UNIT 1: CAREER PORTFOLIO - COMPONENTS AND COMPETENCIES

Transcription

1 Clover Park School District Consumer and Family Resources Course:, Grade 8 Total Framework Hours up to: 90 CIP Code: Exploratory Preparatory Date Last Modified: May 28, 2013 Career Cluster: Human Services Career Pathway: Health and Human Services UNIT 1: CAREER PORTFOLIO - COMPONENTS AND COMPETENCIES Performance Assessments: Maintain a calendar or planner to schedule the many roles and goals identified as relevant in a student s life. Identify strategies to create leadership skills that help balance family, career, and community responsibilities. FCCLA Power Of One projects as the planning and assessment tool Student will investigate the question what is the impact of various careers on consumer and family resources. Present findings as a brochure. Embedded Leadership Activities Family, Career, and Community Leaders of America (FCCLA) program: Power of One: Working on Working Career Connection Career Scan Leaders at Work OR STAR Events: Job Interview, Applied Technology, Career Investigation (Career Cruising) OR Families First Meet the Challenge STANDARDS AND COMPETENCIES Standard/Unit: 1.1 Analyze strategies to manage multiple roles and responsibilities (individual, family, career, community, and global). Competencies Total Learning Hours for Unit: 15 May 28, 2013 Page 1 of 11

2 1.1.1 Summarize local and global policies, issues, and trends in the workplace and community that affect individuals and families Analyze the effects of social, economic, and technological change on work and family dynamics Analyze ways that individual career goals can affect the family's capacity to meet goals for all family members Analyze potential effects of career path decisions on balancing work and family. Educational Technology Math COMMON CORE ALIGNED WASHINGTON STATE STANDARDS 1.1.1Generate ideas and create original works for personal and group expression using a variety of digital tools Use models and simulations to explore systems, identify trends and forecast possibilities Communicate and collaborate to learn with others Develop cultural understanding and global awareness by engaging with learners of many cultures Locate and organize information from a variety of sources and media Analyze, synthesize and ethically use information to develop a solution, make informed decisions and report results Practice personal safety Use a variety of hardware to support learning Select and use common applications Select and use online applications Formulate and synthesize new knowledge. The Number System 1. Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number. Expressions and Equations 5 Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. Science Statistics and Probability 4 Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. Inquiry 6-8 INQA Question. Scientific inquiry involves asking and answering questions and comparing the answer with what scientists already know about the world. 6-8 INQB Investigate. Different kinds of questions suggest different kinds of scientific investigations. 6-8 INQC Investigate. Collecting, analyzing, and displaying data are essential aspects of all investigations. 6-8 INQD Investigate. For an experiment to be valid, all (controlled) variables must be kept the same whenever possible, except for the manipulated (independent) variable being tested and the responding (dependent) variable being measured and recorded. If a variable cannot be controlled, it must be reported and accounted for. 6-8 INQE Model. Models are used to represent objects, events, systems, and processes. Models can be used to test hypotheses and better May 28, 2013 Page 2 of 11

3 understand phenomena, but they have limitations. 6-8 INQF Explain. It is important to distinguish between the results of a particular investigation and general conclusions drawn from these results. 6-8 INQG Communicate Clearly. Scientific reports should enable another investigator to repeat the study to check the results. 6-8 INQH Intellectual Honestly. Science advances through openness to new ideas, honesty, and legitimate skepticism. Asking thoughtful questions, querying other scientists' explanations, and evaluating one s own thinking in response to the ideas of others are abilities of scientific inquiry. 6-8 INQI Consider Ethics. Scientists and engineers have ethical codes governing animal experiments, research in natural ecosystems, and studies that involve human subjects. Application 6-8 APPA People have always used technology to solve problems. Advances in human civilization are linked to advances in technology. 6-8 APPC Science and technology are interdependent. Science drives technology by demanding better instruments and suggesting ideas for new designs. Technology drives science by providing instruments and research methods. 6-8 APPH People in all cultures have made and continue to make contributions to society through science and technology. May 28, 2013 Page 3 of 11

4 UNIT 2: Consumer Skills - COMPONENTS AND COMPETENCIES Performance Assessments: Complete a budget for a family vacation that includes travel information, expenses, entertainment, and food while considering safety, sanitation, and conservation of resources. Use the FCCLA Financial Fitness program to create a back to school clothing budget for a new student from another country to help them fit into our building. Using a budget and inventory list, students will be required to provide evidence of visiting local stores to find out prices of specific inventory items. Using case studies students will work in groups to advise transportation strategies that fit the needs and budget of a variety of individual and family lifestyles. Using Internet site access.wa.gov students will locate the Washington State Attorney Generals homepage and research the current policies and laws regarding scams targeted at the elderly. Report your findings to a local senior center using FCCLA Community Service Project. Embedded Leadership Activities Financial Fitness: Consumer Clout OR Power of One A Better You, Take the Lead STANDARDS AND COMPETENCIES Standard/Unit: 2.1 Demonstrate management of individual and family resources such as food, clothing, shelter, health care, recreation, transportation, time, and human capital. 2.3 Analyze policies that support consumer rights and responsibilities. Competencies Total Learning Hours for Unit: Apply management and planning skills and processes to organize tasks and responsibilities Analyze how individuals and families make choices to satisfy needs and wants Analyze decisions about providing safe and nutritious food for individuals and families Apply consumer skills to providing and maintaining clothing Apply consumer skills to decisions about housing, utilities, and furnishings Apply consumer skills to acquire and maintain transportation that meets the needs of individuals and family members Analyze state and federal policies and laws providing consumer protection Analyze skills used in seeking information to consumer rights. Educational Technology ALIGNED WASHINGTON STATE STANDARDS 1.1.1Generate ideas and create original works for personal and group expression using a variety of digital tools Use models and simulations to explore systems, identify trends and forecast possibilities Communicate and collaborate to learn with others Develop cultural understanding and global awareness by engaging with learners of many cultures Identify and define authentic problems and significant questions for investigation and plan strategies to guide inquiry Locate and organize information from a variety of sources and media Analyze, synthesize and ethically use information to develop a solution, make informed decisions and report results Use multiple processes and diverse perspectives to explore alternative solutions Practice personal safety Practice ethical and respectful behavior. May 28, 2013 Page 4 of 11

5 Math COMMON CORE Science Use a variety of hardware to support learning Select and use online applications Formulate and synthesize new knowledge. The Number System 1. Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number. 2. Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions. Expressions and Equations 5 Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. 7. Solve linear equations in one variable. Inquiry 6-8 INQF Explain. It is important to distinguish between the results of a particular investigation and general conclusions drawn from these results. 6-8 INQG Communicate Clearly. Scientific reports should enable another investigator to repeat the study to check the results. Application 6-8 APPA People have always used technology to solve problems. Advances in human civilization are linked to advances in technology. May 28, 2013 Page 5 of 11

6 UNIT 3: Consumer Decisions - COMPONENTS AND COMPETENCIES Performance Assessments: Research and graph the type and amount of recycled materials collected from various facilities around the local community. Compare and contrast communities that abuse or are prudent with natural resources. Pick a form of the media to use for determining target audience, advertising focus, and how purchasing decisions are made. Create a continuum of the lifespan and the types of technologies used by the various stages. Determine if technology hinders or helps that stage. Embedded Leadership Activities Family, Career, and Community Leaders of America (FCCLA) programs: Power of One Family Ties OR STAR Events: Interpersonal Communications STANDARDS AND COMPETENCIES Standard/Unit: 2.2 Analyze the relationship of the environment to family and consumer resources. 2.4 Evaluate the effects of technology on individual and family resources. Competencies Total Learning Hours for Unit: Examine environmental trends and issues effect on families and future generations Examine behaviors that conserve, reuse, and recycle resources to maintain the environment Investigate government regulations for conserving natural resources Analyze how media and technological advances affect family and consumer decisions Assess the use of technology and its effect on quality of life. Educational Technology ALIGNED WASHINGTON STATE STANDARDS Communicate and collaborate to learn with others Develop cultural understanding and global awareness by engaging with learners of many cultures Identify and define authentic problems and significant questions for investigation and plan strategies to guide inquiry Locate and organize information from a variety of sources and media Analyze, synth+9qqqesize and ethically use information to develop a solution, make informed decisions and report results Use multiple processes and diverse perspectives to explore alternative solutions Practice personal safety Practice ethical and respectful behavior Develop skills to use technology effectively Use a variety of hardware to support learning. May 28, 2013 Page 6 of 11

7 Math COMMON CORE Science Select and use common applications Select and use online applications Formulate and synthesize new knowledge. The Number System 1. Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number. Statistics and Probability 4. Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. Inquiry 6-8 INQA Question. Scientific inquiry involves asking and answering questions and comparing the answer with what scientists already know about the world. 6-8 INQB Investigate. Different kinds of questions suggest different kinds of scientific investigations. 6-8 INQC Investigate. Collecting, analyzing, and displaying data are essential aspects of all investigations. 6-8 INQD Investigate. For an experiment to be valid, all (controlled) variables must be kept the same whenever possible, except for the manipulated (independent) variable being tested and the responding (dependent) variable being measured and recorded. If a variable cannot be controlled, it must be reported and accounted for. 6-8 INQE Model. Models are used to represent objects, events, systems, and processes. Models can be used to test hypotheses and better understand phenomena, but they have limitations. 6-8 INQF Explain. It is important to distinguish between the results of a particular investigation and general conclusions drawn from these results. 6-8 INQG Communicate Clearly. Scientific reports should enable another investigator to repeat the study to check the results. 6-8 INQH Intellectual Honestly. Science advances through openness to new ideas, honesty, and legitimate skepticism. Asking thoughtful questions, querying other scientists' explanations, and evaluating one s own thinking in response to the ideas of others are abilities of scientific inquiry. 6-8 INQI Consider Ethics. Scientists and engineers have ethical codes governing animal experiments, research in natural ecosystems, and studies that involve human subjects. Application 6-8 APPA People have always used technology to solve problems. Advances in human civilization are linked to advances in technology. May 28, 2013 Page 7 of 11

8 UNIT 4: FINANCIAL PORTFOLIO - COMPONENTS AND COMPETENCIES Performance Assessments: Course Folder Check, Checkbook Register, Budget Sheet and Bill Paying Record Using FCCLA Power of One, A Better You, students will create a financial plan to meet a financial objective related to teenage life. As a class project, create a resource that identifies and educates the community about local family assistive services. Students will analyze their long-term financial plans and goals by developing a financial portfolio. The portfolio will provide evidence of their ability to organize and interpret various checking/savings options and apply concepts, and procedures from numbers sense, of ability to choose and maintain appropriate systems, including balancing a check book, maintaining a savings plan, designing budgets. Embedded Leadership Activities Family, Career and Community Leaders of America (FCCLA) program: Financial Fitness - Banking Basics, Cash Control, Financing Your Future STANDARDS AND COMPETENCIES Standard/Unit: 2.5 Analyze relationships between the economic system and consumer actions. 2.6 Demonstrate management of financial resources to meet the goals of individuals and families across the life span. Competencies Total Learning Hours for Unit: Analyze the use of resources in making choices that satisfy needs and want of individuals and families Analyze individual and family roles in the economic system Evaluate the need for personal and family financial planning Apply management principles to individual and family financial practices. Educational Technology ALIGNED WASHINGTON STATE STANDARDS 1.1.1Generate ideas and create original works for personal and group expression using a variety of digital tools Communicate and collaborate to learn with others Identify and define authentic problems and significant questions for investigation and plan strategies to guide inquiry Locate and organize information from a variety of sources and media Analyze, synthesize and ethically use information to develop a solution, make informed decisions and report results Use multiple processes and diverse perspectives to explore alternative solutions Practice personal safety Develop skills to use technology effectively Use a variety of hardware to support learning Select and use common applications Select and use online applications Formulate and synthesize new knowledge. May 28, 2013 Page 8 of 11

9 Math COMMON CORE Science The Number System 1. Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number. 2. Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions. Expressions and Equations 5 Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. Inquiry 6-8 INQC Investigate, Collecting, analyzing, and displaying data are essential aspects of all investigations. 6-8 INQG Communicate Clearly. Scientific reports should enable another investigator to repeat the study to check the results. Application 6-8 APPA People have always used technology to solve problems. Advances in human civilization are linked to advances in technology. 21 st CENTURY SKILLS Check those that students will demonstrate in this standard/unit: LEARNING AND INNOVATION Creativity and Innovation Think Creatively Work Creatively with Others Implement Innovations Critical Thinking and Problem Solving Reason Effectively Use Systems Thinking Make Judgments and Decisions Solve Problems Communication and Collaboration Communicate Clearly Collaborate with Others INFORMATION, MEDIA AND TECHNOLOGY SKILLS Information Literacy Access and /evaluate Information Use and Manage Information Media Literacy Analyze Media Create Media Products Information, Communications and Technology (ICT Literacy) Apply Technology Effectively LIFE AND CAREER SKILLS Flexibility and Adaptability Adapt to Change Be Flexible Initiative and Self-Direction Manage Goals and Time Work Independently Be Self-Directed Learners Social and Cross-Cultural Interact Effectively with Others Work Effectively in Diverse Teams Productivity and Accountability Manage Projects Produce Results Leadership and Responsibility Guide and Lead Others Be Responsible to Others May 28, 2013 Page 9 of 11

10 COURSE INFORMATION: Length: 90 Hours Type: Exploratory EXPLORING INDEPENDENT LIVING Program: Consumer and Family Resources Cluster: Human Services Standards: National Family and Consumer Science Education Standards CTSO: FCCLA COURSE DESCRIPTION: is an 8th grade course designed to prepare students for responsible decision making in a variety of areas that confront young adults as they enter high school. The primary focus is the development of essential skills for living on their own, in a family, or with others. Standards and competencies are selected from the Consumer and Family Resources sections of the National Standards for Family and Consumer Sciences Education. Planning systems to manage connections between family responsibilities, financial planning, career choices, and community involvement is an essential component of this course. is semester exploratory course that provides a hands-on experience in science, technology, engineering or mathematics (STEM). The program s curriculum integrates the academic content and the CTE exploratory component. The Introduction to Personal Choices course is conducted in a manner that meets the standards for Career and Technical Education as defined by the Office of the State Superintendent of Public Instruction as being in conformance with the Washington State Plan for Career and Technical Education as approved by the Office of Workforce Training and Education Coordinating Board for Washington State COURSE UNIT OUTLINE: Unit# Unit Title Hours 1 Career Portfolio Consumer Skills Consumer Decisions Financial Portfolio May 28, 2013 Page 10 of 11

11 Instructional Materials Core/Required Texts: Supplemental Texts: Software (Optional): Hands on Banking.org Career Cruising career exploration software Equipment: Computers, Laptops or Computer Lab Printer (networked) May 28, 2013 Page 11 of 11