dit c
ours
e is
prov
ided
for
scho
ols
offe
ring
this
cur
ricul
um. A
full
cred
itis
aw
arde
d fo
r sa
tisfa
ctor
y co
mpl
etio
n of
am
inim
um o
f 110
hou
rs o
f ins
truc
tion
or o
ne-h
alf c
redi
t
for
satis
fact
ory
com
plet
ion
of a
min
imum
of 5
5 ho
urs
ofin
stru
ctio
n.
The
cre
dits
are
allo
cate
d ac
cord
ing
to th
e de
sign
ated
unit-
cred
ittit
les
asou
tline
dun
der
the
Man
itoba
Edu
catio
n an
d T
rain
ing
Pro
gram
Hea
ding
s D
irect
ory.
The
follo
win
gco
urse
spe
rtai
n to
the
new
Hom
eE
cono
mic
s S
enio
r 1
curr
icul
um:
0482
Hom
e E
cono
mic
s 10
G04
84 F
ood
and
Nut
ritio
n 15
G11
19 F
ood
and
Nut
ritio
n 10
G11
18 F
amily
Stu
dies
10G
0485
Fam
ily S
tudi
es 1
5G11
09 C
loth
ing,
Hou
sing
and
Des
ign
10G
0483
Clo
thin
g, H
ousi
ng a
nd D
esig
n 15
G
Dep
endi
ng o
n tim
e av
aila
ble
and
faci
lity
dem
ands
, am
inim
um o
f one
hal
f-cr
edit
can
be c
ompl
eted
and
inm
ost c
ases
a fu
ll cr
edit
can
be a
ttain
ed. A
n ex
ampl
e of
a pr
ogra
m th
at e
nabl
es s
tude
nts
to r
ecei
ve th
ese
cred
itsco
uld
be: o
fferin
g a
Nut
ritio
n an
d F
oods
com
pone
nt fo
r55
hour
san
d/or
aT
extil
esan
d C
loth
ing/
Hum
anD
evel
opm
ent c
ompo
nent
for
55 h
ours
. The
refo
re,
stud
ents
will
hav
e an
opp
ortu
nity
to r
ecei
ve o
ne fu
llcr
edit
tow
ards
thei
r hi
gh s
choo
l dip
lom
a.
1
SE
NIO
R 1
HO
ME
EC
ON
OM
ICS
048
2 10
G11
0 H
OU
RS
= 1
CR
ED
IT
FO
OD
AN
D N
UT
RIT
ION
SC
OP
E A
ND
SE
QU
EN
CE
CLO
1HIN
G, H
OU
SIN
GA
ND
DE
SIG
NF
AM
ILY
ST
UD
IES
TH
E IN
DIV
IDU
AL
AN
D F
OO
D N
EE
DS
Bas
ic F
ood
Nee
ds o
f Ind
ivid
uals
Nut
ritio
nal a
nd C
alor
ic N
eeds
Foo
d In
take
Pat
tern
sLi
fest
yles
Sen
sory
Influ
ence
of F
oods
New
and
Cre
ativ
e E
xper
ienc
es
TH
E C
ON
SU
ME
R A
ND
FO
OD
Bec
omin
g an
Info
rmed
Con
sum
erS
hopp
ing
Pra
ctic
esC
onsu
mer
Rig
hts
and
Res
pons
ibili
ties
Law
s an
d C
onsu
mer
Age
ncie
s
TH
E P
RE
PA
RA
TIO
N A
ND
SE
RV
ICE
OF
FO
OD
Man
agem
ent i
n F
ood
Pre
para
tion
Pla
n, O
rgan
ize
and
Con
trol
Hea
lth a
nd S
afet
yP
repa
ratio
n of
Foo
dM
etho
ds, T
ime,
Spe
cial
Nee
dsF
ood
Ser
vice
and
Soc
ial P
ract
ice
Occ
asio
n, L
ifest
yle,
Aw
ay fr
omH
ome
TH
E IN
DIV
IDU
AL
AN
D C
LOT
HIN
GS
igni
fican
ce o
f Clo
thin
gH
uman
Nee
dsIn
divi
dual
Nee
dsP
roje
ctin
g an
Imag
eE
lem
ents
of D
esig
nC
omm
unic
atio
n an
d C
loth
ing
TH
E C
ON
SU
ME
R A
ND
TE
XT
ILE
SW
ardr
obe
Pla
nnin
g an
d P
urch
asin
gE
xten
ded
Use
of R
esou
rces
Rig
hts
and
Res
pons
ibili
ties
Fab
ric F
indi
ngs
Tex
tile
Per
form
ance
Pro
pert
ies,
Reg
ulat
ions
CO
NS
TR
UC
TIO
N O
F T
EX
TIL
EP
RO
JEC
TS
Pro
ject
Pla
nnin
g an
d P
repa
ratio
nA
bilit
ies,
Des
ign
of F
abric
Con
stru
ctio
n T
echn
ique
sS
elf,
Exp
ress
ion,
Eva
luat
ion
TH
E F
AM
ILY
Hum
an N
eeds
Rel
atio
nshi
ps in
the
Fam
ilyC
omm
unic
atio
nR
elat
ions
hips
with
Pee
rsR
elat
ions
hips
with
in th
e C
omm
unity
Imm
edia
te a
nd C
omm
unity
Env
ironm
ents
Rel
atio
nshi
ps o
f Sel
f With
Oth
ers
55 h
ours
= 1
/2 c
redi
t55
hou
rs =
1/2
cre
dit
1ri
3
FO
OD
AN
D N
UT
RIT
ION
048
2 10
G55
HO
UR
S =
1/2
CR
ED
IT
SC
OP
E A
ND
SE
QU
EN
CE
TH
E IN
DIV
IDU
AL
AN
DF
OO
D N
EE
DS
TH
E C
ON
SU
ME
R A
ND
FO
OD
TH
E P
RE
PA
RA
TIO
N A
ND
SE
RV
ICE
OF
FO
OD
Bas
ic F
ood
Nee
ds o
f Ind
ivid
uals
Bec
omin
g an
Info
rmed
Con
sum
erM
anag
emen
t in
Foo
d P
repa
ratio
nN
utrit
iona
l and
Cal
oric
Nee
dsS
hopp
ing
Pra
ctic
esP
lan,
Org
aniz
e, a
nd C
ontr
olH
ealth
and
Saf
ety
Foo
d In
take
Pat
tern
sC
onsu
mer
Rig
hts
and
Life
styl
esR
espo
nsib
ilitie
sP
repa
ratio
n of
Foo
dLa
ws
and
Con
sum
erM
etho
ds, T
ime,
Spe
cial
Sen
sory
Influ
ence
of F
oods
Age
ncie
sN
eeds
New
and
Cre
ativ
eE
xper
ienc
esF
ood
Ser
vice
and
Soc
ial P
ract
ice
Occ
asio
n, L
ifest
yle,
Aw
ayfr
om H
ome
5
1:1
TH
E IN
DIV
IDU
AL
AN
D F
OO
D N
EE
DS
Maj
or O
bjec
tive:
To
rela
te th
e se
lect
ion
of fo
ods
to th
e ne
eds
of in
divi
dual
s.
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
SA
ND
CO
NT
EN
TS
UG
GE
ST
ED
AC
TIV
ITIE
S
BA
SIC
FO
OD
NE
ED
S O
FIN
DIV
IDU
ALS
Stu
dent
s sh
ould
be
able
to
Rel
ate
nutr
ition
to g
row
th,
deve
lopm
ent a
nd e
nerg
y ne
eds
Nut
ritio
n is
the
scie
nce
of fo
od a
ndth
eir
nutr
ient
s. T
hese
nut
rient
s su
ppor
tR
evie
w fu
nctio
ns a
nd s
ourc
es o
fnu
trie
nts
usin
g fil
ms,
vis
uals
, cas
ehe
alth
thro
ugh
the
food
eac
h in
divi
dual
eats
.st
udie
s.
Dis
play
iiia
tions
of t
he r
esul
ts o
fN
utrit
ion
is b
asic
to h
ealth
nutr
ition
.le
ficie
ncie
s.
grow
thde
velo
pmen
ten
ergy
Dis
tingu
ish
how
the
body
conv
erts
food
to e
nerg
yC
onve
rsio
n of
Foo
d in
to E
nerg
yH
ave
stud
ents
def
ine
"cal
orie
" an
dth
roug
h th
e pr
oces
ses
of"k
ilojo
ule.
"di
gest
ion
and
met
abol
ism
The
ene
rgy
valu
e of
food
is m
easu
red
inca
lorie
s/ki
lojo
ules
.
27
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Iden
tify
basi
c nu
trie
nts,
thei
rso
urce
s an
d th
eir
func
tions
Det
erm
ine
the
func
tions
,so
urce
s an
d im
port
ance
of
wat
er a
s w
ell a
s th
e re
sults
of
a de
ficie
ncy
Diff
eren
tiate
am
ong
the
thre
ety
pes
of c
arbo
hydr
ates
:st
arch
es, s
ugar
s an
d di
etar
yfib
re
Bas
ic N
utrie
nts
Kno
wle
dge
of b
asic
nut
rient
s an
d th
eir
sour
ces
help
s fa
mili
es to
sel
ect f
ood
tom
eet b
ody
requ
irem
ents
: gro
wth
,re
pair,
reg
ulat
ion,
mai
nten
ance
,re
prod
uctio
n, h
eat,
and
ener
gy.
Wat
er
Wat
er is
ess
entia
l for
life
bec
ause
all
body
cel
ls c
onta
in w
ater
and
mos
t are
surr
ound
ed b
y a
thin
laye
r of
wat
er.
Car
bohy
drat
es
Car
bohy
drat
es m
ake
ur th
e m
ajor
com
pone
nt o
f mos
t hum
an d
iets
(app
roxi
mat
ely
60%
). T
hey
prov
ide
the
body
's m
ost i
mpo
rtan
t sou
rce
ofen
ergy
.
Pre
test
for
nutr
ition
kno
wle
dge
bydi
vidi
ng s
tude
nts
into
sm
all g
roup
s an
dha
ving
them
list
as
man
y fo
od fa
cts
and
falla
cies
as
poss
ible
. Hav
e th
emw
ork
as a
gro
up to
com
pare
thes
e to
nutr
ition
info
rmat
ion
that
is fa
ctua
l.
Hav
e st
uden
ts id
entif
y th
e nu
mer
ous
way
s in
whi
ch a
n in
divi
dual
may
beco
me
dehy
drat
ed.
Hav
e st
uden
ts r
ead
or r
elat
e a
surv
ival
stor
y th
at in
volv
es d
evis
ing
inge
niou
sw
ays
to g
et w
ater
, e.g
., A
live:
The
Sto
ry o
f the
And
es S
urvi
vors
, or
Kon
-T
iki E
xped
ition
.
Dis
cuss
why
gra
in fo
ods
form
the
foun
datio
n of
mos
t die
ts a
ll ov
er th
ew
orld
. Inc
lude
in d
iscu
ssio
n th
e fa
ctth
at, i
n im
pove
rishe
d co
mm
uniti
es,
90%
of t
he e
nerg
y fo
od p
rovi
ded
com
es fr
om c
arbo
hydr
ates
, whi
le in
afflu
ent c
omm
uniti
es, t
he p
erce
ntag
eis
onl
y 50
%.
9 \
4t
1111
1
8
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Ask
stu
dent
s to
iden
tify
the
reas
ons
for
diffe
renc
es o
r ex
cept
ions
, i.e
.,N
orth
ern
Can
ada.
Ass
ess
the
impo
rtan
ce o
f fib
reH
ave
stud
ents
use
com
paris
on c
hart
sin
the
diet
to d
eter
min
e th
e be
st s
ourc
es o
fdi
etar
y fib
re.
Hav
e st
uden
ts r
evie
w c
urre
nt r
esea
rch
that
link
s ce
rtai
n di
seas
es o
f our
civi
lizat
ion
to fi
bre
defic
ienc
y.
Ask
stu
dent
s to
iden
tify
the
diffe
renc
eId
entif
y th
e co
mpo
sitio
n,fu
nctio
ns, a
nd s
ourc
es o
f fat
sF
ats
betw
een
satu
rate
d an
d un
satu
rate
dfa
ts.
Fat
s ar
e co
ncen
trat
ed fo
od m
ater
ials
Diff
eren
tiate
bet
wee
n an
imal
that
pro
vide
ene
rgy.
Hav
e st
uden
ts c
ompa
re d
iffer
ent
and
vege
tabl
e so
urce
s of
fat
mar
garin
es fo
r pe
rcen
tage
s of
satu
rate
d an
d un
satu
rate
d fa
ts.
9
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Ana
lyze
cur
rent
info
rmat
ion
Invi
te m
embe
rs fr
om th
e H
eart
abou
t the
rol
e of
fat i
ntak
e on
Fou
ndat
ion
or a
hea
rt p
atie
nt to
hear
t con
ditio
nsdi
scus
s m
eal p
lann
ing
and
to g
ive
furt
her
guid
ance
on
how
to h
ave
ahe
alth
y he
art.
Des
crib
e th
e co
mpo
nent
s of
Pro
tein
Hav
e st
uden
ts id
entif
y pr
otei
npr
otei
nac
cord
ing
to th
e fo
llow
ing
Pro
tein
s ar
e m
ade
up o
f am
ino
acid
sD
escr
ibe
the
dige
stio
n an
dw
hich
are
ess
entia
l for
bui
ldin
g an
des
sent
ial a
nd n
on-e
ssen
tial a
min
om
etab
olis
m o
f pro
tein
repa
iring
bod
y tis
sues
.ac
ids
com
plet
e an
d in
com
plet
e pr
otei
nId
entif
y so
urce
s of
pro
tein
Hav
e st
uden
ts o
bser
ve a
sch
ool
brea
kfas
t or
lunc
h pr
ogra
m a
ndde
term
ine
the
food
s th
at s
uppl
ypr
otei
n to
the
child
ren.
Hav
e st
uden
ts d
eter
min
e th
e fo
ods
that
sup
ply
prot
ein
by u
sing
24-
hour
reca
ll or
wee
kly
food
inta
ke r
ecor
ds.
Ask
them
to id
entif
y co
mpl
ete
and
inco
mpl
ete
prot
eins
.
2
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Nut
rient
den
sity
is th
e am
ount
of
nutr
ient
s in
rel
atio
n to
the
num
ber
ofca
lorie
s in
food
. Foo
ds th
at a
re h
igh
inpr
otei
n, v
itam
ins
and
min
eral
s in
rela
tion
to c
alor
ies
are
nutr
ient
den
se.
Hav
e st
uden
ts id
entif
yD
escr
ibe
the
func
tions
of
prot
ein
and
com
pile
info
rmat
ion
Var
iatio
ns in
pro
tein
req
uire
men
tson
the
effe
cts
of p
rote
in-
durin
g pr
egna
ncy
or n
ursi
ngde
ficie
ncie
s on
chi
ldre
n an
din
chi
ldho
odad
ults
durin
g te
ens
grow
th s
purt
in a
dulth
ood
Def
icie
ncy
effe
cts
on c
hild
ren,
e.g.
, kw
ashi
orko
ron
gro
wth
siz
e-
on m
enta
l dev
elop
men
t
Def
icie
ncy
effe
cts
on a
dults
anem
ia-
durin
g in
jury
or
surg
ery
whe
npr
otei
n is
bro
ken
dow
n
11
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Com
pare
cur
rent
hig
h co
st o
fan
imal
pro
tein
with
low
-cos
tve
geta
ble
prot
ein
alte
rnat
ives
Iden
tify
sour
ces
of ir
on,
calc
ium
, pho
spho
rus,
iodi
nean
d flu
orin
e
Min
eral
s
Min
eral
ele
men
ts a
re e
ssen
tial f
orbu
ildin
g an
d re
pairi
ng h
ard
and
soft
tissu
e, fo
r re
gula
ting
fluid
s, fo
rpr
omot
ing
oxid
ativ
e pr
oces
ses
and
for
norm
al fu
nctio
ning
of n
erve
s an
dm
uscl
es.
Hav
e st
uden
ts d
o a
cost
com
paris
on o
fan
imal
and
veg
etab
le p
rote
in. H
ave
them
det
erm
ine
the
prot
ein
qual
ity a
ndpa
lata
bilit
y of
rec
ipes
with
out m
eat.
See
con
cept
ref
errin
g to
Life
styl
eC
hoic
e.
Lab
Exp
erie
nce:
Hav
e st
uden
ts p
repa
rea
mea
tless
mea
l. R
efer
to la
b un
der
Life
styl
e C
hoic
e.
Hav
e st
uden
ts fi
nd s
ome
new
way
s to
add
calc
ium
to d
aily
mea
ls a
nd s
nack
sto
incr
ease
cal
cium
inta
ke fo
r so
meo
new
ho d
oes
not l
ike
to d
rink
milk
or
who
se c
ultu
re d
oes
not u
se m
ilk.
Lab
Exp
erie
nce:
Hav
e st
uden
ts p
repa
rea
mea
l or
snac
k w
hich
pro
vide
sca
lciu
m in
an
alte
rnat
e fo
rm.
Invi
te a
den
tist t
o cl
ass,
or
have
stud
ents
find
oth
er e
vide
nce
to s
uppo
rtth
e be
lief t
hat f
luor
idat
ed w
ater
supp
lies
redu
ce th
e in
cide
nce
of d
enta
lde
cay.
3 1
1 2
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Hav
e st
uden
ts p
ut o
n a
pupp
et p
lay
suita
ble
for
pre-
scho
oler
s to
teac
hde
ntal
car
e.
Dis
cuss
why
wom
en, c
hild
ren
and
teen
ager
s ar
e m
ore
ofte
n de
ficie
nt in
calc
ium
and
iron
than
are
men
and
boys
. Hav
e st
uden
ts p
lan
a m
enu
toal
levi
ate
the
prob
lem
.
Lab
Exp
erie
nce:
Hav
e st
uden
ts p
repa
reon
e of
thes
e m
eals
and
iden
tify
sour
ces
of c
alci
um a
nd ir
on.
Com
pare
cha
ract
eris
tics
of fa
t-V
itam
ins
Hav
e st
uden
ts d
iscu
ss th
e bo
dy's
solu
ble
and
wat
er-s
olub
leab
ility
to s
tore
fat-
and
wat
er-s
olub
levi
tam
ins
Vita
min
s ar
e or
gani
c co
mpo
unds
that
prom
ote
grow
th, a
id in
rep
rodu
ctio
nan
d pr
otec
t the
bod
y ag
ains
t dis
ease
and
infe
ctio
n.
vita
min
s.
Iden
tify
the
func
tions
, sou
rces
Fat
-Sol
uble
Vita
min
sU
se p
ictu
res,
whe
re p
ossi
ble,
toan
d de
ficie
ncie
s of
vita
min
sdi
scus
s de
ficie
ncy
dise
,..;e
s w
hich
Vita
min
Are
sult
from
lack
of s
peci
fic n
utrie
nts.
Vita
min
DW
hy a
re th
ese
unco
mm
on in
Nor
thV
itam
in E
Am
eric
a?V
itam
in K
3Z,
13
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Wat
er S
olub
le V
itam
ins
Vita
min
CV
itam
in B
Com
plex
Ana
lyze
the
need
for
and
the
Hav
e st
uden
tsre
port
on
the
use
ofha
zard
of v
itam
insu
pple
men
tatio
nvi
tam
in s
uppl
emen
ts.
Hav
e st
uden
ts id
entif
ygr
oups
in th
epo
pula
tion
who
are
at r
isk
ofde
ficie
ncy
so th
at a
sup
plem
ent i
sre
com
men
ded.
preg
nant
and
lact
atin
g w
omen
infa
nts
thos
e on
sev
ere
and
rest
ricte
dw
eigh
t red
uctio
n pr
ogra
ms
pers
ons
with
mal
abso
rptio
ndi
seas
esst
rict v
eget
aria
nsco
nval
esce
nts
from
inju
ryor
dise
ase
wom
en d
urin
g re
prod
uctiv
eye
ars
elde
rly w
ith p
oor
diet
s
14
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Iden
tify
the
nutr
ient
and
cal
oric
valu
es o
f foo
d
Use
gam
es, c
hart
s, c
ompa
rison
car
ds,
and
indi
vidu
aliz
ed a
ctiv
ity, t
o en
able
stud
ents
to d
eter
min
e th
e nu
trie
ntco
nten
t and
cal
orie
s of
food
.D
istin
guis
h be
twee
n hi
gh c
alor
ic a
ndlo
w n
utrie
nt a
nd h
igh
calo
ric a
nd h
igh
nutr
ient
food
s.
Iden
tify
the
fact
ors
that
Man
y fa
ctor
s in
fluen
ce th
e nu
triti
onal
Ask
stu
dent
s to
rec
ord
food
inta
ke fo
r
influ
ence
nut
ritio
nal a
nd c
alor
icne
eds
of in
divi
dual
son
e da
y an
d ca
lcul
ate
the
num
ber
of
need
sca
lorie
s co
nsum
ed. R
elat
e in
take
to
age
age,
gen
der,
siz
e, a
ndac
tiviti
es.
gend
erac
tivity
leve
lIn
buz
z gr
oups
, hav
e st
uden
ts u
se c
ase
grow
th r
ate
stud
ies
or c
hart
s to
det
erm
ine
the
preg
nanc
y an
d la
ctat
ion
nutr
ition
al a
nd c
alor
ic n
eeds
of v
ario
us
gene
ral h
ealth
grou
ps, e
.g.,
infa
nts,
teen
s,ag
ed,
athl
etes
.
Ask
eac
h st
uden
t to
keep
a r
ecor
d of
ada
y's
activ
ities
and
cal
cula
te th
eca
loric
nee
ds to
cov
er th
ese
activ
ities
.
.k15
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Pla
n fo
od c
hoic
es b
ased
on
An
unde
rsta
ndin
g of
nut
ritio
n he
lps
Hav
e st
uden
ts p
lan
mea
ls w
hich
mee
tnu
triti
onal
and
cal
oric
nee
dsde
term
ine
food
nee
ds.
the
nutr
ition
al a
nd c
alor
ic n
eeds
of
vario
us in
divi
dual
s (e
.g.,
athl
ete,
preg
nant
teen
ager
).
Use
the
Can
adia
n D
ieta
ry S
tand
ard,
toen
able
stu
dent
s to
com
pare
and
eval
uate
dai
ly fo
od in
take
for
indi
vidu
alnu
trie
nt a
nd c
alor
ie n
eeds
.
Use
Can
ada'
s F
ood
Gui
de to
Indi
vidu
als
mee
t rec
omm
ende
d da
ilyH
ave
stud
ents
com
plet
e a
24-h
our
plan
dai
ly fo
od in
take
in te
rms
requ
irem
ents
by
follo
win
g C
anad
a's
reca
ll. C
ompa
re d
ay's
food
inta
ke w
ithof
goo
d nu
triti
onF
ood
Gui
de.
Can
ada'
s F
ood
Gui
de to
det
erm
ine
whe
ther
dai
ly r
equi
rem
ents
are
met
.
FO
OD
INT
AK
E P
AT
TE
RN
S
Stu
dent
s sh
ould
be
able
to
Des
crib
e ho
w fa
mily
food
choi
ces
are
affe
cted
by
the
avai
labi
lity,
acc
epta
bilit
y an
d
Foo
d P
ract
ices
Foo
d pr
actic
es a
re e
xpre
ssio
ns o
fco
st o
f foo
don
esel
f as
an in
divi
dual
and
as
am
embe
r of
a fa
mily
. The
y ar
e a
resu
lt of
the
tota
lity
of li
fetim
e ex
perie
nces
.
'4'
916
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
'S
UG
GE
ST
ED
AC
TIV
ITIE
S
Man
y fa
ctor
s in
fluen
ce th
e de
velo
pmen
tof
food
inta
ke p
atte
rns
Dis
cuss
food
cho
ices
in r
elat
ion
to
fam
iliar
vs
unfa
mili
ar fo
ods
fam
ily c
usto
ms
food
tabo
os a
nd s
uper
stiti
ons
soci
alfo
od a
nd r
elig
ion
emot
iona
lfo
od a
nd m
emor
ies
(spe
cial
adve
rtis
ing
occa
sion
s)fo
od fa
dsfo
od a
nd c
ost
inco
me
anal
ogs
(mea
tless
mea
ts)
lifes
tyle
Hav
e st
uden
ts u
se a
var
iety
of f
amily
situ
atio
n ca
se s
tudi
es to
pla
n a
mea
lac
cord
ing
to C
anad
a's
Foo
d G
uide
.E
xam
ples
of c
ase
stud
ies
are:
univ
ersi
ty s
tude
nt, i
mm
igra
nt fa
mily
,tw
o w
orki
ng p
aren
ts, a
nd s
easo
nal
empl
oym
ent.
Ask
them
to e
stim
ate
the
cost
of t
he m
eal u
sing
adv
ertis
emen
tsan
d fo
od c
ost l
ists
.
Iden
tify
the
satis
fact
ion
deriv
edD
iscu
ss th
e w
ays
peop
le u
se fo
odfr
om fo
odot
her
than
to s
atis
fy h
unge
r an
dpr
ovid
e no
uris
hmen
t (e.
g., s
ecur
ity,
love
, com
fort
, sta
tus,
ple
asur
e, s
elf-
expr
essi
on).
4 )
17
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Hav
e st
uden
ts d
esig
n a
colo
urfu
lpo
ster
or
bulle
tin b
oard
dis
play
illus
trat
ing
food
as
an e
xpre
ssio
n of
ape
rson
al s
atis
fact
ion.
iden
tify
the
influ
ence
s on
Indi
vidu
al fo
od p
refe
renc
e is
a r
esul
t of
Ask
stu
dent
s to
kee
p a
reco
rd o
fad
oles
cent
food
inta
ke p
atte
rns
asso
ciat
ion
and
mea
ning
ful e
xper
ienc
e.ev
eryt
hing
they
eat
for
seve
ral d
ays.
Det
erm
ine
why
eac
h fo
od c
hoic
ew
as m
ade.
Iden
tify
the
stro
nges
t inf
luen
ces
onpe
rson
al fo
od h
abits
.E
valu
ate
nutr
ition
al a
nd c
alor
icco
nten
t of f
ood
eate
n.B
uzz
sess
ion.
Sug
gest
cha
nges
toim
prov
e fo
od h
abits
.
Hav
e st
uden
ts m
ake
lists
of t
heir
favo
urite
food
s. D
iscu
ss th
e re
ason
sfo
r th
ese
food
pre
fere
nces
and
why
attit
udes
tow
ard
part
icul
ar fo
ods
vary
. 18
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Hav
e st
uden
ts fi
ll in
thei
r pr
efer
ence
sac
cord
ing
to th
e fo
llow
ing
food
cate
gorie
s
fam
ily fa
vour
ites
mot
hers
wou
ld m
ake
prep
ared
in m
any
diffe
rent
way
she
alth
yea
ten
ever
y da
yfo
r sp
ecia
l occ
asio
nsea
ten
whe
n aw
ay fr
om h
ome
easy
to fi
x fo
r br
eakf
ast,
lunc
h, o
rdi
nner
for
child
ren
and
adul
t sna
ckin
gea
sy to
dig
est
desi
gned
to lo
se w
eigh
tea
ten
whe
n al
one
eate
n w
hen
unha
ppy
eate
n as
a r
ewar
dbo
ught
to s
tret
ch th
e bu
dget
elim
inat
ed w
hen
pric
es r
ise
1,
A, ,
19
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Exp
lain
spe
cial
food
nee
ds o
fIn
divi
dual
s ha
ve s
peci
al n
eeds
at
Dis
cuss
how
food
nee
ds c
hang
e in
indi
vidu
als
at d
iffer
ent p
erio
dsin
life
diffe
rent
tim
es in
thei
r liv
esdi
ffere
nt p
erio
ds o
f life
.
pres
choo
ler
Rev
iew
nut
ritio
nal a
nd c
alor
ic n
eeds
of
teen
ager
s' h
ealth
pro
blem
ssp
ecia
l gro
ups.
nreg
nanc
y an
d la
ctat
ion
the
elde
rlyA
ssig
n st
uden
ts to
pla
n an
d pr
epar
efo
od fo
r a
pers
on o
r gr
oup
with
spe
cial
need
s (e
.g.,
child
ren
in a
day
car
e,nu
rser
y or
kin
derg
arte
n, a
pre
gnan
tte
enag
er, a
con
vale
scen
t, a
seni
orci
tizen
).
Des
crib
e m
eals
that
rep
rese
ntS
harin
g fo
od c
usto
ms
adds
inte
rest
and
Dev
elop
a li
st o
f eth
nic
grou
ps w
ithin
afo
od c
usto
ms
of d
iffer
ent
varie
ty o
f mea
l pla
nnin
g.co
mm
unity
, pro
vinc
e or
cou
ntry
.co
untr
ies
Gro
ups
of s
tude
nts
can
each
sel
ect
one
ethn
ic g
roup
and
res
earc
h its
food
patte
rns
and
mea
ltim
e cu
stom
s.
The
n, th
e gr
oups
can
pla
n an
d pr
epar
ean
d se
rve
a m
eal w
hich
illu
stra
tes
food
patte
rns
and
mea
ltim
e cu
stom
s of
the
coun
try.
A20
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Pla
y a
Sen
sory
Gam
e
iden
tify
food
s th
at a
re m
isco
lour
edor
mis
text
ured
iden
tify
seas
onin
gs/s
pice
s
Lab
Exp
erie
nce:
Hav
e st
uden
ts p
repa
rea
favo
urite
food
. Det
erm
ine
the
basi
sfo
r fo
od p
refe
renc
e, c
onsi
derin
gav
aila
bilit
y, ta
ste,
odo
ur, t
extu
re,
nutr
itive
val
ue.
Exp
lain
how
life
styl
e af
fect
sIn
divi
dual
and
fam
ily li
fest
yles
influ
ence
Use
cas
e st
udie
s to
dis
cuss
with
food
inta
ke p
atte
rns
food
inta
ke p
atte
rns.
stud
ents
the
diffe
rent
life
styl
esre
pres
ente
d. S
how
how
eac
hin
fluen
ces
food
inta
ke p
atte
rns
offa
mily
mem
bers
.
Dis
cuss
indi
vidu
al's
res
pons
;bili
ty fo
rfo
od c
hoic
es.
Des
crib
e fo
od h
abits
in te
rms
oflif
esty
le: l
ate
riser
, bre
akfa
st s
kipp
er,
bus
stud
ent,
athl
ete,
sna
cker
, ven
ding
mac
hine
use
r.
Pla
n a
men
u fo
r a
day
base
d on
the
lifes
tyle
s de
scrib
ed a
bove
.
21
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Ana
lyze
eth
nic
and
relig
ious
influ
ence
s on
per
sona
l foo
dse
lect
ion
Des
crib
e so
me
hist
oric
eve
nts
that
hav
e in
fluen
ced
pres
ent-
day
food
cho
ices
Ana
lyze
the
soci
al in
fluen
ces
ofpe
ers,
soc
iety
and
the
com
mun
ity o
n fo
od u
se a
ndse
lect
ion
His
toric
, Cul
tura
l, an
d R
elig
ious
Influ
ence
s
The
ava
ilabi
lity
of fo
od a
nd c
hang
es in
food
cho
ices
thro
ugho
ut h
isto
ry a
s w
ell
as th
e cu
ltura
l and
rel
igio
us b
elie
fs o
ffa
mili
es in
fluen
ce th
eir
diet
ary
prac
tices
and
cust
oms.
Soc
ial,
Phy
siol
ogic
al, a
nd P
sych
olog
ical
Influ
ence
s
Foo
d is
use
d to
sat
isfy
bas
ic p
hysi
cal,
psyc
holo
gica
l and
soc
ial n
eeds
of
indi
vidu
als.
Hav
e st
uden
ts c
hoos
e a
food
from
thos
e ea
ten
that
day
. Hav
e th
em tr
ace
the
orig
in o
f the
food
. Som
e fo
ods
have
ver
y in
tere
stin
g hi
stor
ies
and
have
had
a g
reat
influ
ence
on
hist
ory
itsel
f, e.
g., c
offe
e, te
a, m
ilk, p
otat
oes,
suga
r, c
orn,
spi
ces,
alc
ohol
, bre
ad.
Lab
Exp
erie
nce:
Hav
e st
uden
ts p
repa
rea
food
from
one
of t
heir
own
ethn
icba
ckgr
ound
s or
that
of a
frie
nd, o
r an
yot
her
cultu
ral g
roup
of i
nter
est o
rch
oice
.
Dis
cuss
the
stat
emen
t: "F
ood
or e
atin
gis
ver
y m
uch
a so
cial
exp
erie
nce.
"In
clud
e a
disc
ussi
on o
n th
e ro
le o
f foo
dfo
r pa
rtie
s, e
nter
tain
ing,
and
gift
givi
ng.
eO
BJE
CT
IVE
SC
ON
CE
PT
S, G
EN
ER
ALI
ZA
TIO
NA
ND
CO
NT
EN
TS
UG
GE
ST
ED
AC
TIV
ITIE
S
Hav
e st
uden
ts id
entif
y w
ays
peer
pres
sure
influ
ence
s fo
od c
hoic
es.
Hav
e st
uden
ts c
olle
ct fo
odad
vert
isem
ents
in te
rms
of th
eir
mes
sage
s ab
out "
in"
food
s fo
r he
alth
,w
eigh
t con
trol
.
Lab
Exp
erie
nce:
Hav
e st
uden
ts p
repa
rea
food
that
they
hav
e le
arne
d to
like
ina
frie
nd's
hom
e.
Ana
lyze
the
psyc
holo
gica
lH
ave
stud
ents
giv
e ex
ampl
es o
f how
influ
ence
s on
food
cho
ices
and
pref
eren
ces
food
is u
sed
durin
g ch
ildho
od a
s a
way
to b
uild
the
ego
way
to p
rovi
de s
ecur
ityw
ay to
rel
ieve
bor
edom
paci
fier
rew
ard/
brib
ecr
eativ
ity s
timul
ator
23
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Hav
e st
uden
ts li
st e
xam
ples
of f
oods
or r
esta
uran
ts w
hich
are
con
side
red
tobe
hig
h "s
tatu
s" o
r "p
rest
ige.
"
Ask
stu
dent
s to
des
crib
e ev
ents
inth
eir
lives
that
hav
e im
port
ant f
ood
asso
ciat
ions
, e.g
., bi
rthd
ays,
Chr
istm
as, w
eddi
ngs,
Pas
sove
r,E
aste
r, T
hank
sgiv
ing.
Hav
e st
uden
ts r
ecal
l par
ents
'st
atem
ents
in w
hich
food
was
use
d as
a br
ibe,
esp
ecia
lly fo
r yo
ung
child
ren.
How
do
adul
tsbu
sine
ss p
eopl
e or
sale
speo
ple
use
food
as
brib
es?
Dis
cuss
the
follo
win
g
Dur
ing
infa
ncy,
food
est
ablis
hes
anem
otio
nal r
elat
ions
hip
betw
een
pare
nts
and
child
ren.
Chi
ldre
n le
arn
love
, affe
ctio
n, s
ecur
ity, a
nd tr
ust
in th
e en
viro
nmen
t fro
m th
e ea
ting
expe
rienc
e.
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
FO
OD
PR
AC
TIC
ES
WH
ICH
MIG
HT
BE
RIS
K F
AC
TO
RS
FO
R C
AN
AD
IAN
S
Alth
ough
food
s su
pply
ing
the
nece
ssar
ynu
trie
nts
are
avai
labl
e in
abu
ndan
ce,
Nor
th A
mer
ican
s ru
n th
e ris
k of
bei
ngnu
triti
onal
ly d
efic
ient
bec
ause
of p
oor
eatin
g ha
bits
.
Det
erm
ine
the
dang
ers
ofS
nack
ing
and
Mea
l Irr
egul
arity
Hav
e st
uden
ts e
stab
lish,
from
a 2
4-sn
acki
ngho
ur o
r th
ree-
day
food
rec
all,
the
It is
pos
sibl
e to
mak
e ch
oice
s to
quan
tity
and
type
s of
food
s m
ost o
ften
bala
nce
the
nutr
ition
al v
alue
of t
heus
ed fo
r sn
acks
. Ask
them
tofo
ods
you
eat e
ven
whe
n yo
u re
ly o
nde
term
ine
whe
ther
the
food
s ar
e hi
ghsn
acks
as
a po
rtio
n of
you
r nu
trie
ntin
fat o
r su
gar.
Are
they
nut
ritio
us o
rne
eds.
do th
ey h
ave
empt
y-ca
lorie
s?
Hav
e st
uden
ts d
iscu
ss w
hy s
nack
ing
may
lead
to o
verw
eigh
t, po
or n
utrit
ion,
and
poor
den
tal h
ealth
.
Est
ablis
h im
prov
ed s
nack
ing
Dis
cuss
way
s to
mod
ify p
oor
snac
king
habi
tsha
bits
. Hav
e st
uden
ts in
clud
e fo
odch
oice
s an
d te
chni
ques
to in
corp
orat
esn
acks
into
the
daily
nut
ritio
nal
requ
irem
ents
.
25
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Dis
tingu
ish
betw
een
empt
yca
lorie
food
s, fa
st fo
ods,
and
nutr
itiou
s fo
ods
Fas
t-F
ood
Syn
drom
e
Foo
d ea
ten
away
from
hom
e is
a v
iabl
eal
tern
ativ
e to
hom
e pr
epar
ed m
eals
ifnu
triti
onal
bal
ance
is c
onsi
dere
d.
Ana
lyze
the
reas
ons
for
the
Hav
e st
uden
ts c
ondu
ct in
terv
iew
s w
ithpo
pula
rity
of fa
st-f
ood
cust
omer
s an
d th
e m
anag
emen
t of
esta
blis
hmen
tsfa
st-f
ood
rest
aura
nts
to d
isco
ver
the
reas
ons
for
thei
r po
pula
rity.
Hav
e th
emid
entif
y re
stau
rant
s th
at a
re
inex
pens
ive
satis
fyin
gta
sty
fast
conv
enie
ntfr
iend
ly, s
ocia
ble
appe
alin
g to
chi
ldre
npr
epar
ed to
offe
r va
riabl
e po
rtio
nsi
zes
Eva
luat
e th
e qu
ality
of t
he fo
odE
ncou
rage
stu
dent
s to
col
lect
and
serv
ed a
way
from
hom
est
udy
men
us fr
om s
ever
al r
esta
uran
ts.
sour
ces
Hav
e th
em d
ecid
e w
hich
one
s
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
serv
e al
l fou
r fo
od g
roup
sar
e lo
w in
sug
ar, f
at, s
alt,
and
high
in fi
bre
appe
al
Hav
e st
uden
ts in
terv
iew
fast
-foo
dre
stau
rant
man
ager
s ab
out t
he c
hoic
eof
food
s se
rved
. Do
they
lack
fres
h fr
uits
and
veg
etab
les
use
frie
d fo
ods
exte
nsiv
ely
Hav
e st
uden
ts s
urve
y ve
ndin
gm
achi
nes
and
list w
hat i
s av
aila
ble.
Hav
e th
em e
valu
ate
the
cont
ents
for
nutr
ition
.R
ecog
nize
that
food
s ch
osen
away
from
hom
e co
ntrib
ute
toA
sk s
tude
nts
to li
st s
ugge
stio
ns o
nth
e da
ily in
take
how
to m
ake
the
best
of f
ast-
food
cook
ing
if it
is to
bec
ome
a vi
able
alte
rnat
ive
to h
ome
cook
ing.
Som
epo
ssib
ilitie
s ar
e
smal
l bur
ger
with
the
wor
ksm
ilk in
stea
d of
sha
kesl
aw o
r sa
lad
inst
ead
of fr
ies
unsw
eete
ned
juic
e in
stea
d of
sod
ain
clud
e m
issi
ng fr
uits
and
vege
tabl
es in
oth
er m
eals
27
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
CO
MM
ON
CA
NA
DIA
N N
UT
RIT
ION
AL
PR
OB
LEM
S
Can
adia
n te
enag
ers
are
face
d w
ithhe
alth
ris
ks r
esul
ting
from
life
styl
e an
dim
prop
er d
iets
.
Dis
tingu
ish
betw
een
idea
lw
eigh
t, ov
erw
eigh
t, an
dob
esity
Ene
rgy
Imba
lanc
e
As
a re
sult
of e
nerg
y im
bala
nce,
the
inci
denc
e of
ove
rwei
ght a
ndun
derw
eigh
t pro
blem
s is
incr
easi
ng.
Iden
tify
caus
es o
f obe
sity
Arr
ange
to h
ave
stud
ents
vis
it an
obes
ity c
ontr
ol c
linic
or
a di
etic
ian.
Hav
e th
em d
iscu
ss w
hy s
ome
peop
lear
e m
ore
likel
y to
bec
ome
obes
e th
anot
hers
. Fac
tors
to b
e co
nsid
ered
incl
ude:
here
dity
90%
of o
bese
chi
ldre
nha
ve a
fam
ily h
isto
ry o
f obe
sity
horm
onal
imba
lanc
eov
erac
tive
hypo
thal
amus
gla
ndps
ycho
logi
cal d
isor
der
a
psyc
holo
gica
l dis
turb
ance
cou
ldin
duce
a h
orm
onal
imba
lanc
e or
alte
r ea
ting
patte
rns
kt,
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
soci
o-ec
onom
ic li
fest
yle
som
ecu
ltura
l or
soci
al g
roup
s ex
ert
pres
sure
to e
atla
ck o
f exe
rcis
e
Hav
e st
uden
ts m
ake
a lis
t rea
sons
for
the
tend
ency
of s
ome
teen
ager
s to
beco
me
obes
eco
nsid
erin
g ex
erci
se,
eatin
g pa
ttern
s, li
kes
and
disl
ikes
of
snac
k fo
ods,
ava
ilabi
lity,
and
pee
rin
fluen
ce.
Iden
tify
the
dang
ers
of o
besi
tyH
ave
stud
ents
res
earc
h th
e da
nger
s of
obes
ity.
Iden
tify
the
char
acte
ristic
s of
Use
pic
ture
s of
mod
ern
mod
els
and
anor
exia
ner
vosa
and
bul
imia
sixt
eent
h ce
ntur
y pa
intin
gs to
ena
ble
stud
ents
to c
ompa
re th
e flu
ctua
ting
stan
dard
s of
idea
l bod
y w
eigh
t.D
iscu
ss: "
Ano
rexi
a ne
rvos
a an
dbu
limia
are
sig
ns o
f the
tim
es."
ht)
29
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Rec
ogni
ze th
at a
nore
xia
Invi
te a
res
ourc
e pe
rson
to c
lass
tone
rvos
a an
d bu
limia
are
disc
uss
trea
tmen
t of a
nore
xia
nerv
osa
psyc
holo
gica
l dis
orde
ran
d bu
limia
.
Nut
ritio
nal I
mba
lanc
eH
ave
stud
ents
list
the
diffe
rent
circ
umst
ance
s in
whi
ch e
ach
of th
eD
efic
ienc
ies
in ir
on a
nd c
alci
um a
refo
llow
ing
grou
ps o
f peo
ple
mig
htco
mm
on in
Can
ada.
beco
me
anem
ic
new
born
snu
trie
nt d
efic
ienc
ies
in n
ursi
ng to
ddle
rsex
cess
ive
cons
umpt
ion
of "
iron
poor
" m
ilksc
hool
-age
chi
ldre
ndi
slik
e of
gree
n ve
geta
bles
teen
ager
slim
ited
diet
lack
ing
requ
ired
nutr
ient
sad
ults
and
teen
ager
sex
cess
ive
relia
nce
on a
lcoh
ol; i
nsuf
ficie
ntat
tent
ion
to n
utrit
iona
l nee
ds, e
.g.,
fem
ale
need
s fo
r iro
n an
d ca
lciu
mth
e el
derly
redu
ctio
n in
ove
rall
food
inta
ke a
nd in
adeq
uate
atte
ntio
n to
die
tary
nee
dsve
geta
rians
lack
of r
ed m
eat o
rsu
itabl
e pr
otei
n su
pple
men
t
Ai
30
414
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Lab
Exp
erie
nce:
Hav
e st
uden
ts p
repa
rebu
ffet o
f foo
ds r
ich
in ir
on.
Rec
ogni
ze fo
od is
sues
of
Par
ticul
ar C
once
rns
for
Nat
ive
Invi
te a
spe
aker
from
Nat
ive
Stu
dies
toN
ativ
e pe
ople
Can
adia
nsex
plai
n is
sues
rel
ated
to N
ativ
enu
triti
on.
Man
itoba
's la
rge
Nat
ive
and
Inui
tpo
pula
tions
hav
e th
eir
own
uniq
ueH
ave
stud
ents
sta
te r
easo
ns fo
r th
ese
nutr
ition
al s
ituat
ions
.is
sues
affe
ctin
g N
ativ
e pe
ople
in b
oth
rura
l and
urb
an s
ettin
gs
loss
of t
radi
tiona
l foo
d so
urce
s an
dsk
ills
trad
ition
al e
atin
g pa
ttern
s
Effe
cts
of F
ood
Cho
ices
on
the
Indi
vidu
alE
spec
ially
Tee
nage
rs
Foo
d ha
bits
est
ablis
hed
durin
gch
ildho
od a
nd th
e te
enag
e ye
ars
cont
inue
into
adu
lthoo
d. Im
prov
ing
poor
food
hab
its e
arly
will
impr
ove
the
qual
ity o
f pre
sent
and
late
r lif
e.
31
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Def
ine
fitne
ssO
PT
IMU
M P
HY
SIC
AL
AN
D M
EN
TA
LIn
vite
phy
sica
l edu
catio
n te
ache
rs to
HE
ALT
Hde
scrib
e fit
ness
pro
gram
s.
Men
tal a
nd p
hysi
cal w
ell-b
eing
are
inte
rrel
ated
.
Phy
sica
l act
ivity
and
fitn
ess
leve
lsH
ave
stud
ents
iden
tify
thos
e pr
ogra
ms
influ
ence
wha
t and
how
you
eat
and
,th
eref
ore,
the
resu
lts y
ou g
et fr
om th
efo
od e
xper
ienc
e.
that
enc
oura
ge h
ealth
y ea
ting.
Rec
ogni
ze p
hysi
cal c
ondi
tions
Ask
stu
dent
s to
take
par
t in
a fit
ness
and
men
tal a
ttitu
des
rela
ted
topr
ogra
m to
ass
ess
pers
onal
leve
l of
impr
oper
food
cho
ices
fitne
ss.
Det
erm
ine
one'
s id
eal w
eigh
tO
ne's
ene
rgy
need
s ar
e re
late
d to
and
ener
gy r
equi
rem
ents
gend
er, s
ize,
age
, act
ivity
leve
l, an
dba
sal m
etab
olis
m.
Eva
luat
e on
e's
own
food
Lab
Exp
erie
nce:
Hav
e st
uden
ts p
repa
rech
oice
sa
lunc
h em
phas
izin
g lo
w c
alor
ies
and
high
nut
rient
s.
32
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Ana
lyze
the
rela
tions
hip
ofH
ave
stud
ents
iden
tify
fact
ors
rela
ted
food
inta
ke a
nd p
erso
nal n
eeds
to b
oth
basa
l met
abol
ic r
ate
(BM
R)
and
activ
ity le
vels
whi
ch h
ave
to b
e ta
ken
into
acc
ount
to e
nsur
e a
bala
nced
die
tin
eac
h of
thes
e ca
ses
an e
lder
ly h
ouse
bou
nd m
an w
hoha
s ho
t "M
eals
on
Whe
els"
thre
etim
es a
wee
ka
youn
g fe
mal
e ex
ecut
ive
who
"bro
wn
bags
" he
r lu
nche
sS
EN
SO
RY
INF
LUE
NC
ES
OF
FO
OD
S
Stu
dent
s sh
ould
be
able
to
Des
crib
e ho
w n
ew e
xper
ienc
esN
ew a
nd c
reat
ive
expe
rienc
es w
ith fo
odIn
vite
a r
esou
rce
pers
on to
dis
cuss
and
with
food
con
trib
ute
tobr
oade
n an
indi
vidu
al's
per
spec
tive
and
dem
onst
rate
food
s fr
om a
diff
eren
tpe
rson
al s
atis
fact
ion
allo
w fo
r gr
eate
r se
lf-ex
pres
sion
.co
untr
y.
Stu
dent
s ca
n pr
epar
e an
d se
rve
fam
iliar
and
unf
amili
ar fo
ods,
usi
ng a
varie
ty o
f mar
ket f
orm
s an
d co
lour
ful
and
unus
ual c
ombi
natio
ns o
f foo
ds.
Ask
them
to s
ampl
e fo
ods
and
disc
uss
likes
and
dis
likes
.
33
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
With
the
stud
ents
, com
pare
text
ure,
flavo
ur, c
olou
r an
d ar
oma
of a
food
and
its s
ubst
itute
(e.
g., h
ambu
rger
vs
text
ured
veg
etab
le p
rote
in, b
acon
vs
baco
n bi
ts, b
utte
r vs
mar
garin
e).
::)4.
TH
E C
ON
SU
ME
R A
ND
FO
OD
Maj
or O
bjec
tive:
To
appl
y th
e de
cisi
on-m
akin
g pr
oces
s in
the
plan
ning
and
pur
chas
ing
of fo
od.
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
SA
ND
CO
NT
EN
TS
UG
GE
ST
ED
AC
TIV
ITIE
S
BE
CO
MIN
G A
N IN
FO
RM
ED
CO
NS
UM
ER
Sud
ents
sho
uld
be a
ble
to
Iden
tify
reas
ons
for
usin
g a
A c
onsu
mer
mus
t be
info
rmed
to m
ake
In g
roup
s, h
ave
stud
ents
list
rea
sons
shop
ping
list
resp
onsi
ble
deci
sion
s ab
out f
ood
for
usin
g a
shop
ping
list
, e.g
., sa
ves
purc
hase
stim
e, m
oney
, im
puls
e bu
ying
, ene
rgy,
rem
inde
r of
nee
ded
artic
les,
nut
ritio
nal
plan
ning
ahe
adva
lue.
Com
pare
list
s.st
ores
and
ser
vice
sm
akin
g de
cisi
ons
plan
ning
and
pur
chas
ing
Iden
tify
the
type
s of
food
Dev
elop
a c
lass
list
of t
ypes
of f
ood
stor
es a
vaila
ble
in th
eco
mm
unity
stor
es in
the
com
mun
ity.
If po
ssib
le, h
ave
stud
ents
vis
it th
ree
diffe
rent
sto
res,
suc
h as
cha
in, c
orne
r,co
nven
ienc
e, o
r sp
ecia
lity
stor
es.
35
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Com
pare
pric
es o
f sel
ecte
dU
sing
a c
heck
list,
stud
ents
can
food
item
s an
d se
rvic
esav
aila
ble
com
pare
pric
es, s
ervi
ces
avai
labl
e,se
lect
ion
of p
rodu
cts,
hou
rs o
pen,
inth
ose
stor
es v
isite
d.
Dem
onst
rate
the
appl
icat
ion
ofD
iscu
ss th
e de
cisi
on-m
akin
g pr
oces
sth
e de
cisi
on-m
akin
g pr
oces
san
d ho
w it
can
be
used
in th
e se
lect
ion
whe
n m
akin
g fo
od c
hoic
esan
d pu
rcha
se o
f foo
d.
Ask
stu
dent
s to
brin
g la
bels
of f
ood
prod
ucts
to c
lass
and
dis
cuss
how
the
give
n in
form
atio
n as
sist
s th
e co
nsum
erin
mak
ing
choi
ces.
Usi
ng o
ne fo
od p
rodu
ct, h
ave
the
stud
ents
det
erm
ine
choi
ces
avai
labl
ean
d th
e be
st b
uy fo
r a
spec
ific
reci
pe.
Sel
ect t
he b
est b
uy fo
r th
eH
ave
stud
ents
use
a c
ase
stud
y, fo
odfa
mily
food
dol
lar
adve
rtis
emen
ts a
nd c
ompa
rativ
esh
oppi
ng to
det
erm
ine
the
best
buy
sfo
r th
e fa
mily
, bas
ed o
n ne
eds
and
food
bud
get.
36
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Ass
ign
stud
ents
to p
lan
and
prep
are
am
eal u
sing
lefto
vers
or
a lo
w o
rm
oder
ate
cost
pro
tein
dis
h (m
eat
subs
titut
e or
ext
ende
r).
With
the
clas
s, e
valu
ate
the
mea
ls fo
rfo
od v
alue
.
CO
NS
UM
ER
RIG
HT
S A
ND
RE
SP
ON
SIB
ILIT
IES
Stu
dent
s sh
ould
be
able
to
Exp
lain
rig
hts
and
resp
onsi
-T
he c
onsu
mer
s ha
ve r
ight
s an
dIn
gro
ups,
hav
e st
uden
ts d
iscu
ss th
ebi
litie
s of
con
sum
ers
resp
onsi
bilit
ies.
stat
emen
t: "W
here
ver
ther
e ar
e rig
hts
ther
e ar
e re
spon
sibi
litie
s."
Dev
elop
acl
ass
list o
f con
sum
er r
ight
s to
safe
food
sbe
info
rmed
choo
se to
be
hear
d
Stu
dent
s ca
n m
atch
rig
hts
with
resp
onsi
bilit
ies
to
keep
food
saf
ekn
ow s
tand
ards
and
law
sm
ake
wis
e an
d in
form
ed c
hoic
esex
pres
s co
ncer
ns
378.
_
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Iden
tify
gove
rnm
ent a
genc
ies
Gov
ernm
ent l
aws
and
cons
umer
Dis
cuss
gov
ernm
ent s
ervi
ces
avai
labl
eth
at p
rote
ct c
onsu
mer
sag
enci
es p
rote
ct c
onsu
mer
rig
hts.
to c
onsu
mer
s (e
.g.,
Hea
lth P
rote
ctio
nB
ranc
h, C
onsu
mer
and
Cor
pora
teA
ffairs
, Dep
artm
ent o
f Agr
icul
ture
,B
ette
r B
usin
ess
Bur
eau)
.
Invi
te a
res
ourc
e pe
rson
to d
escr
ibe
the
serv
ices
of a
gov
ernm
ent a
genc
y.
Iden
tify
mis
lead
ing
clai
ms
byA
sk s
tude
nts
to c
olle
ct e
xam
ples
of
adve
rtis
ers
adve
rtis
emen
ts a
bout
food
pro
duct
sw
hich
cla
im to
figh
t fat
igue
, inc
reas
een
ergy
, set
tle u
pset
sto
mac
h, e
ase
tens
ion.
The
y sh
ould
rel
ate
clai
ms
tofo
od v
alue
, per
form
ance
and
cos
t.
TH
E P
RE
PA
RA
TIO
N A
ND
SE
RV
ICE
OF
FO
OD
Maj
or O
bjec
tive:
To
plan
, pre
pare
and
ser
ve n
utrit
ious
food
s.
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
SA
ND
CO
NT
EN
TS
UG
GE
ST
ED
AC
TIV
ITIE
S
MA
NA
GE
ME
NT
IN F
OO
DP
RE
PA
RA
TIO
N
Sud
ents
sho
uld
be a
ble
to
Dem
onst
rate
the
appl
icat
ion
ofM
anag
emen
t is
the
key
to e
ffici
ent u
seA
sk s
tude
nts
to id
entif
y w
hat
deci
sion
-mak
ing
skill
s by
of ti
me,
ene
rgy,
mon
ey, a
nd r
esou
rces
deci
sion
s ca
n be
mad
e ah
ead
of ti
me
plan
ning
ahe
ad to
ach
ieve
goal
sin
the
prep
arat
ion
of fo
odw
hen
plan
ning
for
food
pre
para
tion.
plan
ahe
adC
hoos
e an
act
ivity
suc
h as
a p
icni
c, a
orga
nize
res
ourc
esbu
ffet,
or a
bag
lunc
h. D
iscu
ss th
eco
ntro
l use
of r
esou
rces
deci
sion
s to
be
mad
e ah
ead
of ti
me.
Con
side
r
occa
sion
whe
re a
nd w
hen
food
for
occa
sion
how
it w
ill b
e do
new
ho w
ill d
o it
k39
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Exp
lain
how
to o
rgan
ize
In g
roup
s, h
ave
stud
ents
iden
tify
reso
urce
s av
aila
ble
for
food
prep
arat
ion
reso
urce
s re
quire
d fo
r fo
od p
repa
ratio
n
time
ener
gym
oney
equi
pmen
tre
cipe
s
Stu
dent
s ca
n ill
ustr
ate
the
use
of th
ese
reso
urce
s in
a la
bora
tory
act
ivity
.
Dis
cuss
hig
h, m
ediu
m, a
nd lo
w c
ost
mea
ls.
Ask
stu
dent
s to
use
new
spap
er a
ds to
dete
rmin
e th
e co
st p
er s
ervi
ng o
f hig
h,m
ediu
m, a
nd lo
w c
ost f
oods
.
Dis
cuss
the
use,
car
e, a
nd ti
me-
savi
ngfe
atur
es o
f sm
all a
nd la
rge
equi
pmen
t.H
ave
stud
ents
pla
n an
d pr
epar
enu
triti
ous
and
attr
activ
e m
eals
that
requ
ire m
inim
um u
se o
f non
-hum
anen
ergy
.
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
App
rais
e th
e co
ntro
l and
use
of
Dev
elop
a c
lass
che
cklis
t to
eval
uate
reso
urce
s av
aila
ble
the
effic
ienc
y of
res
ourc
es in
food
prep
arat
ion.
Incl
ude
orga
niza
tion
of w
ork
spac
eav
aila
bilit
y of
equ
ipm
ent a
ndsu
pplie
sus
es a
nd li
mita
tions
of e
quip
men
tav
aila
ble
ener
gy-s
avin
g de
vice
sm
isus
e or
was
te o
f res
ourc
es
Out
line
indi
vidu
al a
nd g
roup
Man
agem
ent s
kills
in m
eal p
repa
ratio
nD
iscu
ss th
e re
spon
sibi
litie
s in
volv
ed in
resp
onsi
bilit
ies
to p
lan,
pre
pare
and
serv
e a
mea
lar
e ne
cess
ary
plan
ning
men
us, s
elec
ting
food
,m
arke
ting,
pre
parin
g an
d se
rvin
g fo
od.
plan
ning
orga
niza
tion
Div
ide
stud
ents
into
gro
ups.
Ask
them
eval
uatio
nto
dev
elop
a d
etai
led
wor
k pl
an fo
ror
gani
zing
, pre
parin
g, a
nd s
ervi
ng a
mea
l.
App
rais
e in
divi
dual
and
gro
upU
se a
che
cklis
t to
eval
uate
indi
vidu
alef
fort
san
d gr
oup
part
icip
atio
n in
a p
roje
ct.
Stu
dent
s ca
n ap
ply
activ
ity to
hom
esi
tuat
ions
.
Ask
stu
dent
s to
sug
gest
way
s to
impr
ove
pers
onal
man
agem
ent s
kills
info
od p
repa
ratio
n.
41
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Iden
tify
the
safe
ty fa
ctor
s to
Hea
lth a
nd s
afet
y m
ust b
e co
nsid
ered
Dis
cuss
the
stat
emen
t: "S
anita
tion
cons
ider
whe
n pr
epar
ing
and
serv
ing
food
whe
neve
r fo
od is
pre
pare
d.in
volv
es c
lean
lines
s of
all
wor
k ar
eas,
appl
ianc
es, t
he e
ntire
kitc
hen
and
pers
onal
hab
its."
Rev
iew
saf
ety
feat
ures
of t
he k
itche
n,cl
othi
ng a
nd e
quip
men
t.
Dev
elop
a c
lass
list
of d
esira
ble
safe
tyan
d sa
nita
tion
prac
tices
to b
e fo
llow
edby
food
sto
res
and
rest
aura
nts.
Des
crib
e th
e ro
le o
f the
Hea
lthIn
spec
tor
in c
omm
erci
al fo
od s
ervi
ce.
Stu
dent
s ca
n us
e a
case
stu
dy to
illus
trat
e in
divi
dual
res
pons
ibili
ty fo
rre
port
ing
unsa
nita
ry p
ract
ices
.
Iden
tify
prec
autio
ns u
sed
toE
xpla
in w
here
, whe
n an
d ho
w to
sto
repr
even
t foo
d sp
oila
gefo
ods
to p
reve
nt fo
od s
poila
ge. L
ist
food
s th
at m
ay b
e st
ored
saf
ely
atro
om te
mpe
ratu
re, i
n ai
r-tig
htco
ntai
ners
, and
in th
e re
frig
erat
or.
942
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Exp
lain
food
pre
serv
atio
n as
am
etho
d of
mak
ing
food
saf
e to
eat
PR
EP
AR
AT
ION
OF
FO
OD
Stu
dent
s sh
ould
be
able
to
Dem
onst
rate
the
appl
icat
ion
ofac
cura
te m
easu
ring
tech
niqu
esR
ecip
e in
terp
reta
tion
incl
udes
mea
surin
gac
cura
tely
, und
erst
andi
ng te
rms,
and
follo
win
g di
rect
ions
.
Dis
cuss
met
hods
of p
rese
rvin
g fo
od(c
anni
ng, f
reez
ing,
dry
ing,
and
cur
ing)
.
Sho
w a
film
or
film
strip
whi
ch s
how
sth
e ef
fect
s of
free
zing
and
hea
t on
the
activ
ity o
f enz
ymes
, bac
teria
, mou
lds,
or y
east
.
Hav
e st
uden
ts p
repa
re a
nd fr
eeze
or
can
seas
onal
food
s to
be
used
in c
lass
at a
late
r da
te.
Dem
onst
rate
mea
surin
g flo
ur,
shor
teni
ng, s
ugar
, and
a li
quid
usi
ngre
com
men
ded
tech
niqu
es a
ndeq
uipm
ent.
Enc
oura
ge s
tude
nts
topr
actic
e. H
ave
them
sel
ect a
rec
ipe
and
chan
ge th
e am
ount
s to
pro
vide
asm
alle
r or
larg
er y
ield
. Afte
r th
eypr
epar
e th
e fo
od p
rodu
ct, a
sk th
em to
use
a sc
ore
card
to e
valu
ate
the
prod
uct a
nd th
eir
abili
ty to
follo
wdi
rect
ions
.
43
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Exp
lain
the
term
s, te
chni
ques
Rev
iew
term
s an
d m
etho
ds u
sed
inan
d eq
uipm
ent u
sed
in th
efo
od p
repa
ratio
n. P
repa
re fo
ods
in th
epr
epar
atio
n of
food
lab
usin
g eq
uipm
ent a
nd te
chni
ques
nece
ssar
y to
min
ce, b
aste
, pur
ee, a
ndpo
ach.
Iden
tify
the
func
tions
of
Eac
h in
gred
ient
has
a b
asic
pur
pose
and
Hav
e th
e cl
ass
mak
e a
char
t of t
hein
gred
ient
s us
ed in
food
cont
ribut
es a
par
ticul
ar c
hara
cter
istic
toin
gred
ient
s us
ed in
food
pro
duct
s an
dpr
epar
atio
na
prod
uct.
thei
r fu
nctio
ns, i
nclu
ding
flou
r,le
aven
ing
agen
ts, s
hort
enin
g, s
ugar
,an
d liq
uids
.
Stu
dent
s ca
n pl
an s
ampl
e ex
perim
ents
to s
how
the
actio
n of
bak
ing
pow
der,
baki
ng s
oda,
and
yea
st.
Iden
tify
subs
titut
es fo
r va
rious
Hav
e st
uden
ts e
xper
imen
t with
ingr
edie
nts
diffe
rent
form
s of
an
ingr
edie
nt a
ndob
serv
e ch
ange
s in
the
char
acte
ristic
sof
a p
rodu
ct (
e.g.
, hon
ey a
nd s
ugar
,ch
ocol
ate
and
coco
a, s
wee
t milk
and
sour
milk
, sho
rten
ing,
lard
, and
mar
garin
e).
44
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Dis
cove
r ne
w m
etho
ds a
ndte
chni
ques
in th
e pr
epar
atio
nof
food
Use
the
spec
ial f
eatu
res
ofeq
uipm
ent a
nd s
mal
l app
lianc
esto
pla
n an
d pr
epar
e m
eals
Dem
onst
rate
the
appl
icat
ion
ofkn
owle
dge
of fo
od c
osts
in th
epl
anni
ng a
nd p
repa
ratio
n of
food
s
Ser
ving
nut
ritio
us, a
ppet
izin
g, a
ndat
trac
tive
food
dep
ends
on
care
ful
plan
ning
and
pre
para
tion.
Kno
wle
dge
of th
e sp
ecia
l fea
ture
s on
kitc
hen
equi
pmen
t and
sm
all a
pplia
nces
sim
plifi
es fo
od p
lann
ing
and
prep
arat
ion.
Pla
nned
spe
ndin
g fo
r fo
od h
elps
toen
sure
that
dai
ly r
equi
rem
ents
are
met
.
Rev
iew
coo
king
met
hods
pre
viou
sly
lear
ned
(bak
e, fr
y, s
aute
, boi
l, br
oil,
stre
am, s
imm
er).
Hav
e st
uden
ts p
ract
ice
new
met
hods
(pas
try
cutti
ng in
, yea
st b
read
knea
ding
).
Ass
ign
stud
ents
to p
lan
and
prep
are
food
s w
hich
req
uire
the
use
of s
peci
alfe
atur
es o
n eq
uipm
ent o
r th
e us
e of
diffe
rent
sm
all a
pplia
nces
(ro
tisse
rie,
free
zer,
pre
ssur
e co
oker
, mic
row
ave,
blen
der,
food
pro
cess
or).
Con
side
ring
cost
per
ser
ving
, hav
est
uden
ts p
lan
and
prep
are
a nu
triti
ous,
med
ium
cos
t mea
l. U
sing
low
cos
t per
serv
ing,
adj
ust m
enu
to m
eet d
aily
nutr
ition
req
uire
men
ts.
45
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Dis
cove
r th
e im
port
ance
of
Tim
e an
d en
ergy
spe
nt in
the
Dis
cuss
and
div
ide
the
food
s of
atim
e in
pla
nnin
g an
d pr
epar
ing
prep
arat
ion
of fo
od d
epen
ds o
nm
enu
into
tour
pre
para
tion
time
mea
lspe
riods
fam
ily n
eeds
and
sch
edul
esch
oice
of f
oods
food
s th
at m
ay b
e pr
epar
ed in
met
hods
use
dad
vanc
eha
bits
of w
ork
food
s th
at r
equi
re a
n ho
ur o
rlo
nger
to c
ook
food
s th
at r
equi
re le
ss th
an a
nho
ur to
coo
kfo
ods
that
req
uire
last
min
ute
prep
arat
ion
Cre
ate
a lis
t of w
ays
of u
sing
tim
eef
ficie
ntly
(m
etho
ds to
sim
plify
food
prep
arat
ion,
arr
ange
men
t of
equi
pmen
t, co
mbi
natio
n re
late
d jo
bs,
usin
g co
nven
ienc
e fo
ods,
cho
ice
ofeq
uipm
ent)
.
Hav
e st
uden
ts u
se a
cas
e st
udy
to p
lan
and
pi e
pare
a m
eal t
o m
eet t
he n
eeds
and
sche
dule
of t
he fa
mily
(sh
ift w
ork,
extr
a-cu
rric
ular
act
iviti
es, i
llnes
s).
46
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
FO
OD
SE
RV
ICE
AN
D S
OC
IAL
PR
AC
TIC
ES
Stu
dent
s sh
ould
be
able
to
Cre
ate
an a
tmos
pher
e fo
rT
able
setti
ng a
id s
ervi
ce v
ary
with
the
Rev
iew
type
s of
tabl
e se
rvic
e an
d as
kea
ting
that
take
s in
tooc
casi
on a
nd th
e gr
oup
of p
eopl
e.st
uden
ts to
sug
gest
app
ropr
iate
cons
ider
atio
n th
e oc
casi
on, t
hese
lect
ion
of fo
od, t
he ta
ble-
setti
ng a
nd th
e m
etho
d of
tabl
eset
tings
for
diffe
rent
occ
asio
ns.
Hav
e st
uden
ts p
lan
a m
eal f
or a
nse
rvic
eou
tdoo
r m
eal,
spec
ial o
ccas
ion,
or
ever
ycay
fam
ily m
eal.
Dem
onst
rate
the
appl
icat
ion
ofA
cas
ual g
et-t
oget
her
or a
par
ty fo
r a
With
the
clas
s, d
evel
op a
list
of p
oint
sth
e pr
inci
ples
of e
nter
tain
men
tsp
ecia
l occ
asio
n pr
ovid
es th
eto
con
side
r w
hen
plan
ning
a p
arty
or
to th
e en
joym
ent o
f a m
eal
oppo
rtun
ity to
ext
end
hosp
italit
y to
casu
al g
athe
ring.
The
n, li
stpe
ople
.re
spon
sibi
litie
s of
the
host
.
Stu
dent
s ca
n pl
an a
n oc
casi
on a
ndpr
epar
e fo
od fo
r a
part
y to
be
serv
edat
sch
ool o
r at
hom
e.
L,1
47
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Des
crib
e th
e w
ay a
fam
ilyT
able
setti
ng a
nd s
ervi
ce v
ary
with
Dis
cuss
how
the
wor
k sc
hedu
le o
fad
just
s m
eal s
ettin
gs a
ndse
rvic
e to
life
styl
ech
ange
s in
livi
ng p
atte
rns.
pare
nts,
par
t-tim
e jo
bs o
f tee
nage
rs,
and
recr
eatio
nal i
nter
ests
of f
amily
mem
bers
affe
ct m
eal s
ettin
gs a
ndse
rvic
e.
Com
pare
eat
ing
away
from
Eat
ing
away
from
hom
e pr
ovid
es a
nD
iscu
ss th
e re
ason
s fo
r ea
ting
away
hom
e to
eat
ing
mea
ls a
t hom
eal
tern
ativ
e to
pla
nnin
g an
d pr
epar
ing
am
eal a
t hom
e.fr
om h
ome.
Ask
stu
dent
s to
cho
ose
a pl
ace
whe
reth
ey h
ave
eate
n in
the
last
mon
th, a
ndin
dica
te th
e ch
oice
of f
oods
ava
ilabl
e,th
e co
st o
f the
mea
l and
the
serv
ice.
Stu
dent
s sh
ould
eva
luat
e th
eex
perie
nce
as a
n al
tern
ativ
e to
a m
eal
at h
ome.
48
S
SC
OP
E A
ND
SE
QU
EN
CE
CLO
TH
ING
, HO
US
ING
AN
D D
ES
IGN
048
315
G
55 H
OU
RS
= 1
/2 C
RE
DIT
TH
E IN
DIV
IDU
AL
AN
D C
LOT
HIN
GT
HE
CO
NS
UM
ER
AN
D T
EX
TIL
ES
CO
NS
TR
UC
TIO
N O
FT
EX
TIL
E P
RO
JEC
TS
Sig
nific
ance
of C
loth
ing
War
drob
e P
lann
ing
and
Pur
chas
ing
Pro
ject
Pla
nnin
g an
d P
repa
ratio
nH
uman
Nee
dsU
se o
f Res
ourc
esR
evie
w S
kills
and
Res
ourc
es
Indi
vidu
al N
eeds
Con
sum
er R
ight
s an
dP
atte
rn a
nd F
abric
Des
ign
The
Fam
ilyR
espo
nsib
ilitie
sR
elat
ions
hips
with
Pee
rs,
Fam
ilyF
abric
Fin
ding
sC
onst
ruct
ion
Tec
hniq
ues
Sel
f Exp
ress
ion
Tex
tile
Per
form
ance
Eva
luat
ion
Pro
ject
ing
an Im
age
Pro
pert
ies,
Reg
ulat
ions
Ele
men
ts o
f Des
ign
Com
mun
icat
ion
and
Clo
thin
g
I'I
49
TH
E IN
DIV
IDU
AL
AN
D C
LOT
HIN
G
Maj
or O
bjec
tive:
To
expl
ore
the
sign
ifica
nce
of c
loth
ing
to th
e in
divi
dual
.
OB
JEC
TIV
ES
HU
MA
N N
EE
DS
Stu
dent
s sh
ould
be
able
to
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
SA
ND
CO
NT
EN
TS
UG
GE
ST
ED
AC
TIV
ITIE
S
Iden
tify
basi
c ne
eds
of h
uman
bein
gs
Iden
tify
forc
es w
hich
influ
ence
hum
an n
eeds
Kno
wle
dge
of h
uman
nee
ds is
bas
ic to
an u
nder
stan
ding
of o
ne's
sel
f and
othe
rs basi
c hu
man
nee
dsfo
rces
influ
enci
ng h
uman
nee
dsro
le o
f fam
ily
Dis
cuss
and
cha
rt c
lass
sug
gest
ions
of
basi
c hu
man
nee
ds a
nd th
e fo
rces
influ
enci
ng th
ose
need
s.
As
an o
ngoi
ng e
valu
atio
n, h
ave
stud
ents
beg
in a
dia
ry b
y pr
epar
ing
ape
rson
aliz
ed b
ookl
et to
be
mai
ntai
ned
thro
ugho
ut th
e co
urse
. Ent
ries
can
bepi
ctur
es, s
ongs
, poe
try,
dra
win
gs,
writ
ings
.
Per
sona
l dia
ry p
age
1. "
I nee
d ...
."
51
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Exp
lain
that
an
indi
vidu
alC
loth
ing
deci
sion
s m
eet b
asic
nee
ds o
fD
ispl
ay il
lust
ratio
ns o
f clo
thin
g th
atch
oose
s cl
othi
ng to
mee
tne
eds
the
indi
vidu
alm
eet s
peci
fic n
eeds
phys
ical
nee
dspr
otec
tion
(par
ka, h
ikin
g bo
ots)
need
for
pers
onal
iden
tity
recr
eatio
n (s
kiin
g, b
icyc
ling)
soci
al n
eeds
iden
tific
atio
n ((
firep
erso
n)0
spec
ial n
eeds
Iden
tify
peer
s an
d pe
er g
roup
sP
eer
grou
p re
latio
nshi
ps a
re a
sign
ifica
nt fa
ctor
in a
n in
divi
dual
'sdc
ielo
pmen
tD
efin
e "p
eer"
and
"pe
er g
roup
."
Per
sona
l dia
ry p
age
6. "
My
peer
gro
uppe
er g
roup
sis
...."
peer
influ
ence
Exp
lain
how
pee
rs a
nd p
eer
grou
ps c
an in
fluen
ceU
sing
pup
pets
, hav
e st
uden
ts r
ole
play
indi
vidu
als
and
affe
ct fa
mili
espe
er g
roup
/fam
ily a
ctiv
ities
that
dea
lw
ith d
iffer
ing
attit
udes
, val
ues
and
beha
viou
r: b
abys
ittin
g, c
urfe
w, d
atin
g,dr
inki
ng, s
hopl
iftin
g, s
mok
ing,
spo
rts,
wor
king
.E
xpla
in th
at c
loth
ing
styl
esid
entif
y gr
oup
as w
ell a
sH
ave
stud
ents
sug
gest
clo
thin
g ite
ms
indi
vidu
als
that
pro
vide
a s
ense
of b
elon
ging
to a
grou
p, a
nd th
ose
that
sat
isfy
the
need
for
reco
gniti
on (
colo
ur, s
tyle
, fab
rics)
.
10
I52
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Sel
ect c
loth
ing
whi
ch s
atis
fies
Hav
e st
uden
ts in
dica
te th
e ty
pe o
fpe
rson
al in
tere
sts,
act
iviti
escl
othi
ng (
styl
e, fa
bric
, cha
ract
eris
tics)
and
need
sbe
st s
uite
d to
eac
h st
uden
t for
ava
riety
of o
ccas
ions
(sc
hool
, wor
k,sp
orts
, spe
cial
eve
nts)
.
Enc
oura
ge in
divi
dual
stu
dent
s to
list
inte
rest
s an
d ac
tiviti
es. A
s a
clas
s,de
cide
on
an a
ppro
pria
te c
loth
ing
allo
wan
ce. U
sing
this
figu
re a
ndcu
rren
t cat
alog
ues,
new
spap
er a
ds o
r a
field
trip
to a
clo
thin
g st
ore,
hav
est
uden
ts c
hoos
e cl
othi
ng to
mee
tin
tere
sts
and
need
s. H
ow d
oes
clot
hing
sel
ecte
d ch
ange
(st
yle,
siz
e,us
e)?
Iden
tify
clot
hing
that
cre
ates
aA
sk s
tude
nts
to c
hoos
e th
ree
garm
ents
posi
tive
self-
imag
eth
at h
elp
crea
te a
pos
itive
feel
ing
abou
t the
mse
lves
. The
y sh
ould
list
the
reas
ons
why
they
sel
ecte
d th
ese
garm
ents
.
I_1
53
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
PR
OJE
CT
ING
AN
IMA
GE
Stu
dent
s sh
ould
be
able
to
Iden
tify
the
elem
ents
of d
esig
nT
he a
pplic
atio
n of
the
elem
ents
of
desi
gn t.
) cl
othi
ng s
elec
tion
is a
par
t of
the
impr
essi
on m
ade
on o
ther
s
othe
rlin
ete
xtur
eef
fect
of e
lem
ents
of d
esig
n on
figur
e
Ref
er to
a c
olou
r w
heel
to id
entif
ypr
imar
y, s
econ
dary
and
inte
rmed
iate
colo
urs.
Dis
cuss
som
e ch
arac
teris
tics
of c
olou
r su
ch a
s va
lue,
inte
nsity
,w
arm
and
coo
l col
ours
.
Dra
w th
e fo
ur b
asic
type
s of
line
s:ve
rtic
al, h
oriz
onta
l, di
agon
al a
ndcu
rved
. Dis
cuss
and
illu
stra
te s
ome
char
cter
istic
s of
line
s: d
irect
ion,
stra
ight
ness
, wid
th a
nd le
ngth
.
Bra
inst
orm
at l
east
eig
ht w
ords
whi
chde
scrib
e te
xtur
e: b
ulky
, shi
ny, d
ull,
soft,
sm
ooth
, rou
gh, c
risp,
fuzz
y.
Hav
e st
uden
ts d
escr
ibe
text
ures
of
fabr
ics
they
are
wea
ring.
111
1L54
sO
BJE
CT
IVE
SC
ON
CE
PT
S, G
EN
ER
ALI
ZA
TIO
NS
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
ES
Exp
lain
how
eac
h el
emen
t of
desi
gn a
ffect
s ap
pear
ance
sH
ave
stud
ents
des
crib
e th
ree
way
sco
lour
s ca
n af
fect
app
eara
nce
brig
ht c
olou
rs a
ttrac
t atte
ntio
nw
arm
col
ours
em
phas
ize
size
inte
nse
colo
urs
draw
atte
ntio
n to
feat
ures
colo
urs
whi
ch m
atch
eye
col
our
emph
asiz
e ev
es
Ask
stu
dent
s to
find
a p
ictu
re to
illus
trat
e de
scrip
tions
.
Sho
w p
ictu
res
of c
loth
ing
on p
eopl
ean
d as
k st
uden
ts h
ow a
ppea
ranc
e is
affe
cted
by
lines
in th
e ga
rmen
t.
Hav
e st
uden
ts c
hoos
e th
e ap
prop
riate
fabr
ic p
iece
from
a v
arie
ty o
f fab
rics
indi
ffere
nt te
xtur
es to
appe
ar s
limm
erpr
ojec
t a w
arm
, coz
y fe
elin
gde
-em
phas
ize
size
emph
asiz
e sp
ecia
l fea
ture
s
I 1 :;
55
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
CO
MM
UN
ICA
TIO
N
Stu
dent
s sh
ould
be
able
to
Iden
tify
the
mod
es o
fE
ffect
ive
com
mun
icat
ion
is a
n im
port
ant
Sho
w fi
lm, f
ilmst
rip, s
lides
dep
ictin
gco
mm
unic
atio
n: s
ymbo
lic,
verb
al, n
on-v
erba
las
pect
in th
e de
velo
pmen
t of p
ositi
vefa
mily
exp
erie
nces
com
mun
icat
ion
mod
es. I
dent
ify a
nd._
*scu
ss m
odes
use
d.
mod
es o
f com
mun
icat
ion
patte
rns
of c
omm
unic
atio
nco
mm
unic
atio
n ba
rrie
rsim
prov
ing
com
mun
icat
ion
Des
crib
e im
pres
sion
s fo
rmed
Clo
thin
g is
a r
efle
ctic
11-th
e in
divi
dual
Sho
w p
ictu
res
of p
eopl
e dr
esse
d in
abou
t app
eara
nce
diffe
rent
way
s. A
sk s
tude
nts
toim
pres
sion
sde
scrib
e im
pres
sion
s fo
rmed
and
mes
sage
s re
ceiv
edid
entif
y si
tuat
ions
in w
hich
the
type
of
pers
onal
itycl
othi
ng w
orn
is o
f gre
ater
or
less
erim
port
ance
(e.
g., j
ob, l
eisu
re).
Des
crib
e m
essa
ges
that
are
Ask
stu
dent
s to
giv
e ex
ampl
es o
fre
ceiv
ed b
y cl
othi
ng w
orn
mes
sage
s re
ceiv
ed a
bout
an
indi
vidu
alby
clo
thin
g w
orn.
Dis
cuss
how
one
styl
e of
dre
ssin
g ca
n m
ean
diffe
rent
thin
gs to
diff
eren
t peo
ple.
11
756
11,
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Iden
tify
diffe
rent
Cre
ate
a cl
ass
post
er d
iagr
amm
ing
com
mun
icat
ion
patte
rns
with
infa
mily
con
stel
latio
ns in
the
indi
vidu
al's
the
fam
ilyho
me.
Dra
w a
rrow
s co
nnec
ting
com
mun
icat
ion
links
to in
dica
tein
tera
ctio
n pa
ttern
s be
twee
n fa
mily
mem
bers
.
Inte
rpre
t fac
tors
lead
ing
toS
how
a fi
lm o
r re
ad s
torie
s ab
out
com
mun
icat
ion
brea
kdow
nsco
mm
unic
atio
n br
eakd
owns
. Gen
erat
ea
list o
f com
mun
icat
ion
brea
kdow
nsoc
curr
ing
in e
ach
situ
atio
n an
d fa
ctor
sco
ntrib
utin
g to
the
brea
kdow
n.
Des
crib
e ho
w c
omm
unic
atio
nS
imul
ate
com
mun
icat
ion
brea
kdow
nsca
n be
impr
oved
thro
ugh
role
pla
ying
ski
ts o
r ca
sest
udie
s an
d di
scus
s m
etho
ds fo
rpo
sitiv
e co
mm
unic
atio
n.
Exp
lain
the
impo
rtan
ce o
f ope
nO
utlin
e pr
oces
s of
gro
up d
ynam
ics
and
com
mun
icat
ion
with
in th
eill
ustr
ate
thro
ugh
puzz
les
or g
ames
. If
fam
ily to
mai
ntai
n a
posi
tive
poss
ible
, vid
eota
pe c
omm
unic
atio
n of
fam
ily e
xper
ienc
ein
divi
dual
s w
ithin
eac
h gr
oup;
pla
yba
ck a
t con
clus
ion
of a
ctiv
ity.
Stu
dent
s sh
ould
eva
luat
e gr
oup
perf
orm
ance
and
indi
vidu
al in
tera
ctio
npa
ttern
s.
1I
:3a/
57
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Dis
cuss
why
ope
n co
mm
unic
atio
n is
impo
rtan
t.
Per
sona
l dia
ry p
age
5. "
I can
talk
tom
ybe
caus
e ...
."
58
TH
E C
ON
SU
ME
R A
ND
TE
XT
ILE
S
Maj
or O
bjec
tive:
To
gain
und
erst
andi
ng w
hich
ass
ists
the
cons
umer
in m
akin
g de
cisi
ons
abou
t con
stru
ctin
g an
d pu
rcha
sing
text
ile p
rodu
cts.
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
SA
ND
CO
NT
EN
TS
UG
GE
ST
ED
AC
TIV
ITIE
S
WA
RD
RO
BE
PLA
NN
ING
AN
DP
UR
CH
AS
ING
Stu
dent
s sh
ould
be
able
to
Exp
lain
how
per
sona
l val
ues
Per
sona
l val
ues
affe
ct c
hoic
e of
Ask
indi
vidu
al s
tude
nts
to d
efin
eaf
fect
cho
ice
of c
loth
ing
clot
hing
valu
es b
y lis
ting
thin
gs o
f im
port
ance
.C
ompa
re li
sts,
not
ing
diffe
renc
es in
com
fort
expe
rienc
es.
conf
orm
ityse
lf-ex
pres
sion
Hav
e st
uden
ts r
ank
pers
onal
val
ues
inec
onom
yor
der
of im
port
ance
.se
lf-co
nfid
ence
Dis
cuss
how
thes
e va
lues
affe
ctch
oice
of c
loth
ing.
59
OB
JEC
TIV
ES
CO
NC
EPT
S, G
EN
ER
AL
IZA
TIO
NA
ND
CO
NT
EN
TSU
GG
EST
ED
AC
TIV
ITIE
S
Rel
ate
clot
hing
nee
ds to
Pla
nnin
g cl
othi
ng p
urch
ases
isA
sk s
tude
nts
to li
st c
loth
es in
thei
rw
ardr
obe,
inte
rest
s an
din
fluen
ced
by n
eeds
and
res
ourc
espr
esen
t war
drob
e. H
ave
them
list
activ
ities
avai
labl
ead
ditio
nal c
loth
ing
need
ed fo
r in
tere
sts
and
activ
ities
. Afte
r th
ey d
ecid
e ho
wpr
esen
t war
drob
em
uch
mon
ey is
ava
ilabl
e fo
r fa
bric
cr
activ
ities
clot
hes,
they
can
com
pare
and
dis
cuss
need
scl
othi
ng in
a n
umbe
r of
sto
res
or in
reso
urce
sad
vert
isem
ents
. The
n, h
ave
each
stud
ent d
ecid
e w
hat i
tem
s co
uld
bein
clud
ed in
thei
r bu
dget
.
Iden
tify
kind
s of
res
ourc
esIn
gro
ups,
hav
e st
uden
ts li
st p
erso
nal
avai
labl
e fo
r ac
quis
ition
of a
war
drob
ere
sour
ces
for
clot
hing
.
Com
pare
list
s. C
heck
for
sew
ing
skill
s,fa
mily
bud
get f
or c
loth
ing,
clo
thin
gfr
om fa
mily
mem
bers
, kin
ds o
f sto
res
avai
labl
e or
mai
l ord
er.
1')
60
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
FA
BR
IC F
IND
ING
S
Stu
dent
s sh
ould
be
able
to
Dis
cove
r th
at fi
bers
com
e fr
omK
now
ledg
e of
the
phys
ical
pro
pert
ies
ofH
ave
stud
ents
per
form
fibe
rdi
ffere
nt s
ourc
es a
nd h
ave
text
iles
assi
sts
in p
redi
ctin
gid
entif
icat
ion
test
s. F
or e
xam
ple,
bur
ndi
ffere
nt c
hara
cter
istic
spe
rfor
man
ce a
nd s
atis
fact
ion
inco
tton,
woo
l, an
d sy
nthe
tic fi
bers
.se
lect
ion
and
use
The
y sh
ould
mak
e a
gene
ral s
tate
men
tab
out t
he r
eact
ion
to th
e fla
me,
odo
urfib
er id
entif
icat
ion
test
san
d bu
rnin
g ra
te.
fabr
ic fi
nish
test
sM
ake
a cl
ass
char
t lis
ting
com
mon
fiber
s, s
ourc
es, a
nd m
ain
char
acte
ristic
s. D
iscu
ss h
ow fi
bers
from
sim
ilar
sour
ces
have
som
e of
the
sam
e ch
arac
teris
tics
and
reac
t in
asi
mila
r w
ay.
Dem
onst
rate
the
appl
icat
ion
ofP
ropo
se a
par
ticul
ar s
ituat
ion
in w
hich
accu
mul
ated
kno
wle
dge
inth
e be
st fa
bric
mus
t be
sele
cted
for
sele
ctin
g an
d us
ing
text
ilego
ods
the
inte
nded
use
(dr
aper
ies,
upho
lste
ry, l
inen
s, w
asha
ble
toy)
.
61
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Sel
ect a
ppro
pria
te m
etho
ds o
fca
re fo
r di
ffere
nt fa
bric
sK
now
ledg
e of
text
ile p
rope
rtie
s as
sist
sin
det
erm
inin
g fa
bric
and
clo
thin
g ca
rem
etho
ds
fiber
con
tent
fabr
ic c
onst
ruct
ion
fabr
ic fi
nish
stai
n re
mov
al
Des
ign
a cl
ass
chec
k lis
t to
add
infa
bric
sel
ectio
n. In
clud
e: s
heds
,w
rinkl
es, s
tren
gth,
firm
ness
,ab
sorb
ency
, col
our
fast
, car
e re
quire
d.
Usi
ng th
e re
sults
of t
he fa
bric
perf
orm
ance
test
s, h
ave
stud
ents
expl
ain
how
fibe
r co
nten
t, fa
bric
cons
truc
tion
and
fabr
ic fi
nish
influ
ence
care
met
hods
.
Ask
stu
dent
s to
pre
dict
wha
t may
happ
en to
fabr
ics
in d
iffer
ent
situ
atio
ns, s
uch
as ir
onin
g th
erm
o-pl
astic
fibe
rs a
t too
hig
h a
tem
pera
ture
, usi
ng c
hlor
ine
blea
ch o
nce
rtai
n fa
bric
s, w
ashi
ng d
elic
ate
fabr
icin
the
was
hing
mac
hine
.
Ask
stu
dent
s to
brin
g to
cla
ss u
sed
text
ile g
oods
that
are
stil
l dur
able
or
have
det
erio
rate
d. R
elat
e th
e co
nditi
onto
the
phys
ical
pro
pert
ies
of th
at fi
ber.
110
62
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Iden
tify
the
com
mon
type
s of
Hav
e st
uden
ts id
entif
y di
ffere
nt s
tain
sst
ains
and
sta
in r
emov
ers
on fa
bric
sam
ples
. Fro
m a
pam
phle
t or
book
, or
by v
iew
ing
a fil
mst
rip, t
hey
shou
ld id
entif
y su
itabl
e st
ain
rem
over
s(c
omm
erci
al a
nd h
ome-
mad
c) a
nd s
tain
rem
oval
pro
cedu
res.
Hav
e th
emex
perim
ent w
ith a
var
iety
of s
tain
s an
dst
ain
rem
over
s. R
ecor
d th
e re
sults
.
Iden
tify
the
info
rmat
ion
that
Tex
tile
regu
latio
ns h
ave
been
Rev
iew
the
use
of th
e ca
re la
belli
ngm
ust b
e on
a te
xtile
labe
les
tabl
ishe
d to
ens
ure
the
cons
umer
of a
mor
e re
liabl
e pr
oduc
tsy
mbo
ls.
Use
art
icle
s of
clo
thin
g to
illu
stra
teT
extil
e La
belli
ng A
ctho
w im
prop
er c
are
has
dam
aged
the
Haz
ardo
us P
rodu
cts
Act
appe
aran
ce a
nd d
urab
ility
of a
fabr
ic(s
hrun
ken
swea
ter,
col
our
tran
sfer
,iro
n m
arks
, dis
colo
urat
ion)
.
Rev
iew
info
rmat
ion
that
sho
uld
be o
n a
perm
anen
t tex
tile
labe
l. C
ompa
re w
ithth
e in
form
atio
n re
qu(r
emen
ts o
f ate
xtile
labe
l acc
ordi
ng to
the
Tex
tile
Labe
lling
Act
. Sen
d fo
r pa
mph
lets
on
text
ile r
egul
atio
ns.
63
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Hav
e st
uden
ts p
repa
re a
n in
form
atio
nsh
eet o
n fib
er c
onte
nt, f
abric
cons
truc
tion,
fabr
ic fi
nish
and
reco
mm
ende
d ca
re o
f fab
ric to
be
used
for
a se
lect
ed p
roje
ct. C
heck
with
info
rmat
ion
requ
ired
by te
xtile
legi
slat
ion.
Exp
lain
the
valu
e of
text
ileD
iscu
ss h
ow le
gisl
atio
n do
es n
otre
gula
tions
ensu
re q
ualit
y bu
t hel
ps th
e co
nsum
erm
ake
choi
ces.
Dis
cuss
how
the
Haz
ardo
us P
rodu
cts
legi
slat
ion
prot
ects
the
cons
umer
from
hig
hly
flam
mab
lefa
bric
s, p
oiso
n fr
om c
lean
ing
solu
tions
and
othe
r da
nger
s.
Iden
tify
cons
umer
rig
hts
Kno
win
g co
nsum
er r
ight
s an
d re
spon
si-
Dev
elop
a c
lass
list
of r
ight
s an
dbi
litie
s as
sist
s th
e in
divi
dual
whe
nm
akin
g de
cisi
ons
abou
t tex
tile
prod
ucts
.so
urce
s of
ava
ilabl
e in
form
atio
n.
Ask
stu
dent
s to
giv
e ex
ampl
es o
f way
sto
use
con
sum
er r
ight
s to
gai
nsa
tisfa
ctio
n in
the
mar
ketp
lace
.
I '4
64
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Des
crib
e co
nsum
erB
rain
stor
m a
list
of a
n in
divi
dual
'sre
spon
sibi
litie
sre
spon
sibi
litie
s as
a c
onsu
mer
. Ref
er to
spec
ific
actio
ns.
Exp
lain
whe
n re
turn
of g
oods
isP
rovi
qe c
ase
stud
ies
abou
t peo
ple
just
ified
retu
rnin
g m
erch
andi
se a
nd a
skst
uden
ts to
res
pond
to th
em. D
ecid
ew
hen
a re
fund
or
exch
ange
is ju
stifi
ed.
Stu
dent
s ca
n ro
le p
lay
retu
rnin
gap
pare
l and
text
ile p
rodu
cts
for
vario
usre
ason
s an
d w
ith d
iffer
ent o
utco
mes
T-s
hirt
with
fade
d tr
imje
ans
with
bro
ken
zipp
erfo
und
a be
tter
buy,
sty
le, o
r co
lour
artic
le d
idn'
t fit
sale
sper
son/
cust
omer
was
rud
ere
fund
/exc
hang
e gi
ven
or n
ot g
iven
Hav
e th
em a
naly
ze e
ach
situ
atio
n by
answ
erin
g th
ese
ques
tions
I j,
65
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Was
the
retu
rn ju
stife
d? W
hy?
Why
not
?W
as th
e ou
tcom
e fa
ir? If
not
, wha
tm
ore
coul
d ha
ve b
een
done
?D
id c
omm
unic
atio
n/at
titud
e af
fect
the
outc
ome?
With
the
clas
s, d
evel
op a
set
of
guid
elin
es fo
r re
turn
ing
appa
rel a
ndte
xtile
pro
duct
item
s as
a fo
llow
-up.
I11
,A
lk66
sC
ON
ST
RU
CT
ION
OF
TE
XT
ILE
PR
OJE
CT
S
Maj
or O
bjec
tive:
To
gain
an
unde
rsta
ndin
g an
d ap
prec
iatio
n of
the
skill
s an
d pe
rson
al s
atis
fact
ion
deriv
ed fr
omco
nstr
uctin
gte
xtile
pro
ject
s.
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
SA
ND
CO
NT
EN
TS
UG
GE
ST
ED
AC
TIV
ITIE
S
PR
OJE
CT
PLA
NN
ING
AN
DP
RE
PA
RIN
G
Stu
dent
s sh
ould
be
able
to
Iden
tify
prog
ress
mad
e in
deve
lopi
ng s
kills
thro
ugh
pers
onal
sew
ing
expe
rienc
e
Iden
tify
non-
hum
an r
esou
rces
avai
labl
e in
pro
duci
ng a
sat
isfy
ing
prod
uct
Dem
onst
rate
the
appl
icat
ion
ofkn
owle
dge
of d
esig
n an
d fa
bric
inse
lect
ing
a se
win
g pr
ojec
t
Pla
nnin
g a
proj
ect i
nclu
des
know
ledg
e of
pres
ent s
kills
and
new
exp
erie
nces
to b
ede
velo
ped.
Tec
hnol
ogy
has
prov
ided
man
y w
ays
inw
hich
sew
ing
skill
s ca
n be
enh
ance
d or
assi
sted
to c
reat
e a
proj
ect,
e.g.
, ser
ger,
com
pute
r-ai
ded
sew
ing
mac
hine
s.
Hav
e st
uden
ts d
o a
cons
truc
tion
pret
est.
Usi
ng a
cha
rt, t
hey
can
iden
tify
thos
ese
win
g sk
ills
whi
ch a
re w
ell d
evel
oped
,ne
ed p
ract
ice
or a
re n
ew. H
ave
them
choo
se s
kills
to a
cqui
re o
r im
prov
e an
dse
lect
a p
roje
ct (
patte
rn)
that
will
mee
tre
quire
men
ts.
Ask
stu
dent
s to
iden
tify
the
tool
s th
eyre
quire
to p
rodu
ce th
eir
proj
ect.
Hav
est
uden
ts c
reat
e a
wor
k pl
an o
f the
cons
truc
tion
and
iden
tify
whe
re a
nd h
owte
chno
logy
is u
sed
or c
ould
be
used
.
Hav
e st
uden
ts s
elec
t a p
atte
rn fo
r a
suita
ble
sew
ing
proj
ect.
The
n, a
sk th
em to
expl
ain
how
the
desi
gn o
f the
pro
ject
chos
en w
ill a
ffect
app
eara
nce
and
func
tion.
The
y sh
ould
als
o ex
plai
n ho
w th
efa
bric
cho
sen
will
wea
r an
d th
e ca
rere
quire
d.
L67
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
CO
NS
TR
UC
TIO
N T
EC
HN
IQU
ES
Stu
dent
s sh
ould
be
able
to
Dem
onst
rate
the
abili
ty to
Clo
thin
g sh
ould
fit c
orre
ctly
for
com
fort
Exp
lain
why
acc
urac
y is
impo
rtan
tde
term
ine
accu
rate
bod
yan
d de
sire
d ap
pear
ance
whe
n m
easu
ring.
Dem
onst
rate
taki
ngm
easu
rem
ents
body
mea
sure
men
tsbo
dy m
easu
rem
ents
. Wor
king
in p
airs
,st
uden
ts c
an ta
ke b
ody
mea
sure
men
tspa
ttern
siz
ene
eded
for
proj
ects
.pa
ttern
alte
ratio
nsS
elec
t a p
atte
rn s
ize
Use
a p
atte
rn s
ize
sele
ctio
n ch
art,
and
corr
espo
ndin
g to
bod
yha
ve s
tude
nts
choo
se a
sui
tabl
e si
zem
easu
rem
ents
and
bod
y bu
ildfo
r bo
dy m
easu
rem
ents
.
Sel
ect p
atte
rn a
nd a
ppro
pria
teA
suc
cess
ful p
roje
ct d
epen
ds o
nU
se fa
bric
sam
ples
and
pat
tern
fabr
ic a
nd n
otio
ns fo
r pr
ojec
tin
divi
dual
sew
ing
skill
s an
d th
een
velo
pes,
and
hav
e st
uden
ts s
elec
t ase
lect
ion
of a
ppro
pria
te p
atte
rn, f
abric
patte
rn, f
abric
and
not
ions
for
aan
d no
tions
.sp
ecifi
c se
win
g pr
ojec
t.
Iden
tify
term
s an
d st
eps
invo
lved
in p
repa
ring
fabr
ic fo
rT
he c
ompl
eted
pro
ject
is a
ffect
ed b
yfa
bric
pre
para
tion
Hav
e st
uden
ts c
ompl
ete
a cr
ossw
ord,
wor
dfin
d or
qui
z on
fabr
ic te
rms.
hav
ea
proj
ect
stud
ents
exa
min
e fa
bric
sel
ecte
d fo
r a
on g
rain
fabr
ic fi
nish
proj
ect t
o se
e if
fabr
ic is
gra
in p
erfe
ct,
has
an a
pplie
d fin
ish,
is p
resh
runk
.pr
e-sh
runk
pres
sing
fabr
ic
14:
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
A.N
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Exp
lain
rel
atio
nshi
p of
fabr
icP
rovi
de il
lust
ratio
ns o
f res
ults
of
prep
arat
ion
to p
roje
ct s
ucce
sspr
epar
ing
and
not p
repa
ring
a fa
bric
.N
ote
shrin
king
, the
way
fabr
ic h
angs
,de
sign
on
grai
n.
Dem
onst
rate
the
appl
icat
ion
ofD
emon
stra
te p
repa
ring
a fa
bric
for
reco
mm
ende
d st
eps
in fa
bric
sew
ing.
The
n ha
ve s
tude
nts
prep
are
prep
arat
ion
fabr
ic fo
r se
win
g, in
clud
ing
pres
sing
befo
re c
uttin
g.
Sel
ect s
impl
e pa
ttern
Exp
lain
term
s "f
it" a
nd "
ease
."al
tera
tions
nec
essa
ry fo
rD
emon
stra
te m
akin
g pa
ttern
corr
ect f
itad
just
men
ts (
wid
th a
nd le
ngth
chan
ges)
. Hav
e st
uden
ts p
ract
ice
onsa
mpl
e pa
ttern
s, a
lterin
g pa
ttern
as
requ
ired.
Inte
rpre
t the
info
rmat
ion
on a
The
pro
ject
inst
ruct
ion
shee
t pro
vide
sU
se p
roje
ct in
stru
ctio
n sh
eet,
and
have
proj
ect i
nstr
uctio
n sh
eet
help
ful i
nfor
mat
ion
for
cons
truc
ting
ast
uden
ts li
st th
e sp
ecia
l dire
ctio
nspr
ojec
tou
tline
d.
view
s of
pro
ject
prep
arat
ion
of p
atte
rn a
nd fa
bric
mar
king
scu
tting
layo
uts
inst
ruct
ions
for
mac
hine
or
hand
wor
k
1.84
,;69
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Out
line
a st
ep-b
y-st
ep p
lan
for
the
cons
truc
tion
and
com
plet
ion
of a
pro
ject
Dem
onst
rate
new
ski
lls le
arne
din
com
plet
ing
a pr
ojec
tsu
cces
sful
ly
Dem
onst
rate
the
appl
icat
ion
ofm
ore
adva
nced
con
stru
ctio
npr
oces
ses
need
ed fo
r th
eco
mpl
etio
n of
text
ile p
roje
cts
Dem
onst
rate
the
appl
icat
ion
ofco
nstr
uctio
n sk
ills
to a
lter,
repa
ir or
reu
se a
gar
men
t or
piec
e of
fabr
ic
Pla
nnin
g th
e st
eps
invo
lved
in th
eco
nstr
uctio
n of
a p
roje
ct h
elps
toor
gani
ze w
ork
and
use
time
effe
ctiv
ely.
Acq
uirin
g ne
w s
kills
and
com
plet
ing
apr
ojec
t suc
cess
fully
pro
vide
s pe
rson
alsa
tisfa
ctio
n.
Dev
elop
ing
cons
truc
tion
skill
s pr
ovid
esa
mea
ns o
f sel
f-ex
pres
sion
that
can
be
appl
ied
whe
n ch
oosi
ng to
mak
e a
text
ilepr
ojec
t
skill
dev
elop
men
tre
pair
recy
cle
alte
ratio
n
Tel
l stu
dent
s to
map
out
ste
ps in
cons
truc
tion
to b
e co
mpl
eted
dai
ly,
incl
udin
g sp
ecia
l con
stru
ctio
n sk
ills,
seam
fini
shes
, han
d se
win
g, a
ndde
cora
tive
stitc
hes.
Hav
e st
uden
ts u
se a
sco
rebo
ard,
chec
klis
t or
illus
trat
ed s
ampl
e to
eval
uate
pro
ject
. The
y sh
ould
con
side
rpr
evio
us e
xper
ienc
e in
mak
ing
the
eval
uatio
n.
Ask
stu
dent
s to
mak
e a
plan
for
ale
arni
ng e
xper
ienc
e th
at w
ill fi
t the
time
avai
labl
e an
d sk
ills
to b
ede
velo
ped.
Als
o, th
ey c
an m
ake
sam
ples
that
invo
lve
skill
s w
hich
nee
dpr
actic
e or
are
new
.
Rel
ate
to m
anag
emen
t of r
esou
rces
.S
tude
nts
can
eith
er r
epai
r ga
rmen
tsre
quiri
ng a
new
zip
per,
min
or a
ttent
ion
to te
ars,
bro
ken
seam
s, w
orn
plac
es,
and
fast
ener
s, o
r th
ey c
an r
ecyc
le a
nol
d ga
rmen
t int
o so
met
hing
use
ful.
ILA
14
,70
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
App
rais
e th
e ap
pear
ance
, fab
ricch
osen
and
qua
lity
ofco
nstr
uctio
n of
a te
xtile
pro
ject
Iden
tify
inte
rest
s an
d ab
ilitie
sin
the
area
of t
extil
es a
ndcl
othi
ng
Kno
wle
dge
conc
erni
ng fa
bric
s an
dco
nstr
uctio
n te
chni
ques
can
be
appl
ied
whe
n as
sess
ing
qual
ity, a
ppea
ranc
e an
ddu
rabi
lity
of a
text
ile p
rodu
ct.
Wor
king
with
text
ile p
rodu
cts
can
befo
r re
crea
tion,
ple
asur
e, n
eces
sity
, or
for
the
deve
lopm
ent o
f ski
lls r
elat
ed to
a ca
reer
in te
xtile
s an
d cl
othi
ng.
Use
the
stud
ent's
sew
ing
skill
s to
alte
rre
ady-
to-w
ear
garm
ents
and
toim
prov
e fit
, app
eara
nce,
and
dur
abili
ty.
The
y sh
ould
exp
lain
the
befo
re a
ndaf
ter
cond
ition
s of
the
garm
ents
. Ask
them
to d
eter
min
e th
e co
st o
f wor
k by
chec
king
on
the
prob
able
cos
t of
sim
ilar
alte
ratio
ns.
Ask
stu
dent
s to
use
a s
core
car
d/w
ritte
n re
port
to e
valu
ate
a te
xtile
prod
uct.
The
eva
luat
ion
shou
ldco
mm
ent o
n
wha
t new
ski
lls w
ere
lear
ned?
wha
t asp
ects
wer
e no
tch
alle
ngin
g?w
hat s
kills
nee
d im
prov
emen
t?
Ask
them
how
ski
lls a
nd k
now
ledg
eac
quire
d in
the
cons
truc
tion
of th
epr
ojec
t can
aid
in th
e se
lect
ion
ofre
ady-
to-w
ear
garm
ents
or
text
ilepu
rcha
se.
Fro
m a
dis
play
of h
andi
craf
t pro
ject
s,ha
ve e
ach
stud
ent s
elec
t tw
o or
thre
eha
ndic
raft
skill
s th
ey w
ould
like
tole
arn.
14'2
,71
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Iden
tify
the
jobs
rel
ated
toA
sk s
tude
nts
to d
escr
ibe
six
cate
gorie
ste
xtile
s an
d cl
othi
ngof
jobs
rel
ated
to te
xtile
s an
d cl
othi
ng,
e.g.
, ret
ailin
g, p
rodu
ctio
n, a
ltera
tion,
repa
iring
and
mai
nten
ance
, tea
chin
g,re
sear
ch a
nd c
omm
unic
atio
n.
Cre
ate
a cl
ass
bulle
tin b
oard
abo
utva
rious
jobs
rel
ated
to te
xtile
s an
dcl
othi
ng.
1A
.
172
TH
E F
AM
ILY
Maj
or O
bjec
tive:
To
gain
an
unde
rsta
ndin
g of
how
rel
atio
nshi
ps a
ffect
our
selv
es a
nd o
ther
s.
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
SA
ND
CO
NT
EN
TS
UG
GE
ST
ED
AC
TIV
ITIE
S
Stu
dent
s sh
ould
be
able
to
Out
line
role
of f
amily
inD
iscu
ss h
ow h
uman
nee
ds a
re m
et b
ym
eetin
g ba
sic
need
s of
the
indi
vidu
al m
embe
rsfa
mily
.
Iden
tify
pers
onal
res
ourc
es a
ndM
anag
emen
t of r
esou
rces
ext
ends
the
Ask
stu
dent
s w
ho is
res
pons
ible
for
how
to u
se th
emus
e of
text
ile p
rodu
cts.
prov
idin
g th
eir
clot
hes.
Stu
dent
ssh
ould
iden
tify
pers
onal
res
ourc
esav
aila
ble,
and
dec
ide
the
best
use
of
skill
s, m
oney
, and
tim
e.
Iden
tify
way
s to
ext
end
Ask
stu
dent
s to
list
gar
men
ts in
thei
rre
sour
ces
avai
labl
ew
ardr
obe
seld
om w
orn.
Hav
e th
emsu
gges
t way
s to
rep
air,
rec
ycle
or
mak
e us
e of
eac
h ite
m.
15_
73
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
RE
LAT
ION
SH
IPS
IN T
HE
FA
MIL
Y
Stu
dent
s sh
ould
be
able
to
Iden
tify
vario
us ty
pes
of fa
mily
The
fam
ily in
fluen
ces
the
rela
tions
hips
Hav
e st
uden
ts d
escr
ibe
tele
visi
on o
r
grou
ping
sam
ong
its m
embe
rsco
mic
str
ip fa
mili
es. A
sk th
em to
iden
tify
diffe
rent
fam
ily g
roup
s.ty
pe o
f fam
ilyst
age
in li
fe c
ycle
Per
sona
l dia
ry p
age
2. "
My
fam
ilyfa
mily
val
ues
grou
p is
...."
fam
ily r
espo
nsib
ilitie
sD
escr
ibe
the
fam
ily li
fe c
ycle
fam
ily r
oles
Dis
cuss
dev
elop
men
tal s
tage
s of
the
fam
ily a
nd h
ave
stud
ents
cre
ate
abu
lletin
boa
rd d
ispl
ay d
epic
ting
the
stag
es in
the
fam
ily li
fe c
ycle
.
Indi
vidu
al g
roup
s ca
n st
udy
a sp
ecifi
cst
age
of th
e fa
mily
life
cyc
le. D
iscu
ssco
ncer
ns r
elat
ed to
one
par
ticul
arst
age
of th
e fa
mily
life
cyc
le.
Des
crib
e ho
w a
n in
divi
dual
may
Rea
d ar
ticle
s ab
out d
iffer
ent f
orm
s of
be a
ffect
ed b
y ty
pe o
f fam
ilyth
e fa
mily
. Dis
cuss
and
pre
pare
a c
lass
grou
ping
and
sta
ge in
the
fam
ily li
fe c
ycle
list o
f var
ying
fam
ily fo
rms.
Per
sona
l dia
ry p
age
3. "
If m
y fa
mily
wer
e ...
."
74
,
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Stu
dent
s ca
n co
mpl
ete
page
3 o
f the
diar
y by
sta
ting
how
thei
r liv
es w
ould
be a
ffect
ed if
fam
ily g
roup
ing
was
diffe
rent
, or
they
wer
e in
ano
ther
sta
geof
the
fam
ily li
fe c
ycle
, e.g
., ch
ild is
born
, old
er s
iste
r le
aves
for
colle
ge.
Iden
tify
diffe
rent
fam
ily v
alue
s,ac
tiviti
es a
nd c
usto
ms
Dis
cuss
how
fam
ilies
are
sim
ilar
and
how
they
diff
er in
thei
r va
lues
,ac
tiviti
es a
nd c
usto
ms,
e.g
., ho
liday
ritua
ls.
Iden
tify
resp
onsi
bilit
ies
ofH
ave
stud
ents
iden
tify
resp
onsi
bilit
ies
fam
ily m
embe
rs to
eac
h ot
her
with
in o
wn
fam
ily a
nd fa
mily
'san
d to
the
fam
ily u
nit
resp
onsi
bilit
ies
to th
e in
divi
dual
.C
ompa
re r
espo
nsib
ilitie
s of
var
ious
fam
ily g
roup
ings
. Dis
cuss
res
pons
i-bi
litie
s if
both
par
ents
are
em
ploy
ed,
ther
e ar
e yo
unge
r si
blin
gs in
the
fam
ily,
mem
bers
are
act
ivel
y in
volv
ed in
spor
ts o
r co
mm
unity
act
iviti
es.
Iden
tify
vario
us r
oles
pre
sent
Dis
cuss
var
ious
rol
es w
ithin
a fa
mily
:w
ithin
the
fam
ilypa
rent
, chi
ld, s
iblin
g, g
rand
pare
nt, o
rot
hers
livi
ng in
the
fam
ily s
truc
ture
.
75
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Des
crib
e ho
w c
loth
es h
elp
usP
repa
re a
cla
ss c
heck
list o
f fam
ilych
ange
from
rol
e to
rol
ero
les,
res
pons
ibili
ties
and
dutie
s.Id
entif
y th
ose
done
by
pare
nts,
child
ren,
gra
ndpa
rent
s an
d ot
hers
.
Com
pile
a c
lass
pro
file
on r
oles
of
pare
nts,
chi
ldre
n, g
rand
pare
nts
and
othe
rs in
the
fam
ily.
Per
sona
l dia
ry p
age
4. "
My
role
in th
efa
mily
is ..
.."
RE
LAT
ION
SH
IPS
WIT
H P
EE
RS
Stu
dent
s sh
ould
be
able
to
Exp
lain
how
clo
thin
g ch
oice
sC
loth
ing
sele
ctio
n is
rel
ated
to g
roup
are
influ
ence
d by
gro
upde
cisi
ons
iden
tific
atio
n an
d gr
oup
beha
viou
r
conf
orm
ityac
cept
ance
grou
p in
fluen
ce
76
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Des
crib
e th
e in
fluen
ce o
f pee
rD
efin
e th
e te
rm "
peer
gro
up."
Iden
tify
grou
ps o
n cl
othi
ngse
lect
ion
peer
gro
ups
in th
e sc
hool
or
and
beha
viou
rco
mm
unity
. Hav
e st
uden
t lis
t gar
men
tsth
at a
re w
orn
by o
ne p
eer
grou
p an
dex
plai
n w
hy. D
iscu
ss h
ow b
ehav
iour
and
actio
ns a
re in
fluen
ced
by th
egr
oup.
Exp
lain
how
mal
e/fe
mal
eS
how
a fi
lm o
r fil
mst
rip o
r re
ad c
ase
rela
tions
hips
can
affe
ct fa
mily
stud
ies
illus
trat
ing
mal
e/fe
mal
ein
tera
ctio
nre
latio
nshi
ps; r
espo
nd to
eac
hsi
tuat
ion.
Des
crib
e an
d in
terp
ret i
nher
ent
Com
pile
a c
lass
list
of i
nher
ent f
orce
sfo
rces
exi
stin
g in
mal
e/fe
mal
ere
latio
nshi
ps
exis
ting
in m
ale/
fem
ale
rela
tions
hips
Effe
ct o
nE
ffect
on
For
ces
Indi
vidu
alF
amily
77
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
RE
LAT
ION
SH
IPS
WIT
HIN
TH
EC
OM
MU
NIT
Y
Stu
dent
s sh
ould
be
able
to
Des
crib
e th
e im
med
iate
Imm
edia
te a
nd c
omm
unity
Def
ine
"imm
edia
te e
nviro
nmen
t."en
viro
nmen
t and
how
iten
viro
nmen
ts c
an a
ffect
rel
atio
nshi
psfu
nctio
nsw
ithin
the
fam
ilyH
ave
stud
ents
list
com
pone
nts
ofim
med
iate
env
ironm
ents
: sch
ool
imm
edia
te e
nviro
nmen
tbu
ildin
g, c
hurc
h, c
omm
unity
clu
b, d
rug
com
mun
ity r
esou
rces
stor
e.co
mm
unity
rel
atio
nshi
psIn
vite
spe
aker
s to
cla
ss to
dis
cuss
vario
us fu
nctio
ns w
ithin
sch
ool
build
ing:
prin
cipa
l, se
cret
ary,
teac
her,
cust
odia
n, s
ocia
l wor
ker,
gui
danc
eco
unse
llor,
coa
ch, s
tude
nt c
ounc
ilm
embe
r.
Dis
cuss
the
role
of t
he s
tude
nt in
scho
ol o
pera
tion.
Exp
lain
wha
t con
stitu
tes
aco
mm
unity
With
the
clas
s, ta
ke a
wal
king
tour
of a
com
mun
ity. H
ave
stud
ents
list
com
pone
nts
and
draw
a m
ap o
f the
com
mun
ity.
78
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Per
sona
l dia
ry p
age
7. "
My
com
mun
ityis
...."
Des
crib
e av
aila
ble
reso
urce
s in
Dev
elop
a c
lass
list
of r
esou
rces
a co
mm
unity
.av
aila
ble
in c
omm
unity
.
Exp
lain
how
indi
vidu
als
can
Dis
cuss
and
list
how
indi
vidu
als
affe
ctin
fluen
ce th
eir
com
mun
ity.
thei
r co
mm
unity
.
DE
CIS
ION
-MA
KIN
G P
RO
CE
SS
Stu
dent
s sh
ould
be
able
to
Gen
eral
ize
that
dec
isio
n m
akin
gK
now
ledg
e of
the
deci
sion
-mak
ing
Enc
oura
ge e
ach
stud
ent t
o co
mpi
le a
is a
n on
goin
g pr
oces
spr
oces
s as
sist
s in
the
achi
evem
ent o
f"D
ecis
ion
Dia
ry"
to r
ecor
d al
l the
an in
divi
dual
's g
oals
.de
cisi
ons
mad
e in
one
day
. Pre
pare
ase
para
te li
st o
f the
har
dest
dec
isio
ns to
mak
e.
Bra
inst
orm
how
dec
isio
ns w
ere
mad
e;de
velo
p an
exp
lana
tion
of h
ow d
iffic
ult
deci
sion
s w
ere
mad
e.
Out
line
deci
sion
-mak
ing
Hav
e st
uden
ts p
repa
re d
ecis
ion-
mak
ing
proc
ess
for
impl
emen
ting
aou
tline
for
impl
emen
tatio
n of
a
com
mun
ity p
rogr
amco
mm
unity
pro
ject
.
I79
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Dem
onst
rate
the
appl
icat
ion
ofF
rom
the
deci
sion
-mak
ing
outli
ne, h
ave
deci
sion
-mak
ing
skill
s to
stud
ents
dev
elop
a p
lan
of a
ctio
n to
deve
lopi
ng a
pla
n of
act
ion
prep
are
a co
mm
unity
pro
ject
.
App
rais
e re
latio
nshi
ps o
f adu
ltsD
iscu
ss th
e w
orki
ng r
elat
ions
hips
and
adol
esce
nts
in th
ebe
twee
n ad
ults
and
ado
lesc
ents
in th
eco
mm
unity
com
mun
ity: s
tore
ow
ner/
stud
ent,
coac
h/ho
ckey
pla
yer,
you
th le
ader
/ad
oles
cent
, em
ploy
er/e
mpl
oyee
.
RE
LAT
ION
SH
IPS
OF
SE
LF W
ITH
OT
HE
RS
Stu
dent
s sh
ould
be
able
to
Rel
ate
a kn
owle
dge
of h
uman
Dis
cuss
how
an
unde
rsta
ndin
g of
need
s to
an
unde
rsta
ndin
g of
hum
an n
eeds
can
hel
p ea
ch in
divi
dual
one'
s se
lf an
d ot
hers
unde
rsta
nd o
ne's
sel
f bet
ter.
Hav
e st
uden
ts r
ole
play
a v
arie
ty o
fsi
tuat
ions
whi
ch d
epic
t an
inab
ility
tom
eet p
hysi
cal n
eeds
, in
.rde
r fo
r th
emto
exp
erie
nce
a pe
rson
al in
volv
emen
tan
d re
actio
n. U
se d
evic
es s
uch
as b
lind
wal
k, te
mpe
ratu
re c
hang
e, s
enso
ry
80
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
expe
rienc
e. W
ith th
e cl
ass,
sum
mar
ize
reac
tions
and
form
ulat
e a
theo
ry fr
omdi
scus
sion
find
ings
.
Des
crib
e re
latio
nshi
ps b
etw
een
Kno
wle
dge
and
unde
rsta
ndin
g of
hum
anP
erso
nal d
iary
pag
e 9.
"D
ear
self
and
othe
rs .n
fam
ily a
ndco
mm
unity
deve
lopm
ent p
rovi
des
a ba
sis
for
posi
tive
inte
ract
ion
with
sel
f and
oth
ers.
.1,
Hav
e st
uden
ts w
rite
a le
tter
to b
em
aile
d ba
ck w
ithin
a p
resc
ribed
tim
epe
riod
(4-5
yea
rs).
Des
crib
e: s
elf;
fam
ily s
ituat
ion
and
stag
e; p
erso
nal
inte
rest
s; s
choo
l; ho
me;
com
mun
ity;
futu
re a
spira
tions
; dre
ams.
Hav
e al
l stu
dent
s pr
epar
e a
colla
gefr
om p
ictu
res,
car
toon
s, p
rinte
d w
ords
to il
lust
rate
thei
r de
velo
pmen
t to
date
,an
d cu
rren
t and
futu
re a
spira
tions
for
inte
ract
ions
with
sel
f and
oth
ers.
81
FA
MIL
Y S
TU
DIE
S 0
485
15G
55 H
OU
RS
= 1
/2 C
RE
DIT
SC
OP
E A
ND
SE
QU
EN
CE
CH
ILD
HO
OD
AD
OLE
SC
EN
CE
TH
E F
AM
ILY
Hum
an N
eeds
Dev
elop
men
t of t
he A
dole
scen
tR
elat
ions
hips
in th
e F
amily
Dev
elop
men
t of t
he In
divi
dual
Cha
nges
in A
dole
scen
tT
he F
amily
Rol
eR
elat
ions
hips
with
Pee
rsH
ered
ity a
nd E
nviro
nmen
tD
evel
opm
ent o
f Sel
f-C
once
ptP
hysi
olog
ical
Gro
wth
Mat
urat
ion
Pro
cess
Rel
atio
nshi
ps w
ithin
the
Com
mun
ityD
evel
opm
ent o
f the
Chi
ldC
omm
unic
atio
nIm
med
iate
and
Com
mun
ityP
lay,
Rou
tines
, Dis
cipl
ine
Com
mun
icat
ion
Ski
llsE
nviro
nmen
ts
Car
ing
for
You
ng C
hild
ren
Val
ues
and
Goa
lsR
elat
ions
hips
of S
elf w
ith O
ther
sV
alue
s, A
ttitu
des
and
Bel
iefs
Goa
ls a
nd R
esou
rces
83
CH
ILD
HO
OD
Maj
or O
bjec
tive:
To
gain
an
unde
rsta
ndin
g of
our
selv
es th
roug
h th
e st
udy
of c
hild
dev
elop
men
t.
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
SA
ND
CO
NT
EN
TS
UG
GE
ST
ED
AC
TIV
ITIE
S
HU
MA
N N
EE
DS
Stu
dent
sho
uld
be a
ble
to
Iden
tify
the
basi
c ne
eds
ofK
now
ledg
e of
hum
an n
eeds
is b
asic
toR
ead
the
stor
y "R
omul
us a
nd R
emus
"hu
man
bei
ngs
unde
rsta
ndin
g on
e's
self
and
disc
uss
with
the
clas
s.
phys
ical
Dis
play
pic
ture
s of
new
born
infa
nts
soci
etal
and
disc
uss
wha
t a b
aby
need
s to
be
inte
llect
ual
heal
thy.
emot
iona
lA
sk s
tude
nts
to id
entif
y de
velo
pmen
tal
need
s as
bei
ng p
hysi
cal,
soci
al,
emot
iona
l and
inte
llect
ual.
Exp
lain
how
ado
lesc
ence
is a
Hav
e st
uden
ts d
iscu
ss a
dole
scen
tpe
riod
of g
row
th w
ith v
ery
spec
ific
need
sne
eds.
List
and
dis
cuss
sim
ilarit
ies
and
diffe
renc
es b
etw
een
child
hood
and
adol
esce
nt n
eeds
.
L
r"-
k.d
*s.
I ri
85
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Iden
tify
forc
es w
hich
influ
ence
Dis
cuss
how
sig
nific
ant o
ther
s ca
nhu
man
nee
ds a
nd d
evel
op--
assi
st in
mee
ting
hum
an n
eeds
(pe
erm
ent
grou
ps, f
amily
, gra
ndpa
rent
s,te
ache
rs,
coac
hes)
.
Fam
ily T
ree
Pos
ter
or B
ulle
tin B
oard
Hav
e th
e st
uden
ts c
reat
e a
tree
with
exam
ples
or
pict
ures
of f
amily
grou
ping
s; fi
nish
less
on b
y co
mpi
ling
the
list o
f bas
ic n
eeds
fam
ilies
pro
vide
for
an in
divi
dual
and
hav
e st
uden
tspl
ace
thes
e on
car
ds a
t the
roo
ts o
fth
e tr
ee.
Hav
e st
uden
ts a
ccum
ulat
e pi
ctur
es,
poem
s, o
r sa
ying
s de
pict
ing
basi
chu
man
nee
ds, a
nd th
e fo
rces
influ
enci
ng th
ose
need
s.
Dev
elop
a c
lass
pos
ter
base
d on
clip
ping
s to
illu
stra
te th
e fo
rces
influ
enci
ng h
uman
nee
ds.
Gen
eral
ize
that
kno
wle
dge
ofK
now
ledg
e of
hum
an n
eeds
is b
asic
toS
how
a fi
lm o
r fil
mst
rip o
utlin
ing
hum
an n
eeds
is n
eces
sary
toan
und
erst
andi
ng o
f one
's s
elf
and
hum
an n
eeds
and
thei
r ef
fect
on
unde
rsta
ndin
g on
e's
self
othe
rsin
divi
dual
dev
elop
mf.m
t.
86
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
basi
c hu
man
nee
dsD
iscu
ss a
nd c
hart
cla
ss s
ugge
stio
ns o
ffo
rces
influ
enci
ng h
uman
nee
dsba
sic
hum
an n
eeds
and
the
forc
esro
le o
f fam
ilyin
fluen
cing
thos
e ne
eds.
As
an o
ngoi
ng e
valu
atio
n, h
ave
stud
ents
beg
in a
dia
ry b
y pr
epar
ing
ape
rson
aliz
ed b
ookl
et to
be
mai
ntai
ned
thro
ugho
ut th
e co
urse
. Ent
ries
can
bepi
ctur
es, s
ongs
, poe
try,
dra
win
gs,
writ
ings
.
Per
sona
l dia
ry p
age
1. "
I nee
d ...
."
Rel
ate
a kn
owle
dge
of h
uman
Dis
cuss
how
an
unde
rsta
ndin
g of
need
s to
an
unde
rsta
ndin
g of
hum
an n
eeds
can
hel
p ea
ch in
divi
dual
one'
s se
lf an
d ot
hers
unde
rsta
nd o
ne's
sel
f bet
ter.
Hav
e st
uden
ts r
ole
play
a v
arie
ty o
fsi
tuat
ions
whi
ch d
epic
t an
inab
ility
tom
eet p
hysi
cal n
eeds
, in
orde
r fo
r th
emto
exp
erie
nce
a pe
rson
al in
volv
emen
tan
d re
actio
n. U
se d
evic
es s
uch
as b
lind
wal
k, te
mpe
ratu
re c
hang
e, s
enso
ryex
perie
nce.
With
the
clas
s, s
umm
ariz
ere
actio
ns a
nd fo
rmul
ate
a th
eory
from
disc
ussi
on fi
ndin
gs.
I/ c
l
87
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Out
line
role
of f
amily
inD
iscu
ss h
ow h
uman
nee
ds a
re m
e.. P
ym
eetin
g ba
sic
need
s of
the
indi
vidu
al m
embe
rsfa
mily
.
DE
VE
LOP
ME
NT
OF
TH
EIN
DIV
IDU
AL
Stu
dent
s sh
ould
be
able
to
Gen
eral
ize
the
exis
tenc
e of
The
fam
ily h
as a
uni
que
role
in th
eH
ave
stud
ents
com
plet
e se
nten
ce: "
Ava
rietie
s of
fam
ily g
roup
ings
inde
velo
pmen
t of a
n in
divi
dual
fam
ily is
...."
Pro
vide
exa
mpl
es o
fso
ciet
yfa
mily
tree
s or
a c
olla
ge o
f fam
ilyfa
mily
gro
upin
gsgr
oupi
ngs.
fam
ily m
embe
r ro
les
Iden
tify
role
s th
at fa
mily
mee
ting
indi
vidu
al n
eeds
Dev
elop
a li
st o
f fam
ily m
embe
rs a
ndm
embe
rs a
ssum
ero
les.
Hav
e st
uden
ts in
dica
te th
enu
mbe
r of
rol
es in
whi
ch e
ach
fam
ilym
embe
r is
invo
lved
.
Sta
te h
ow a
fam
ily m
eets
bas
icne
eds
of in
divi
dual
Usi
ng th
e lis
t of d
evel
opm
enta
l nee
ds,
have
stu
dent
s w
rite
nam
es o
f fam
ilym
embe
rs w
ho c
ontr
ibut
e to
mee
ting
the
need
s.
I-
I
88
eO
BJE
CT
IVE
SC
ON
CE
PT
S, G
EN
ER
ALI
ZA
TIO
NA
ND
CO
NT
EN
TS
UG
GE
ST
ED
AC
TIV
ITIE
S
Iden
tify
trai
ts r
elat
ed to
Her
edity
and
env
ironm
ent i
nflu
ence
the
Ask
stu
dent
s to
cre
ate
a th
umbp
rint
here
dity
deve
lopm
ent o
f one
's s
elf
disp
lay.
Pla
ce th
umbp
rints
on
pape
r in
a de
cora
tive
man
ner
to s
how
here
dity
diffe
renc
es in
trai
ts a
nd u
niqu
enes
s of
envi
ronm
ent
hom
e, c
omm
unity
indi
vidu
als.
Gen
eral
ize
that
eac
h in
divi
dual
Pre
test
from
a c
heck
list o
f inh
erite
dha
s a
set o
f inh
erite
d tr
aits
and
envi
ronm
enta
l tra
its.
Stu
dent
s ca
n cr
eate
a c
olla
ge o
fpi
ctur
es o
f inh
erite
d an
d en
viro
nmen
tal
trai
ts (
hair
colo
ur, h
ousi
ng s
tyle
) an
ddi
scus
s ea
ch tr
ait.
Iden
tify
the
varie
ty o
f hom
een
viro
nmen
ts in
whi
chD
iscu
ss h
ome
as a
feel
ing,
a s
truc
ture
,an
env
ironm
ent,
com
mun
ity, a
nd h
ome
indi
vidu
als
live
vs. h
ouse
.
Rel
ate
the
effe
cts
of h
ered
ityR
ead
a se
lect
ion
from
Alic
e in
and
hom
e en
viro
nmen
t to
the
Won
derla
nd o
r W
izar
d of
Oz,
dep
ictin
gde
velo
pmen
t of a
n in
divi
dual
chan
ges
in b
ody
shap
e or
env
ironm
ent.
Stu
dent
s ca
n w
rite
a pa
ragr
aph:
"If
Iw
ere
sudd
enly
...,"
e.g
., on
e m
etre
talle
r, h
air
chan
ged
colo
ur, s
ixce
ntim
etre
s ta
ll, o
r m
y ho
me
was
sudd
enly
pic
ked
up b
y a
torn
ado
and
depo
site
d in
.
1'7
89
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Ask
stu
dent
s to
com
men
t on
how
thes
e ch
ange
s w
ould
affe
ct th
eir
lives
.
Sho
w a
film
or
film
strip
dep
ictin
gph
ysic
al c
hang
es fr
om b
irth
to a
ge s
ix.
Dev
elop
cla
ss p
oste
rs fo
r ea
ch y
ear
from
birt
h to
age
six
to il
lust
rate
chan
ges
in p
hysi
cal a
ppea
ranc
e.
Exp
lain
that
dev
elop
men
tG
ener
ate
a lis
t of t
he s
eque
nce
ofoc
curs
in a
pre
dict
able
ord
erev
ents
in p
hysi
cal d
evel
opm
ent.
Ask
stu
dent
s to
def
ine
deve
lopm
enta
lta
sks.
DE
VE
LOP
ME
NT
OF
TH
E C
HIL
D
Stu
dent
s sh
ould
be
able
to
Sta
te h
ow p
lay
assi
sts
in th
eP
lay
is fu
ndam
enta
l in
the
over
all
Arr
ange
for
stud
ents
to o
bser
ve a
pre
-ph
ysic
al d
evel
opm
ent o
f a c
hild
deve
lopm
ent o
f a y
oung
chi
ldsc
hool
env
ironm
ent a
nd h
ave
them
reco
rd d
iffer
ence
s in
phy
sica
lph
ysic
alde
velo
pmen
t; or
gani
ze in
toso
ciet
alde
velo
pmen
tal t
asks
.in
telle
ctua
lem
otio
nal
90
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Des
crib
e ho
w s
ocia
lde
velo
pmen
t occ
urs
thro
ugh
play
Iden
tify
type
s of
pla
y: s
olita
ry, p
aral
lel,
co-o
pera
tive,
ass
ocia
tive.
Pre
pare
a c
lass
pos
ter
illus
trat
ing
diffe
rent
type
s of
pla
y; d
iscu
ss a
child
's s
ocia
l dev
elop
men
t thr
ough
play
.
Exp
lain
how
inte
llect
ual
Hav
e st
uden
ts e
xam
ine
child
ren'
sde
velo
pmen
t evo
lves
thro
ugh
book
s an
d to
ys, a
nd d
escr
ibe
wha
t apl
aych
ild le
arns
from
eac
h so
urce
.
Exp
lain
how
em
otio
nal
Gen
erat
e a
clas
s lis
t of e
mot
ions
that
deve
lopm
ent i
s en
hanc
edth
roug
h pl
aych
ildre
n ex
pres
s du
ring
play
.
Def
ine
emot
iona
l dev
elop
men
t.
Pla
y ga
mes
of v
aryi
ng le
vels
of
diffi
culty
, e.g
., M
onop
oly,
Ris
k,C
aree
rs. R
ecor
d in
divi
dual
feel
ings
.R
elat
e re
actio
ns to
how
you
ng c
hild
ren
may
feel
in s
imila
r si
tuat
ions
.
91
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Iden
tify
varie
ty in
toys
Toy
s ai
d in
the
deve
lopm
ent o
f the
Ask
stu
dent
s to
vis
it a
toy
stor
e or
youn
g ch
ildde
part
men
t, or
vie
w c
atal
ogue
s an
dlis
t the
var
iety
of t
oys
avai
labl
e.va
riety
Exp
lain
how
toys
are
use
d in
use
Dis
cuss
how
spe
cific
toys
can
aid
inpl
aysa
fety
deve
lopm
enta
l tas
ks, a
nd in
soc
ial,
inte
llect
ual a
nd e
mot
iona
l lea
rnin
g.
Iden
tify
safe
ty fe
atur
es to
be
cons
ider
ed w
hen
choo
sing
toys
Sho
w fi
lmst
rips
on s
afet
y in
toys
.
Iden
tify
the
safe
ty fe
atur
es in
toys
.H
ave
stud
ents
cre
ate
a "T
oy S
afet
y"ch
eckl
ist,
ratin
g ex
ampl
es o
f toy
s.
Des
crib
e im
port
ant e
lem
ents
Est
ablis
hmen
t and
mai
nten
ance
of
Invi
te a
par
ent a
nd c
hild
, age
d si
xin
volv
ed in
est
ablis
hing
aro
utin
e ar
e im
port
ant i
n ch
ildm
onth
s to
four
yea
rs, t
o th
e cl
ass
toch
ild's
rou
tines
deve
lopm
ent
disc
uss
carin
g fo
r a
child
.
slee
p or
res
tH
ave
stud
ents
list
and
des
crib
em
eal p
atte
rns
rout
ines
invo
lved
in c
arin
g fo
r ch
ildre
n:hy
gien
ecl
othi
ngsl
eep,
mea
l pat
tern
s, h
ygie
ne, c
loth
ing,
play
.pl
ayR
elat
e th
e im
port
ance
of
Stu
dent
s ca
n in
terv
iew
a p
erso
n w
horo
utin
e to
chi
ld d
evel
opm
ent
care
s fo
r ch
ildre
n ab
out c
hild
ren'
s da
ilyro
utin
es.
92
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Dis
cuss
sim
ilarit
ies,
diff
eren
ces
in, a
ndim
port
ance
of e
stab
lishi
ng a
ndm
aint
aini
ng r
outin
es.
Exp
lain
that
chi
ldre
n ex
pres
sE
stab
lishm
ent a
nd m
aint
enan
ce o
fH
ave
stud
ents
cre
ate
a B
ehav
iour
/fe
elin
gs in
a v
arie
ty o
f way
sdi
scip
line
is im
port
ant t
o a
child
'sF
eelin
gs B
ulle
tin B
oard
: col
lect
deve
lopm
ent
cart
oons
and
pic
ture
s fr
omne
wsp
aper
s an
d m
agaz
ines
that
feel
ings
and
beh
avio
urill
ustr
ate
exam
ples
of c
h.iid
ren'
sef
fect
ive
appr
oach
esfe
elin
gs. G
roup
illu
stra
tions
on
the
cons
iste
ncy
bulle
tin b
oard
with
iden
tifyi
ng la
bels
for
each
beh
avio
ur s
how
n.
Des
crib
e th
e di
ffere
nces
am
ong
Def
ine
rew
ard,
dis
cipl
ine,
and
rew
ard,
dis
cipl
ine
and
puni
shm
ent
puni
shm
ent.
Hav
e st
uden
ts r
ole
play
the
sam
esi
tuat
ion
with
thre
e ap
proa
ches
:re
war
d, d
isci
plin
e, p
unis
hmen
t.D
iscu
ss th
e ef
fect
iven
ess
of e
ach
resp
onse
.
Exp
lain
why
con
sist
ency
is a
nD
iscu
ss th
e im
port
ance
of c
onsi
sten
cyim
port
ant e
lem
ent o
f dis
cipl
ine
whe
n de
alin
g w
ith c
hild
ren.
93
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
CA
RIN
G F
OR
YO
UN
G C
HIL
DR
EN
Stu
dent
s sh
ould
be
able
to
Gen
eral
ize
that
chi
ld c
are
Abi
lity
to c
are
for
youn
g ch
ildre
nA
sk s
tude
nts
to c
reat
e a
baby
sitti
ngin
volv
es r
espo
nsib
ility
and
requ
ires
know
ledg
e an
d pe
rson
alki
t, us
ing
the
know
ledg
e ga
ined
from
know
ledg
e of
sup
ervi
sion
and
resp
onsi
bilit
y.th
e st
udy
of c
hild
dev
elop
men
t.gu
idan
ce o
f chi
ldre
nIn
clud
e: r
ecor
d sh
eet w
ith te
leph
one
num
bers
; saf
ety
chec
klis
t; eq
uipm
ent
and
mat
eria
ls fo
r cr
eativ
e pl
ay; c
hart
for
child
's d
aily
rou
tine
listin
g sl
eep,
mea
l pat
tern
s, h
ygie
ne, c
loth
ing,
heal
th c
are.
94
AD
OLE
SC
EN
CE
Maj
or O
bjec
tive:
To
gain
an
unde
rsta
ndin
g of
fact
ors
that
influ
ence
hum
an b
ehav
iour
dur
ing
adol
esce
nce.
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
SA
ND
CO
NT
EN
TS
UG
GE
ST
ED
AC
TIV
ITIE
S
DE
VE
LOP
ME
NT
OF
TH
EA
DO
LES
CE
NT
Stu
dent
s sh
ould
be
able
to
Dis
tingu
ish
betw
een
pube
rty
Kno
wle
dge
of c
hang
es o
ccur
ring
inH
ave
stud
ents
col
lect
def
initi
ons
ofan
d ad
oles
cenc
ead
oles
cenc
e is
bas
ic to
und
erst
andi
ngpu
bert
y an
d ad
oles
cenc
e fr
om a
var
iety
one'
s se
lfof
dic
tiona
ries.
Bra
inst
orm
for
ade
finiti
on o
f pub
erty
and
ado
lesc
ence
.pu
bert
y vs
. ado
lesc
ence
phys
ical
cha
nges
Sho
w a
film
or
disp
lay
book
s on
the
hygi
ene
emer
genc
e of
ado
lesc
ence
.D
iscu
ss th
ein
telle
ctua
l and
em
otio
nal
evol
utio
nary
pro
cess
of a
dole
scen
ce;
deve
lopm
ent
the
sim
ilarit
ies
and
diffe
renc
esbe
twee
n ad
oles
cent
s to
day
and
in th
epa
st.
Dis
cuss
the
age
diffe
renc
es in
pub
erty
in p
ast g
ener
atio
ns a
nd p
uber
ty to
day.
195
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Des
crib
e ph
ysic
al c
hang
es th
atS
how
a fi
lm o
r fil
mst
rip il
lust
ratin
goc
cur
durin
g ad
oles
cenc
e in
chan
ges
in p
hysi
cal d
evel
opm
ent
mal
e an
d fe
mal
e bo
dies
occu
rrin
g du
ring
adol
esce
nce.
Hav
e st
uden
ts c
ompl
ete
a ch
art
depi
ctin
g bo
dy c
hang
es in
mal
es a
ndfe
mal
es.
Rel
ate
phys
ical
cha
nges
Hav
e st
uden
ts d
efin
e hy
gien
e an
doc
curr
ing
durin
g ad
oles
cenc
eto
hyg
iene
and
gro
omin
ggr
oom
ing.
Dis
cuss
and
list
rou
tines
whi
ch w
illas
sist
in g
ood
groo
min
g an
d hy
gien
epr
actic
es.
Gue
st s
peak
ers
Hav
e a
hair
styl
ist/
cosm
etic
ian
visi
t the
cla
ss to
dis
cuss
and
illus
trat
e to
pics
in h
air
and
skin
care
, cos
met
ic a
pplic
atio
n an
d cr
eativ
eha
ir st
ylin
g.
Invi
te a
nur
se to
dis
cuss
the
impo
rtan
ce o
f goo
d gr
oom
ing
and
hygi
ene
prac
tices
.
41
1E
`L
e
96
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Des
crib
e ho
w c
hang
es in
Dis
cuss
how
the
thin
king
pro
cess
es o
fin
telle
ctua
l and
em
otio
nal
an a
dole
scen
t are
diff
eren
t fro
m a
deve
lopm
ent a
ffect
one
'sch
ild's
. Dis
cuss
the
proc
ess
ofse
nse
of s
elf
"des
crip
tion"
use
d by
an
elem
enta
rysc
hool
chi
ld a
nd th
e "e
xpla
natio
n"us
ed b
y an
ado
lesc
ent.
Dis
cuss
the
emot
iona
l shi
fts th
at e
ccur
durin
g ad
oles
cenc
e, in
par
ent-
to-p
aren
tre
latio
nshi
ps, a
nd m
ale-
fem
ale
frie
ndsh
ips.
Exp
lain
how
thes
e ch
ange
saf
fect
one
's s
ense
of s
elf,
usin
g ca
sest
udie
s, in
terv
iew
s.
Des
crib
e ho
w c
hang
es in
soc
ial
Hav
e th
e st
uden
ts o
bser
ve a
gro
up o
fde
velo
pmen
t affe
ct o
ne's
child
ren
at p
lay
in th
e ho
me,
inse
nse
of s
elf
play
grou
nds
and
in d
ayca
re c
entr
es.
List
the
diffe
renc
es.
Ask
stu
dent
s to
dis
cuss
with
thei
rfa
mili
es th
e ac
tiviti
es in
whi
ch th
eyw
ere
invo
lved
as
pre-
scho
oler
s. H
ave
them
ans
wer
the
follo
w' .
g qu
estio
ns
How
did
you
rea
ct to
diff
eren
tso
cial
izin
g de
man
ds?
97
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Did
you
enj
oy im
itatin
g so
me
ofyo
ur p
aren
ts' a
ctiv
ities
?W
ere
you
a ca
rbon
cop
y of
an
olde
r br
othe
r or
sis
ter,
or
a pa
rent
?
Hav
e st
uden
ts p
repa
re c
olla
ges
usin
gpi
ctur
es o
r w
ords
to d
escr
ibe
them
selv
es a
s a
pers
on, a
nd th
ein
fluen
ces
in th
eir
soci
aliz
atio
n.
Hav
e st
i(den
ts in
terv
iew
par
ents
or
invi
te a
pan
el o
f par
ents
to th
ecl
assr
oom
to fi
nd o
ut th
eir
expe
rienc
esin
bei
ng a
mod
el fo
r th
eir
child
ren
and
in le
arni
ng fr
om th
eir
child
ren.
Exp
lain
how
phy
sica
l,in
telle
ctua
l, so
cial
and
Eac
h st
uden
t can
pre
pare
a li
felin
e,m
arki
ng o
n it
all t
he s
igni
fican
tem
otio
nal c
hang
es a
re r
elat
edha
ppen
ings
in li
fe, b
egin
ning
with
to o
ne's
sen
se o
f sel
fbi
rth.
Stu
dent
s ca
n co
mpa
re li
felin
esw
ith c
lass
mat
es. W
hat s
imila
ritie
s ar
eth
ere?
Wha
t diff
eren
ces?
Hav
est
uden
ts c
ompa
re fe
elin
gs a
bout
sim
ilarit
ies
and
diffe
renc
es. C
onst
ruct
a gr
oup
lifel
ine
for
adol
esce
nts
inge
nera
l.
L.
98
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
DE
VE
LOP
ME
NT
OF
SE
LF-
CO
NC
EP
T
Stu
dent
s sh
ould
be
able
to
Gen
eral
ize
that
hum
ans
Sel
f-co
ncep
t res
ults
from
the
inte
ract
ion
Ask
stu
dent
s to
iden
tify
and
desc
ribe
poss
ess
five
sens
esw
ith p
hysi
cal,
soci
al, e
mot
iona
l, an
din
telle
ctua
l gro
wth
pro
cess
es a
ndfe
edba
ck fr
om s
igni
fican
t oth
ers.
the
five
sens
es: s
ight
, sou
nd, t
ouch
,ta
ste,
and
sm
ell.
Set
up
shor
t exp
erim
ents
for
stud
ents
to e
xper
ienc
e th
e fiv
e se
nses
. Hav
est
uden
ts r
ecor
d ex
perie
nces
and
disc
uss
feel
ings
dur
ing
the
test
ing
expe
rienc
e. D
iscu
ss in
divi
dual
diffe
renc
es in
per
cept
ion.
Des
crib
e ho
w p
erce
ptio
ns a
reD
iscu
ss a
nd c
ompa
re h
ow e
ach
esta
blis
hed
thro
ugh
sens
esin
divi
dual
rea
cts
to th
e di
ffere
ntse
nsat
ions
.
Dis
cuss
how
dis
able
d in
divi
dual
s le
arn
to c
ompe
nsat
e fo
r th
eir
disa
bilit
y.D
iscu
ss h
ow p
hysi
cal d
isab
ilitie
s ar
e a
dysf
unct
ion
of o
ne o
f the
sen
ses.
LiI
( 4
99
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Rel
ate
perc
eptio
ns to
the
Sho
w a
film
or
vide
otap
e on
sel
f-cr
eatio
n of
a u
niqu
e se
lf-co
ncep
t. D
iscu
ss a
nd e
volv
e a
conc
ept
defin
ition
of s
elf-
conc
ept.
Hav
e st
uden
ts w
rite
para
grap
hsco
nsid
erin
g th
e fo
llow
ing
ques
tions
:D
o yo
u lik
e yo
ur n
ame?
Wha
t doe
s a
nam
e sa
y ab
out a
per
son?
How
do
you
feel
if p
eopl
e fo
rget
nam
es?
Wha
tni
ckna
me
do y
ou h
ave?
Why
?
Dis
cuss
how
indi
vidu
al p
erce
ptio
nsaf
fect
sel
f-co
ncep
t.
Gen
eral
ize
that
per
cept
ion
ofE
ach
stud
ent c
an p
repa
re a
non
e's
self
lead
s to
a b
ette
rau
tobi
ogra
phy.
Hav
e th
em b
egin
by
unde
rsta
ndin
g of
sel
f and
listin
g pe
rson
al k
now
ledg
e of
sel
f:ot
hers
likes
, dis
likes
, hab
its, a
ctiv
ities
prof
icie
nt a
t, ar
eas
for
impr
ovem
ent,
new
thin
gs to
do
or le
arn.
Hav
e st
uden
ts c
ompl
ete
open
-end
edse
nten
ces:
Wha
t peo
ple
like
mos
tab
out m
e is
...;
Ilik
e to
hav
e m
ypi
ctur
e ta
ken
whe
n ...
;I t
hink
that
inth
e fu
ture
! w
ill...
.
2u
OB
JEC
riv
Es
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Hav
e st
uden
ts w
rite
a le
tter
ofin
trod
uctio
n to
a fi
ctiti
ous
pen
pal.
Ask
sm
all d
iscu
ssio
n gr
oups
to d
evis
e10
que
stio
ns to
ask
the
fictit
ious
pen
pal t
o ga
in a
n in
sigh
t int
o th
e co
ncep
tof
sel
f, at
titud
es, a
nd b
ehav
iour
tow
ard
othe
rs, o
penn
ess
and
flexi
bilit
y.T
opic
s to
incl
ude:
feel
ings
on
phys
ical
chan
ges,
per
cept
ual a
bilit
ies,
capa
bilit
ies.
Exp
lain
how
per
cept
ion
of s
elf
Gen
erat
e a
clas
s lis
t of i
mpo
rtan
taf
fect
s in
tera
ctio
n w
ith o
ther
spe
ople
in a
n in
divi
dual
's li
fe. A
skst
uden
ts to
des
crib
e th
e w
ays
thes
epe
ople
con
trib
ute
to a
n in
divi
dual
'sse
lf-co
ncep
t and
abi
lity
to in
tera
ct w
ithot
hers
.
Iden
tify
stre
ngth
s of
hum
anK
now
ledg
e of
the
mat
urat
ion
proc
ess
Deb
ate
the
follo
win
g, "
How
we
feel
bein
gsle
ads
to a
gre
ater
und
erst
andi
ng a
ndab
out o
urse
lves
doe
s/do
esn'
t affe
ctac
cept
ance
of s
elf
how
we
feel
abo
ut a
nd in
tera
ct w
ithot
hers
."in
divi
dual
str
engt
hsre
spon
sibi
lity
inde
pend
ence
self-
resp
ect
010
1
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Rea
d st
orie
s or
par
able
s ill
ustr
atin
gpe
rson
al s
tren
gths
. Bra
inst
orm
and
list
hum
an s
tren
gths
.D
escr
ibe
how
a k
now
ledg
e of
pers
onal
str
engt
hs c
ontr
ibut
esH
ave
stud
ents
list
indi
vidu
al s
tren
gths
to s
elf-
conc
ept
and
com
men
t on
how
thes
e st
reng
ths
cont
ribut
e to
sel
f-co
ncep
t.
Usi
ng th
e co
mpi
led
list,
stud
ents
can
role
pla
y or
pre
pare
a p
uppe
t the
atre
tode
pict a
visi
t to
the
doct
or/d
entis
ta
first
job
inju
ry o
r ill
ness
in th
e fa
mily
stud
ying
for
a te
st
Ask
stu
dent
s to
giv
e ex
ampl
es o
f how
a ne
gativ
e se
lf-co
ncep
t may
cau
sedi
fficu
lties
for
stud
ents
whe
nco
nver
sing
with
oth
ers,
adm
ittin
g th
eyar
e is
wro
ng, e
xpre
ssin
g fe
elin
gs,
acce
ptin
g co
nstr
uctiv
e cr
itici
sm, a
ndex
pres
sing
idea
s th
at d
iffer
from
othe
rs.
_I
.102
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Sho
w o
r pl
ay a
film
strip
or
tape
on
liste
ning
. Stu
dent
s ca
n pr
epar
e a
shor
tar
ticle
for
a te
en m
agaz
ine
on le
arni
ngto
list
en, a
nsw
erin
g th
e fo
llow
ing
ques
tions
Are
you
a ta
lker
or
a lis
tene
r?W
hen
do y
ou c
hang
e fr
om b
eing
ata
lker
to a
list
ener
?Is
you
r cl
oses
t frie
nd a
talk
er o
r a
liste
ner
or b
oth?
Wha
t is
a go
od li
sten
er?
How
wou
ld y
ou li
ke to
be?
Rel
ate
the
acce
ptan
ce o
fD
iscu
ss a
nd g
ener
ate
reas
ons
for
resp
onsi
bilit
y to
incr
ease
dsc
hool
res
tric
tions
and
rul
es. A
sk:
inde
pend
ence
"How
can
follo
win
g ru
les
lead
togr
eate
r in
depe
nden
ce?"
Sum
mar
ize
the
com
pone
nts
ofse
lf-re
spec
tD
iscu
ss is
sues
and
feel
ings
abo
utch
eatin
g, s
teal
ing,
lyin
g, r
espo
nsib
ility
for
hom
ewor
k or
hou
sew
ork,
sm
okin
g,dr
inki
ng o
r us
e of
dru
gs.
Hav
e st
uden
ts w
rite
a pa
ragr
aph
desc
ribin
g an
inci
dent
whe
n an
indi
vidu
al tr
eate
d th
em w
ith g
enui
neco
ncer
n an
d re
spec
t. D
escr
ibe
how
this
mad
e th
em fe
el. W
hat w
ere
the
resu
lts?
C)
103
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Ask
stu
dent
s to
def
ine
self-
resp
ect.
CO
MM
UN
ICA
TIO
N
Stu
dent
s sh
ould
be
able
to
Dis
tingu
ish
amon
g ve
rbal
, non
-C
omm
unic
atio
n sk
ills
are
a co
mpo
nent
Ver
bal C
omm
unic
atio
nve
rbal
and
sym
bolic
of th
e m
atur
atio
n pr
oces
s.co
mm
unic
atio
nR
ead
a di
ctio
nary
or
ency
clop
edia
desc
riptio
n of
an
unus
ual a
nim
al o
rob
ject
and
hav
e ea
ch s
tude
nt d
raw
thei
r ow
n re
pres
enta
tion
of th
ede
scrip
tion.
Com
pare
dra
win
gs.
Rea
d po
ems
desc
ribin
g hu
man
emot
ions
suc
h as
ang
er, f
ear,
love
,ha
te. E
xam
ine
feel
ings
afte
r he
arin
gth
ese
poem
s.
Hav
e st
uden
ts p
repa
re a
col
lage
of
pict
ures
dis
play
ing
emot
ions
, usi
ngex
ampl
es o
f diff
eren
t age
gro
ups,
cultu
res,
ani
mal
s.
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Non
-Ver
bal C
omm
unic
atio
n
Sym
bolic
Sho
w p
ictu
res
of s
ymbo
ls r
epre
sent
ing
inst
itutio
ns o
r co
mpa
nies
. Dis
cuss
wha
t sym
bols
rep
rese
nt.
Sho
w e
xam
ples
of d
iffer
ent t
raffi
c or
bilin
gual
roa
d si
gn s
. Hav
e st
uden
tsde
sign
new
traf
fic s
igns
.
Bod
y La
ngua
ge
Ask
the
clas
s to
cre
ate
and
labe
l abu
lletin
boa
rd d
ispl
ay o
f pic
ture
sill
ustr
atin
g bo
dy la
ngua
ge w
hich
indi
cate
s an
exp
ress
ion
of e
mot
ions
or
feel
ings
.
Sel
ect s
ome
stud
ents
to d
ram
atiz
efe
elin
gs o
r em
otio
ns a
nd o
ther
s ca
ngu
ess
the
"mes
sage
" th
ey a
reco
nvey
ing.
Dis
cuss
how
eas
y or
har
d it
may
hav
e be
en to
pre
sent
thes
em
essa
ges.
105
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Iden
tify
the
mod
es o
fE
ffect
ive
com
mun
icat
ion
is a
n im
port
ant
Sho
w fi
lm, f
ilmst
rip, s
lides
dep
ictin
gco
mm
unic
atio
n: s
ymbo
lic,
verb
al, n
on-v
erba
las
pect
in th
e de
velo
pmen
t of p
ositi
vefa
mily
exp
erie
nces
com
mun
icat
ion
mod
es. I
dent
ify a
nddi
scus
s m
odes
use
d.
mod
es o
f com
mun
icat
ion
patte
rns
of c
omm
unic
atio
nco
mm
unic
atio
n ba
rrie
rsim
prov
ing
com
mun
icat
ion
Exp
lain
the
proc
ess
ofA
sk s
tude
nts
to c
olle
ct o
r dr
awco
mm
unic
atio
nca
rtoo
ns to
illu
stra
te th
e pr
oces
s of
com
mun
icat
ion.
Hav
e st
uden
ts c
ompo
se a
nd la
bel a
diag
ram
of t
he p
roce
ss, u
sing
the
com
pone
nts
of s
ende
r, r
ecei
ver,
mes
sage
, med
ia, f
eedb
ack.
Iden
tify
barr
iers
that
exi
st in
Use
com
mun
icat
ion
stra
tegi
es o
rco
mm
unic
atio
nfil
mst
rips
illus
trat
ing
such
bar
riers
toco
mm
unic
atio
n as
bia
s, p
reju
dice
s,st
ereo
type
s, h
andi
caps
, fea
r of
4.re
ject
ion,
fear
of c
ritic
ism
, lac
k of
.41
voca
bula
ry, n
ot li
sten
ing.
0 1...d
,9
1f`
...4
t,.1
06A
ar",
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Sho
w a
film
or
read
sto
ries
abou
tco
mm
unic
atio
n br
eakd
owns
. With
the
stud
ents
, gen
erat
e a
list o
fco
mm
unic
atio
n br
eakd
owns
occ
urrin
gin
eac
h si
tuat
ion
and
fact
ors
cont
ribut
ing
to th
e br
eakd
own.
Sim
ulat
e co
mm
unic
atio
n br
eakd
owns
thro
ugh
role
pla
ying
ski
ts o
r ca
sest
udie
s an
d di
scus
s m
etho
ds fo
rpo
sitiv
e co
mm
unic
atio
n.
Iden
tify
way
s in
whi
chG
ive
stud
ents
a s
et o
f ins
truc
tions
toco
mm
unic
atio
n ca
n be
whi
ch th
ey li
sten
with
eye
s op
en a
ndim
prov
edw
ith n
orm
al b
ackg
roun
d no
ise.
Hav
eth
em c
arry
out
inst
ruct
ions
. The
n, g
ive
them
a s
et o
f ins
truc
tions
to w
hich
1
they
list
en w
ith e
yes
clos
ed a
nd w
ithno
bac
kgro
und
nois
e. H
ave
them
car
ryou
t tho
se in
stru
ctio
ns. C
ompa
re h
oww
ell t
he in
stru
ctio
ns w
ere
carr
ied
out
in b
oth
inst
ance
s.
Rel
ate
the
impo
rtan
ce o
f lis
teni
ng to
effe
ctiv
e co
mm
unic
atio
n.
n 40 I
O.)
107
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Iden
tify
how
com
mun
icat
ion
Rea
d an
ane
cdot
al s
tory
illu
stra
ting
skill
s m
ay a
ffect
inte
rper
sona
lpa
rent
/chi
ld c
omm
unic
atio
ns. D
iscu
ssre
latio
nshi
psst
ory
in r
elat
ion
to th
e fo
llow
ing
stat
emen
t: "I
f we
don'
t lis
ten
or s
peak
to e
ach
othe
r, h
ow w
ill w
e kn
ow a
bout
each
oth
er?"
Iden
tify
diffe
rent
Cre
ate
a cl
ass
post
er d
iagr
amm
ing
com
mun
icat
ion
patte
rns
with
infa
mily
con
stel
latio
ns in
the
indi
vidu
al's
the
fam
ilyho
me.
Dra
w a
rrow
s co
nnec
ting
com
mun
icat
ion
links
co
indi
cate
inte
ract
ion
patte
rns
betw
een
fam
ilym
embe
rs.
Exp
lain
the
impo
rtan
ce o
f ope
nO
utlin
e pr
oces
s of
gro
up d
ynam
ics
and
com
mun
icat
ion
with
in th
eill
ustr
ate
thro
ugh
puzz
les
or g
ames
. If
fam
ily to
mai
ntai
n a
posi
tive
poss
ible
, vid
eota
pe c
omm
unic
atio
n of
fam
ily e
xper
ienc
ein
divi
dual
s w
ithin
eac
h gr
oup;
pla
yba
ck a
t con
clus
ion
of a
ctiv
ity.
Stu
dent
s sh
ould
eva
luat
e gr
oup
perf
orm
ance
and
indi
vidu
al in
tera
ctio
npa
ttern
s.
108
sO
BJE
CT
IVE
SC
ON
CE
PT
S, G
EN
ER
ALI
ZA
TIO
NA
ND
CO
NT
EN
TS
UG
GE
ST
ED
AC
TIV
ITIE
S
Dis
cuss
why
ope
n co
mm
unic
atio
n is
impo
rtan
t.
Per
sona
l dia
ry p
age
5. "
I can
talk
tom
ybe
caus
e ...
."
VA
LUE
S A
ND
GO
ALS
Stu
dent
s sh
ould
be
able
to
Exp
lain
the
term
s: v
alue
s,at
titud
es a
nd b
elie
fsT
he m
atur
atio
n pr
oces
s in
volv
eskn
owle
dge
of o
ne's
val
ues,
atti
tude
sP
rese
nt th
e cl
ass
with
a "
Val
ues
Tra
y"(a
tray
hol
ding
a v
arie
ty o
f diff
eren
tan
d be
liefs
.ite
ms
car
keys
, mak
e-up
, mon
ey, a
nap
ple,
text
book
s, e
tc.)
.
Hav
e st
uden
ts w
rite
dow
n fir
st c
hoic
e(t
he r
est m
ay b
e ra
nk o
rder
ed).
Dis
cuss
in c
lass
the
reas
ons
behi
nd th
e ch
oice
sm
ade.
Hav
e st
uden
ts d
efin
e an
d co
mpa
reva
lues
, atti
tude
s, a
nd b
elie
fs.
109
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Iden
tify
fact
ors
influ
enci
ngB
egin
with
the
stat
emen
t: "N
o on
e is
valu
esbo
rn w
ith a
set
of v
alue
s, th
ey a
rele
arne
d fr
om."
Bra
inst
orm
to d
eter
min
e w
ho a
nd w
hat h
as a
nin
fluen
ce o
n ho
w w
e le
arn
our
valu
es,
e.g.
, par
ents
, fam
ily, s
choo
l, re
ligio
usgr
oups
, frie
nds,
teac
hers
, mov
ies,
med
ia.
Hav
e st
uden
ts r
ank
influ
ence
s in
ord
erof
impo
rtan
ce to
eac
h in
divi
dual
.
Gen
eral
ize
that
val
ues
may
vary
from
indi
vidu
al to
indi
vidu
al
Com
pare
val
ues
list.
Dis
tingu
ish
betw
een
shor
t- a
ndlo
ng-t
erm
goa
lsG
oals
are
det
erm
ined
by
one'
s va
lues
,an
d ar
e ac
hiev
ed th
roug
h th
e us
e of
reso
urce
s
Ask
eac
h st
uden
t to
prep
are
a pe
rson
algo
als
inve
ntor
y (lo
ng-,
inte
rmed
iate
-,an
d sh
ort-
term
) fr
om th
e fo
llow
ing
exer
cise
. Set
a th
ree-
min
ute
time
limit
hum
an r
esou
rces
for
each
cat
egor
y.no
n-hu
man
res
ourc
esLo
ng-t
erm
goa
ls
List
the
goal
s yo
u w
ould
like
toac
com
plis
h ov
er y
our
lifet
ime.
4,1
o
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AIT
ON
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Gen
eral
ize
that
goa
ls v
ary
from
indi
vidu
al to
indi
vidu
al
Iden
tify
the
kind
s of
res
ourc
esav
aila
ble
to th
e in
divi
dual
Des
crib
e ho
w r
esou
rces
ass
ist
indi
vidu
als
in r
each
ing
goal
s
Inte
rmed
iate
goa
ls
List
the
goal
s yo
u w
ant t
o ac
com
plis
hov
er th
e ne
xt s
ix m
onth
s or
to th
e en
dof
the
scho
ol y
ear.
Sho
rt-t
erm
goa
ls
List
the
goal
s yo
u w
ould
wan
t to
acco
mpl
ish
if yo
u kn
ew y
ou w
ere
to b
est
ruck
dow
n by
ligh
tnin
g in
one
wee
k.
Dis
cuss
the
mea
ning
and
val
ue o
f lon
g-te
rm, i
nter
med
iate
and
sho
rt-t
erm
goal
s.
Stu
dent
s ca
n co
mpa
re p
erso
nal
inve
ntor
ies
and
disc
uss
indi
vidu
aldi
ffere
nces
.
For
mul
ate
lists
of h
uman
and
non
-hu
man
res
ourc
es.
Dis
cuss
how
res
ourc
es c
an a
ssis
t in
reac
hing
one
's g
oals
.
ICJ
.'....
/09 4,
...t.)
111
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Fro
m th
e re
sour
ce li
st, h
ave
stud
ents
choo
se w
hat r
esou
rces
may
hel
p to
atta
in g
oals
.
Sum
mar
ize
the
rela
tions
hip
Hav
e th
e cl
ass
crea
te a
dia
gram
amon
g va
lues
, goa
ls, a
ndre
sour
ces
show
ing
rela
tions
hips
am
ong
valu
es,
goal
s an
d re
sour
ces.
Con
side
r se
lf,fa
mily
, com
mun
ity, s
choo
l, w
ork
and
play
.
DE
CIS
ION
-MA
KIN
G P
RO
CE
SS
Stu
dent
s sh
ould
be
able
to
Gen
eral
ize
that
dec
isio
n m
akin
gK
now
ledg
e of
the
deci
sion
-mak
ing
Eac
h st
uden
t can
com
pile
a "
Dec
isio
nis
an
ongo
ing
proc
ess
proc
ess
assi
sts
in th
e ac
hiev
emen
t of
Dia
ry"
to r
ecor
d al
l the
dec
isio
ns m
ade
an in
divi
dual
's g
oals
.in
one
day
. Pre
pare
a s
epar
ate
list o
fth
e ha
rdes
t dec
isio
ns to
mak
e.
Bra
inst
orm
how
dec
isio
ns w
ere
mad
e;de
velo
p an
exp
lana
tion
of h
ow d
iffic
ult
deci
sion
s w
ere
mad
e.
29
2
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
A1I
ON
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Out
line
the
deci
sion
-mak
ing
With
the
clas
s, d
esig
n a
deci
sion
-pr
oces
sm
akin
g pr
oces
s. u
se th
e pr
oces
s to
mak
e de
cisi
ons
on c
ase
stud
ies.
Exp
lain
the
rela
tions
hips
am
ong
valu
es, g
oals
, res
ourc
es a
ndR
ead
a m
oral
dec
isio
n st
ory.
In g
roup
s,ha
ve s
tude
nts
disc
uss
and
dete
rmin
ede
cisi
on m
akin
gal
tern
ativ
es a
vaila
ble
in th
e st
ory.
Ask
eac
h gr
oup
to v
ote
on th
e be
stal
tern
ativ
e; li
st th
e co
nseq
uenc
es.
Exp
lain
that
dec
isio
ns m
ade
Iden
tify
how
dec
isio
ns m
ade
by o
ther
saf
fect
sel
f and
oth
ers
(par
ent/t
each
er)
affe
ct o
nese
lf.
Iden
tify
how
indi
vidu
al d
ecis
ions
can
affe
ct o
ther
s.
Rel
ate
deci
sion
-mak
ing
skill
s to
Ask
eac
h st
uden
t to
deve
lop
a flo
wfu
ture
cho
ices
char
t, pi
ctor
ial r
epre
sent
atio
n, o
rw
ritte
n ar
ticle
for
a sc
hool
new
spap
er,
imag
inin
g "M
y Li
fe"
ter
year
s fr
omno
w, "
My
Life
wor
k,"
and
"My
Life
styl
e."
22
.'
113
TH
E F
AM
ILY
Maj
or O
bjec
tive:
To
gain
an
unde
rsta
ndin
g of
how
rel
atio
nshi
ps a
ffect
our
selv
es a
nd o
ther
s.
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
SA
ND
CO
NT
EN
TS
UG
GE
ST
ED
AC
TIV
ITIE
S
RE
LAT
ION
SH
IPS
IN T
HE
FA
MIL
Y
Stu
dent
s sh
ould
be
able
to
Iden
tify
vario
us ty
pes
of fa
mily
The
fam
ily in
fluen
ces
the
rela
tions
hips
Hav
e st
uden
ts d
escr
ibe
tele
visi
on o
rgr
oupi
ngs
amon
g its
mem
bers
com
ic s
trip
fam
ilies
. Ask
them
toid
entif
y di
ffere
nt fa
mily
gro
ups.
type
of f
amily
stag
e in
life
cyc
leP
erso
nal d
iary
pag
e 2.
"M
y fa
mily
fam
ily v
alue
sgr
oup
is ..
.."fa
mily
res
pons
ibili
ties
fam
ily r
oles
Des
crib
e th
e fa
mily
life
cyc
leD
iscu
ss d
evel
opm
enta
l sta
ges
of th
efa
mily
and
hav
e st
uden
ts c
reat
e a
bulle
tin b
oard
dis
play
dep
ictin
g th
est
ages
in th
e fa
mily
life
cyc
le.
t-,
115
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Des
crib
e ho
w a
n in
divi
dual
may
Rea
d ar
ticle
s ab
out d
iffer
ent f
orm
s of
be a
ffect
ed b
y ty
pe o
f fam
ilyth
e fa
mily
. Dis
cuss
and
pre
pare
a c
lass
grou
ping
and
sta
ge in
the
fam
ily li
fe c
ycle
list o
f var
ying
fam
ily fo
rms.
Per
sona
l Gla
ry p
age
3. "
If m
y fa
mily
wer
e ...
."
Stu
dent
s ca
n co
mpl
ete
page
3 o
f the
diar
y by
sta
ting
how
thei
r liv
es w
ould
be a
ffect
ed if
fam
ily g
roup
ing
was
diffe
rent
, or
they
wer
e in
ano
ther
sta
geof
the
fam
ily li
fe c
ycle
, e.g
., ch
itd is
born
, old
er s
iste
r le
aves
for
colle
ge.
Iden
tify
diffe
rent
fam
ily v
alue
s,ac
tiviti
es a
nd c
usto
ms
Dis
cuss
how
fam
ilies
are
sim
ilar
and
how
they
diff
er in
thei
r va
lues
,ac
tiviti
es a
nd c
usto
ms,
e.g
., hc
liday
ritua
ls.
Iden
tify
resp
onsi
bilit
ies
ofH
ave
stud
ents
iden
tify
resp
onsi
bilit
ies
fam
ily m
embe
rs to
eac
h ot
her
with
in o
wn
fam
ily a
nd fa
mily
'san
d to
the
fam
ily u
nit
resp
onsi
bilit
ies
to th
e in
divi
dual
.C
ompa
re r
espo
nsib
ilitie
s o
vario
usfa
mily
gro
upin
gs. D
iscu
ssre
spon
sibi
litie
s if
both
par
ents
are
empl
oyed
, the
re a
re y
oung
er s
iblin
gs in
the
fam
ily, m
embe
rs a
re a
ctiv
ely
invo
lved
in s
port
s or
com
mun
ityac
tiviti
es.
116
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Iden
tify
vario
us r
oles
pre
sent
Dis
cuss
var
ious
rol
es w
ithin
a fa
mily
:
with
in th
e fa
mily
pare
nt, c
hild
, sib
ling,
gra
ndpa
rent
,or
othe
rs li
ving
in th
e fa
mily
str
uctu
re.
Pre
pare
a c
lass
che
cklis
t of f
amily
role
s, r
espo
nsib
ilitie
s an
d du
ties.
Iden
tify
thos
e do
ne b
y pa
rent
s,ch
ildre
n, g
rand
pare
nts
and
othe
rs.
Com
pile
a c
lass
pro
file
on r
oles
ofpa
rent
s, c
hild
ren,
gra
ndpa
rent
san
d
othe
rs in
the
fam
ily.
Per
sona
l dia
ry p
age
4. "
My
role
in th
efa
mily
is ..
.."
RE
LAT
ION
SH
IPS
WIT
H P
EE
RS
Stu
dent
s sh
ould
be
able
to
Iden
tify
peer
s an
d pe
er g
roup
sP
eer
grou
p re
latio
nshi
ps a
re a
sign
ifica
nt fa
ctor
in a
nin
divi
dual
'sD
efin
e "p
eer"
and
"pe
er g
roup
."
deve
lopm
ent
Per
sona
l dia
ry p
age
6. "
My
peer
gro
upis
...."
peer
gro
ups
peer
influ
ence
o11
7
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Exp
lain
how
pee
rs a
nd p
eer
Usi
ng p
uppe
ts, h
ave
stud
ents
rol
e pl
aygr
oups
can
influ
ence
peer
gro
up/fa
mily
act
iviti
es th
at d
eal
indi
vidu
als
and
affe
ct fa
mili
esw
ith d
iffer
ing
attit
udes
, val
ues
and
beha
viou
r: b
abys
ittin
g, c
urfe
w, d
atin
g,dr
inki
ng, s
hopl
iftin
g, s
mok
ing,
spo
rts,
wor
king
.
Exp
lain
how
mal
e/fe
mal
eS
how
a fi
lm o
r fil
mst
rip o
r re
ad c
ase
rela
tions
hips
can
affe
ct fa
mily
stud
ies
illus
trat
ing
mal
e/fe
mal
ein
tera
ctio
nre
latio
nshi
ps; r
espo
nd to
eac
hsi
tuat
ion.
Des
crib
e an
d in
terp
ret i
nher
ent
Com
pile
a c
lass
list
of i
nher
ent f
orce
sfo
rces
exi
stin
g in
mal
e/fe
mal
eex
istin
g in
mal
e/fe
mal
e re
latio
nshi
ps:
rela
tions
hips
Effe
ct o
nE
ffect
on
For
ces
Indi
vidu
alF
amily
2'4
2.4;
;11
8
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
RE
LAT
ION
SH
IPS
WIT
HIN
TH
EC
OM
MU
NIT
Y
Stu
dent
s sh
ould
be
able
to
Des
crib
e th
e im
med
iate
Imm
edia
te a
nd c
omm
unity
Def
ine
"imm
edia
te e
nviro
nmen
t."en
viro
nmen
t and
how
iten
viro
nmen
ts c
an a
ffect
rel
atio
nshi
psfu
nctio
nsw
ithin
the
fam
ilyH
ave
stud
ents
list
com
pone
nts:
sch
ool
build
ing,
chu
rch,
com
mun
ity c
lub,
dru
gim
med
iate
env
ironm
ent
stor
e.co
mm
unity
res
ourc
esco
mm
unity
rel
atio
nshi
psIn
vite
spe
aker
s to
cla
ss to
dis
cuss
vario
us fu
nctio
ns w
ithin
sch
ool
build
ing:
prin
cipa
l, se
cret
ary,
teac
her,
cust
odia
n, s
ocia
l wor
ker,
gui
danc
eco
unse
llor,
coa
ch, s
tude
nt, c
ounc
ilm
embe
r.
Dis
cuss
the
role
of t
he s
tude
nt in
scho
ol o
pera
tion.
Exp
lain
wha
t con
stitu
tes
aW
ith th
e cl
ass,
take
a w
alki
ng to
ur o
f a
com
mun
ityco
mm
unity
. Hav
e st
uden
ts li
stco
mpo
nent
s an
d dr
aw a
map
of th
e
com
mun
ity.
2 4
.11
9
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
Per
sona
l dia
ry p
age
7. "
My
com
mun
ityis
...."
Des
crib
e av
aila
ble
reso
urce
s in
Dev
elop
a c
lass
list
of r
esou
rces
a co
mm
unity
avai
labl
e in
com
mun
ity.
Exp
lain
how
indi
vidu
als
can
Dis
cuss
and
list
how
indi
vidu
als
affe
ctin
fluen
ce th
eir
com
mun
ityth
eir
com
mun
ity.
Out
line
deci
sion
-mak
ing
Hav
e st
uden
ts p
repa
re d
ecis
ion-
mak
ing
proc
ess
for
impl
emen
ting
aou
tline
for
impl
emen
tatio
n of
aco
mm
unity
pro
gram
com
mun
ity p
roje
ct.
Dem
onst
rate
the
appl
icat
ion
ofF
rom
the
deci
sion
-mak
ing
outli
ne, h
ave
deci
sion
-mak
ing
skill
s to
stud
ents
dev
elop
a p
lan
of a
ctio
n to
deve
lopi
ng a
pla
n of
act
ion
prep
are
a co
mm
unity
pro
ject
.
App
rais
e re
latio
nshi
ps o
f adu
ltsD
iscu
ss th
e w
orki
ng r
elat
ions
hips
and
adol
esce
nts
in th
ebe
twee
n ad
ults
and
ado
lesc
ents
in th
eco
mm
unity
com
mun
ity: s
tore
ow
ner/
stud
ent,
coac
h/ho
ckey
pla
yer,
you
th le
ader
/ad
oles
cent
, em
ploy
er/e
mpl
oyee
.
2"'
4012
0
OB
JEC
TIV
ES
CO
NC
EP
TS
, GE
NE
RA
LIZ
AT
ION
AN
D C
ON
TE
NT
SU
GG
ES
TE
D A
CT
IVIT
IES
RE
LAT
ION
SH
IPS
OF
SE
LF W
ITH
OT
HE
RS
Stu
dent
s sh
ould
be
able
to
Des
crib
e re
latio
nshi
ps b
etw
een
Kno
wle
dge
and
unde
rsta
ndin
g of
hum
anP
erso
nal d
iary
pag
e 9.
"D
ear
self
and
othe
rs in
fam
ily a
ndde
velo
pmen
t pro
vide
s a
basi
s fo
r.
II
com
mun
itypo
sitiv
e in
tera
ctio
n w
ith s
elf a
nd o
ther
s.H
ave
stud
ents
writ
e a
lette
r to
be
mai
led
back
with
in a
pre
scrib
ed ti
me
perio
d (4
-5 y
ears
). D
escr
ibe:
sel
f;fa
mily
situ
atio
n an
d st
age;
per
sona
lin
tere
sts;
sch
ool;
hom
e; c
omm
unity
;fu
ture
asp
iratio
ns; d
ream
s.
Hav
e st
uden
ts p
repa
re a
col
lage
from
pict
ures
, car
toon
s, p
rinte
d w
ords
toill
ustr
ate
thei
r de
velo
pmen
t to
date
,an
d cu
rren
t and
futu
re a
spira
tions
for
inte
ract
ions
with
fam
ily, f
riend
s.
4
24;.
121
AP
PR
OV
ED
AN
D R
EC
OM
ME
ND
ED
TE
XT
S
The
se r
esou
rces
may
be
foun
din
the
Man
itoba
Fam
ily S
tudi
esT
extb
ook
Bur
eau
Cat
alog
ue.
Foo
ds a
nd N
utrit
ion
Cre
ativ
e Li
ving
, Fos
ter
The
Wor
ld o
f Foo
d, M
edve
dF
oods
, Ver
non
Clo
thin
g, H
ousi
ng a
nd D
esig
n
Cre
ativ
e Li
ving
, Fos
ter
Clo
thes
, Clu
es a
nd C
aree
rs, V
ande
rhof
fC
loth
ing
Dec
isio
ns, W
ebb
Clo
thes
and
You
r A
ppea
ranc
e, L
idde
llC
loth
ing
Imag
e an
d Im
pact
, Joh
nson
Par
entin
g an
d T
each
ing
You
ng C
hild
ren,
Hild
ebra
ndT
he D
evel
opin
g C
hild
, Bris
bane
Par
ents
and
The
ir C
hild
ren,
Ryd
erC
reat
ive
Livi
ng, F
oste
r
123
