INTERIOR DESIGN GRADES 9-12 The Ewing Public Schools 1331 Lower Ferry Road Ewing, NJ 08618 BOE Approval Date: 8/30/10 Written by: Daun VanOsten Joanne Magowan Brian V. Bittings Michael Nitti Superintendent In accordance with The Ewing Public Schools Policy 2230, Course Guides, this curriculum has been reviewed and found to be in compliance with all policies and all affirmative action criteria.
TABLE OF CONTENTS Page Preface 1 Scope of Essential Learning: Unit 1: Housing and Human Needs 2 Unit 2: Influences on Housing 5 Unit 3: Using Decision Making Skills 8 Unit 4: Choosing a Place to Live 11 Unit 5: Acquiring Housing 14 Unit 6: The Evolution of Exteriors 17 Unit 7: Understanding Housing Plans 20 Unit 8: House Construction 23 Unit 9: Systems Within 26 Unit 10: Elements of Design 29 Unit 11: Using Color Effectively 32 Unit 12: Principles of Design 35 Unit 13: Textiles in Today s Homes 38 Unit 14: Creating Interior Backgrounds 41 Unit 15: Furniture Styles 44 Unit 16: Arranging and Selecting Furniture 47 Unit 17: Addressing Windows, Lighting and Accessories 50 Unit 18: Selecting Household Appliances 53 Unit 19: The Outdoor Living Space and Environment 56 Unit 20: Keeping Your Home Safe and Secure 59 Unit 21: Maintaining Your Home 62 Unit 22: Housing for Today and Tomorrow 65 Unit 23: Careers in Housing 68
1 PREFACE This curriculum guide is intended to provide vertical and horizontal framework for the Family/Consumer Science program of The Ewing Public Schools. It is designed to identify the essential components needed by teachers when preparing instruction in Interior Design. The teacher s knowledge of their students level of development, learning styles, and general readiness to learn should be the guiding factors in selecting the most appropriate ways to reach the goals and objectives defined by the guide. The selected published materials are intended to provide teachers resources for preparing instructional activities. Teachers should feel free to integrate other resources where appropriate, as long as they are consistent with the goals and philosophy as outlined. Integrating concepts and skill developed in the Family/Consumer Science department into other content areas is encouraged to stimulate real-life experiences and meaning. Class Instructional Time: Block scheduling (83 minutes) class meets five days per week
2 UNIT 1: HOUSING AND HUMAN NEEDS (2-3 DAYS) Why is this unit important? (Big Idea) This unit will help determine how housing affects quality of life. Enduring Understandings or Unit Objectives (indicate topical understanding, overreaching understanding or objective in parentheses) How housing helps satisfy needs and priorities How housing needs change with life cycle Essential Questions: Why is it important where I live? Why housing needs change with life cycles Acquired Knowledge: Space and privacy needs Housing needs change through family life cycle Acquired Skills: Identify human needs Benchmark or Major Assessments, quizzes, tests, projects, performance tasks, etc. Indicate benchmark assessment in parentheses Student will complete If my home could talk assignment Complete chapter sections: o To Think About o In Your Community o Case Studies Instructional Materials (text-supplementary materials/projects Housing Decisions: The Goodheart Wilcox Company Inc. 2006, 6 th edition, by Claudia D. Lazok and Evelyn L. Lewis Housing Decisions Student Activity Guide Housing Decisions Teacher Resource Portfolio Housing Styles Trends PowerPoint
3 Instructional Strategies Have students list five ways their feelings are affected by their housing Have students explain the difference between household and family Ask students to describe how housing costs and household financial resources influence the housing options available Accommodations or Modifications (Special Ed. ESL/ELL, Gifted Learners) Repetition Restate directions Visual prompts Extended time (homework/tests) Study/test guide List of Applicable NJCCS and Standards/CPIs Uncovered in this unit National Family and Consumer Science Standards 11.1.4, 11.6.1, 11.6.2, 11.6.4 NJCCS 2.2, 2.4, 3.1-3.5 Suggested Learning Experiences and Instructional Activities Anticipatory Sets Discuss who lives in your house? Define personal priorities In-Class Activities Students work in small groups to compile a report on how personal priorities relate to housing Select pictures from magazines and use other materials to create a collage that depicts certain lifestyles Cross-Content Writing Activities Write a paragraph describing how changes in roles over time can affect a person s housing needs Write a paragraph describing the lifestyle of his/her household and explain how this lifestyle affects housing needs Home-Link Activities www.bhglive.com www.vlib.org www.sproost.com/google sektchup.com
Possible Dilemmas (Moral/Spiritual/Ethical, etc.) Choice between alternatives Decision making Problem solving Self-esteem Self management Integrity 4
5 UNIT 2: INFLUENCES ON HOUSING (2 DAYS) Why is this unit important? (Big Idea) This unit will demonstrate the many forces work together to influence housing. Enduring Understandings or Unit Objectives (indicate topical understanding, overreaching understanding or objective in parentheses) Housing is affected by people and conditions American housing is affected by a combination of Native Americans and immigrated settlers History, environment, economy, technology and government are contributing factors in housing Essential Questions: How have people and conditions affected housing? How has history and technology affected housing? How have government actions affected housing? Acquired Knowledge: Describe various cultures and housing characteristics Relate the effects of economy and housing on each other Identify the role of government in housing decisions Acquired Skills: Identify different housing styles Understand history/culture behind different housing styles Benchmark or Major Assessments, quizzes, tests, projects, performance tasks, etc. Indicate benchmark assessment in parentheses Identify/evaluate all different types of housing available in community Chapter tests Chapter review questions Chapter concepts/terms Complete chapter sections: o To Think About o In Your Community o Case Studies
6 Instructional Materials (text-supplementary materials/projects Housing Decisions: The Goodheart Wilcox Company Inc. 2006, 6 th edition, by Claudia D. Lazok and Evelyn L. Lewis Housing Decisions Student Activity Guide Housing Decisions Teacher Resource Portfolio Housing Styles Trends PowerPoint Instructional Strategies Discuss the effects that trends in marriage and divorce rates, family size and life expectancy have on housing Have students look at pictures of houses and write stories about the people they imagine living there Accommodations or Modifications (Special Ed. ESL/ELL, Gifted Learners) Repetition Restate directions Visual prompts Extended time (homework/tests) Study/test guide List of Applicable NJCCS and Standards/CPIs Uncovered in this unit National FCS 11.1.4, 11.4.6, 11.5.2, 11.5.3, 11.6.1, 11.6.3 NJCCS 2.6, 4.5, 6.2, 6.5, 6.6, 8.1, 3.1-3.5 Suggested Learning Experiences and Instructional Activities Anticipatory Sets Brainstorm how the influences (history, government, culture technologyenvironment-society) affect and are affected by housing. In Class Activities Photocopy a Federal income tax form. Find and discuss the items that are related to housing costs. Keep a journal for a week to record how much leisure time they have and how it is spent. Cross Content Writing Activities Show students a map of Europe. Compare the cultures of the North and West with those of South and East. Write two paragraphs about how these cultures influence housing in the areas.
7 Have students find information about some aspect of lighting in early homes, i.e., candles, oil lamps report findings. Home-Link Activities Research smart houses and the technology involved Write a brief report present to class www.archrecord.com www.pathnet.org Possible Dilemmas (Moral/Spiritual/Ethical, etc.) Choice between alternatives Decision making Problem solving Self-esteem Self management Integrity
8 UNIT 3: USING DECISION MAKING SKILLS (2 DAYS) Why is this unit important? (Big Idea) By making decisions wisely, you and other members of your household will have the chance to grow and develop to full potential. Enduring Understandings or Unit Objectives (indicate topical understanding, overreaching understanding or objective in parentheses) Decisions are grouped according to the amount of thought or care used Resources (time, energy, money) are used in your decision making Decision-making involves following logical steps Essential Questions: Why is decision-making important? How can I improve my decision-making skills? Acquired Knowledge: Define different types of decisions Differentiate between human resources and non-human resources Apply the steps of decision making Acquired Skills: Solve problems using decision-making skills Choose a housing situation that requires a decision List all the steps involved in the decision making process Benchmark or Major Assessments, quizzes, tests, projects, performance tasks, etc. Indicate benchmark assessment in parentheses Given a problem, the student will be able to solve it by using the decision-making steps Chapter test Complete chapter sections: o To Think About o In Your Community o Case Studies
9 Instructional Materials (text-supplementary materials/projects Housing Decisions: The Goodheart Wilcox Company Inc. 2006, 6 th edition, by Claudia D. Lazok and Evelyn L. Lewis Housing Decisions Student Activity Guide Housing Decisions Teacher Resource Portfolio Housing Styles Trends PowerPoint Instructional Strategies Read and analyze an example of a rational decision, spur of the moment decision,and habitual behavior Demonstrate how to make wise decisions Accommodations or Modifications (Special Ed. ESL/ELL, Gifted Learners) Repetition Restate directions Visual prompts Extended time (homework/tests) Study/test guide List of Applicable NJCCS and Standards/CPIs Uncovered in this unit NJCCS 1.1-1.5, 2.2, 2.4-2.6, 3.1-3.5, 4.4, 4.5, 5.1-5.5, 5.10, 6.2, 6.5, 6.6, 8.1, 9.1-9.4 National FCS Standards 11.6.3, 11.6.4 Suggested Learning Experiences and Instructional Activities Anticipatory Sets Have students read an article about how a room or home was redecorated or remodeled. Identify and discuss various decisions that were made during the redecorating process. In-Class Activities Choose a housing situation that requires a decision and list all of the steps involved in the decision-making process for that decision. Make a top ten want list for an ideal home combine into one class list. Rank list from most desired to least. Cross-Content Writing Activities Read an article about how a home was designed and built Write a paper on the article discussing the types of decisions made, resources used and decision making steps involved
10 Home-Link Activities www.hud.gov/groups/fairhousing.cfm (then click on home page) www.monstermoving.com/find_a_place/relosmart/rs.asp Possible Dilemmas (Moral/Spiritual/Ethical, etc.) Choice between alternatives Decision making Problem solving Self-esteem Self management Integrity
11 UNIT 4: CHOOSING A PLACE TO LIVE (3 DAYS) Why is this unit important? (Big Idea) This unit will identify decisions involved in choosing housing. Enduring Understandings or Unit Objectives (indicate topical understanding, overreaching understanding or objective in parentheses) People use specific factors, such as opportunities for employment, schools, public transportation, etc., to consider a community/neighborhood. American housing is defined as rental, cooperative, condominium, single family and multi-family housing. Essential Questions: What considerations would determine where I want to live? How convenient is it to get the nearest shopping area? Acquired Knowledge: Identify relationships between region, community, neighborhood, site and housing Identify difference between neighborhood, community, topography, landscaping, sun exposure, etc. Develop an awareness of site zones and knowledge of various sites of a home Acquired Skills: How to read and create a site zone Identify factors that lead to choice of home location Benchmark or Major Assessments, quizzes, tests, projects, performance tasks, etc. Indicate benchmark assessment in parentheses Housing-Decision-Making quiz Find pictures of interior/exterior housing and determine if suitable for older, disabled or children Complete chapter sections: o To Think About o In Your Community o Case Studies
12 Instructional Materials (text-supplementary materials/projects) Housing Decisions: The Goodheart Wilcox Company Inc. 2006, 6 th edition, by Claudia D. Lazok and Evelyn L. Lewis Housing Decisions Student Activity Guide Housing Decisions Teacher Resource Portfolio Housing Styles Trends PowerPoint Instructional Strategies Have students describe five types of single family homes Have students define the term planned neighborhood Accommodations or Modifications (Special Ed. ESL/ELL, Gifted Learners) Repetition Restate directions Visual prompts Extended time (homework/tests) Study/test guide List of Applicable NJCCS and Standards/CPIs Uncovered in this unit National FCS Standards 11.4.5, 11.6.2 NJCCS 1.4, 2.2, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 4.4, 4.5, 6.5, 6.6, 8.1, 9.1, 9.2 Suggested Learning Experiences and Instructional Activities Anticipatory Sets Write the terms: urban suburban rural on board What are the benefits drawbacks of each? In-Class Activities Consult Homes for Sale listings in the local newspaper Compare prices of three homes in different areas where are the prices generally higher? Where are they lowest? What might account for these differences? Cross-Content Writing Activities Write a paragraph describing two types of multi-family dwellings in their community Include a brief description of each with a brief explanation of the benefits and drawbacks of living in each type of housing
13 Home-Link Activities www.hud.gov/renting/index.cfm www.ginniemae.gov Possible Dilemmas (Moral/Spiritual/Ethical, etc.) Choice between alternatives Decision making Problem solving Self-esteem Self management Integrity
14 UNIT 5: ACQUIRING HOUSING (2 DAYS) Why is this unit important? (Big Idea) This unit will help students focus on differences/similarities between renting/buying. Enduring Understandings or Unit Objectives (indicate topical understanding, overreaching understanding or objective in parentheses) Contrast impact of needs and wants on housing costs Define legal and financial terms when acquiring housing Read a rental/housing ad Essential Questions: Why do I need to know legal terms? What housing will best satisfy my needs and wants? What are some housing options? Why is it important to be able to read an ad? Acquired Knowledge: Financial and legal terminology Identifying housing options i.e., apartment, mobile home, etc. Concerns related to renting and buying Acquired Skills: Assess financial ability to rent or buy Making a selection of housing that will best suit their needs Read a housing/rental ad and interpret information Benchmark or Major Assessments, quizzes, tests, projects, performance tasks, etc. Indicate benchmark assessment in parentheses Complete chapter sections: To Think About In Your Community Role play Members of household trying to select housing Design Project You are the resident manager of a new apartment complex that will have one-two bedroom apartments-design an ad to be placed in the local newspaper advertising the new building and its most attractive features.
15 Complete chapter sections: o To Think About o In Your Community o Case Studies Instructional Materials (text-supplementary materials/projects Housing Decisions: The Goodheart Wilcox Company Inc. 2006, 6 th edition, by Claudia D. Lazok and Evelyn L. Lewis Housing Decisions Student Activity Guide Housing Decisions Teacher Resource Portfolio Housing Styles Trends PowerPoint Instructional Strategies Find two houses for sale in the classified ads. Attach the ads to worksheet 5-2 (Housing Decisions Activity Guide). Answer the questions. Evaluate pros and cons of renting, buying a condo, buying a mobile home, buying a townhouse, renting a duplex, renting a room, building a house Accommodations or Modifications (Special Ed. ESL/ELL, Gifted Learners) Repetition Restate directions Visual prompts Extended time (homework/tests) Study/test guide List of Applicable NJCCS and Standards/CPIs Uncovered in this unit National FCS Standards 11.1.1, 11.6.2 NJCCS 2.2, 3.1-3.5, 4.1, 4.4, 4.5, 8.1, 9.1-9.4 Suggested Learning Experiences and Instructional Activities Anticipatory Sets Write the following on the board: A verbal agreement isn t worth the paper it is printed on Discuss with students, what the statement means Do they agree or disagree?
16 In-Class Activities Distribute copies of a lease agreement/mortgage agreement Compare/contrast Class speaker Insurance agent to discuss renters and homeowners insurance Cross-Content Writing Activities Write a summary of the processes and costs involved in renting versus buying a house Possible Dilemmas (Moral/Spiritual/Ethical, etc.) Choice between alternatives Decision making Problem solving Self-esteem Self management Integrity
17 UNIT 6: THE EVOLUTION OF EXTERIORS (2 DAYS) Why is this unit important? (Big Idea) Students will examine housing styles and develop an understanding of the planning and construction processes. Enduring Understandings or Unit Objectives (indicate topical understanding, overreaching understanding or objective in parentheses) Housing has many exterior styles Housing has many window and roof styles Essential Questions: How does the appearance (construction) affect its functionality? What are past and future trends in housing? Acquired Knowledge: Three styles of housing traditional, modern and contemporary Housing trends vary according to area and region The shape of a house affects the functionality Acquired Skills: Identify house types Identify roof/window types Explain why/how housing has evolved Benchmark or Major Assessments, quizzes, tests, projects, performance tasks, etc. Indicate benchmark assessment in parentheses Identify different styles of homes (photos/slides) based on both exterior appearance and roof shape Compare/contrast housing architecture as affected by history famous architects (Frank Lloyd Wright) Describe these housing styles in your own words (Traditional-Contemporary- Modern
18 Instructional Materials (text-supplementary materials/projects Housing Decisions: The Goodheart Wilcox Company Inc. 2006, 6 th edition, by Claudia D. Lazok and Evelyn L. Lewis Housing Decisions Student Activity Guide Housing Decisions Teacher Resource Portfolio Housing Styles Trends PowerPoint Instructional Strategies Have students look through magazines and identify the traditional styles they find Have students make posters showing the relationship between housing and cultural heritage Accommodations or Modifications (Special Ed. ESL/ELL, Gifted Learners) Repetition Restate directions Visual prompts Extended time (homework/tests) Study/test guide List of Applicable NJCCS and Standards/CPIs Uncovered in this unit National FCS Standards 11.5.2, 11.5.3, 11.5.4 NJCCS 1.1, 1.4, 1.5, 3.1-3.5, 5.2, 5.7, 5.8, 5.10, 6.3, 6.5, 6.6, 8.1, 9.1, 9.2, 9.3 Suggested Learning Experiences and Instructional Activities Anticipatory Sets Place the term house on the board. Have students generate a list of all the exterior materials that would be used in construction. In-Class Activities Have students work in small groups to design a house of the future. They can use their imagination and information in the text on future trends. Cross-Content Writing Activities Have students investigate the London smog disaster of 1952. Why did it lead to a massive reduction in the use of fireplaces in private homes? Home-Link Activities archfoundation.org benjaminmoore.com
Possible Dilemmas (Moral/Spiritual/Ethical, etc.) Choice between alternatives Decision making Problem solving Self-esteem Self-management Integrity 19
20 UNIT 7: UNDERSTANDING HOUSING PLANS (2 DAYS) Why is this unit important? (Big Idea) This unit will demonstrate how the physical layout of a house affects how it will function. Enduring Understandings or Unit Objectives (indicate topical understanding, overreaching understanding or objective in parentheses) Read a housing plan Interpret architectural scale drawings Storage space is important part of designing a home Essential Questions: What do all the architectural symbols mean? How are the private, service and public areas of the home related? Why is storage so important? Acquired Knowledge: Interpret a floor plan Identify how the function of an area affects the design of the rooms Describe ways to increase/improve home storage Acquired Skills: Identify strengths/weaknesses of living space via a floor plan Describe how the functions of the quiet area, work area, and social area affect the design of the rooms within these areas Benchmark or Major Assessments, quizzes, tests, projects, performance tasks, etc. Indicate benchmark assessment in parentheses Have students design a plan to improve/increase the storage capacity in a bedroom Have students name three ways to separate areas and rooms Explain the difference between a floor plan and a print of an architectural drawing. Housing Plans quiz
21 Instructional Materials (text-supplementary materials/projects Housing Decisions: The Goodheart Wilcox Company Inc. 2006, 6 th edition, by Claudia D. Lazok and Evelyn L. Lewis Housing Decisions Student Activity Guide Housing Decisions Teacher Resource Portfolio Housing Styles Trends PowerPoint Instructional Strategies Have students list the housing modifications that may be made for people with disabilities. Divide the list into exterior changes and interior changes. Have students list eight guidelines for safe and convenient traffic patterns. Accommodations or Modifications (Special Ed. ESL/ELL, Gifted Learners) Repetition Restate directions Visual prompts Extended time (homework/tests) Study/test guide List of Applicable NJCCS and Standards/CPIs Uncovered in this unit National FCS Standards 11.4.1, 11.4.2, 11.4.3, 11.4.4, 11.6.4 National FCS NJCCS 1.1, 1.4, 1.5, 2.2, 2.5, 2.6, 3.1-3.5, 4.2, 4.3, 4.4, 4.5, 8.1, 9.1-9.3 Suggested Learning Experiences and Instructional Activities Anticipatory Sets Write the following career term on the board: Ergonomic Designer challenge students to think creatively about what this person does. Have students draw or mount pictures of ideas for storage in the appropriate section. In-Class Activities Have student make and design storage items for their rooms Students will be provided with inexpensive materials Cross-Content Writing Activities Students will be provided with several pictures of fireplaces. Ask students to write a paragraph about each using the terms: space- line-form-texture.
22 Home-Link Activities Thehousedesigners.com Family Education Network, Inc teachervision.com Possible Dilemmas (Moral/Spiritual/Ethical, etc.) Choice between alternatives Decision making Problem solving Self-esteem Self-management Integrity
23 UNIT 8: HOUSE CONSTRUCTION (3 DAYS) Why is this unit important? (Big Idea) This unit will demonstrate how the materials used to construct a home affect its total function. Enduring Understandings or Unit Objectives (indicate topical understanding, overreaching understanding or objective in parentheses) Technology/computer applications can assist in the house construction process. Materials used in exterior construction have many advantages and disadvantages. Floors, walls, roofs, and frames provide the structure of a home. Essential Questions: What materials are used in housing construction? Why do the styles of windows/doors affect safety and security? Why is it important to know about building materials? Acquired Knowledge: Ability to identify components of home construction Ability to identify ways to save money on maintenance and heating/air conditioning costs Acquired Skills: Identify construction brick, stone, siding materials Identify different types of doors Benchmark or Major Assessments, quizzes, tests, projects, performance tasks, etc. Indicate benchmark assessment in parentheses Compare/contrast building materials brick, stucco, stone, siding (wood and aluminum, etc.) Provide tracing paper outline in the family room all outlets for lamps, clocks, TV, computer, radio, clock, printer, etc.
24 Instructional Materials (text-supplementary materials/projects Housing Decisions: The Goodheart Wilcox Company Inc. 2006, 6 th edition, by Claudia D. Lazok and Evelyn L. Lewis Housing Decisions Student Activity Guide Housing Decisions Teacher Resource Portfolio Housing Styles Trends PowerPoint Instructional Strategies Have students discuss the types of windows available Describe how a house is constructed Discuss how computer applications can assist the housing industry Accommodations or Modifications (Special Ed. ESL/ELL, Gifted Learners) Repetition Restate directions Visual prompts Extended time (homework/tests) Study/test guide List of Applicable NJCCS and Standards/CPIs Uncovered in this unit National FCS Standards 11.3.1, 11.4.6 National FCS NJCCS 1.1, 1.4, 2.2, 3.1-3.5, 4.1-4.5, 5.2, 5.4, 5.6, 5.7, 5.8, 5.10, 6.5, 6.6, 8.1, 8.2, 9.1-9.4 Suggested Learning Experiences and Instructional Activities Anticipatory Sets Ask students to brainstorm the benefits to homeowners of understanding what goes into building a house. In-Class Activities Provide students with a common architectural symbols chart. Have students go online to look for copies of architectural drawings that use the symbols. Have students make gingerbread houses. Discuss the importance of exact measurements, level surfaces and straight and square framework
25 Cross-Content Writing Activities Discuss with students, one of the most famous ceilings in the world can be found in the Sistine Chapel, which was painted by Michelangelo. Have students write two paragraphs about the artist s work Have students find out when it was painted, how long it took and how the artist did the work (www.michaelangelo.com)- (www.wga.hu/bio/m/michelan/biograoh.html) Home-Link Activities www.pozzi.com www.hometime.com www.delmars.com/wright/flw3.htm Possible Dilemmas (Moral/Spiritual/Ethical, etc.) Choice between alternatives Decision making Problem solving Self-esteem Self-management Integrity
26 UNIT 9: SYSTEMS WITHIN (1 DAY) Why is this unit important? (Big Idea) This unit will identify ways to conserve energy in the home. Enduring Understandings or Unit Objectives (indicate topical understanding, overreaching understanding or objective in parentheses) Operating systems of a house may consist of gas/electric/oil, heating/cooling and plumbing Energy conservation is important in today s homes Essential Questions: Why do I need to know about these systems? How will the use of these systems affect the economics of running the home? Acquired Knowledge: List the different types of heating systems The type of systems used affects the cost of living Acquired Skills: Students will be aware of various utilities available in homes and methods of conservation. Benchmark or Major Assessments, quizzes, tests, projects, performance tasks, etc. Indicate benchmark assessment in parentheses Research ways to save energy via electricity, water, gas, etc. at home list all methods-(national Assoc. of Home Builders nahb.com)-(lennox Industries Inc.-davelennox.com) Compare cost of heating gas vs. electric vs. oil and unit cost of each Instructional Materials (text-supplementary materials/projects Housing Decisions: The Goodheart Wilcox Company Inc. 2006, 6 th edition, by Claudia D. Lazok and Evelyn L. Lewis Housing Decisions Student Activity Guide Housing Decisions Teacher Resource Portfolio Housing Styles Trends PowerPoint
27 Instructional Strategies Ask students to list all the uses of electricity in their homes. Accommodations or Modifications (Special Ed. ESL/ELL, Gifted Learners) Repetition Restate directions Visual prompts Extended time (homework/tests) Study/test guide List of Applicable NJCCS and Standards/CPIs Uncovered in this unit National FCS Standards 11.3.1, 11.3.2, 11.4.2, 11.5.5 NJCCS 1.1, 1.4, 3.1-3.5, 4.4, 4.5, 5.2-5.8, 5.10, 6.2, 6.5-6.6 8.1, 9.1-9.4 Suggested Learning Experiences and Instructional Activities Anticipatory Sets Place a picture of a light bulb propane tank pipeline fireplace fan on the board. Have students label each with the appropriate term: electrical, gas, plumbing, heating, cooling. In-Class Activities Divide the class into groups. Assign each group a particular plumbing problem. Have each group research how to solve the problem (leaky kitchen faucet, broken pipeline, clogged drain) (www.doityourself.com). Estimate cost of repairs. Cross-Content Writing Activities Have students research and write a one page report on one of the following topics: recycling water, septic systems, or leach beds (www.ces.ncsu.edu/depts/fcs), Home-Link Activities www.energycodes.gov www.faucetdirect.com Possible dilemmas (Moral/Spiritual/Ethical, etc.) Choice between alternatives Decision making Problem solving
Self-esteem Self management Integrity 28
29 UNIT 10: ELEMENTS OF DESIGN (4 DAYS) Why is this unit important? (Big Idea) This unit will demonstrate how to create interior environments that are pleasing and functional. Enduring Understandings or Unit Objectives (indicate topical understanding, overreaching understanding or objective in parentheses) Elements of design affect emotions There are five elements of design Furniture size and shape affect the overall appearance of the size of the room Essential Questions: Why are the elements of design important? How can I use design elements to affect the appearance of a room? How many elements of design are there? Acquired Knowledge: List 5 elements of design List characteristics of design function, construction and aesthetics Form follows function Acquired Skills: Explain what form follows function means Discuss how the elements of line, form, space, mass and texture are used in chairs, beds, and lamps (pictures from home furnishings circulars) Benchmark or Major Assessments, quizzes, tests, projects, performance tasks, etc. Indicate benchmark assessment in parentheses Make a texture collage and choose adjectives that explain feeling and personal reaction. Take a picture of a piece of furniture and describe the five elements of design. Also describe the characteristics of the elements and your feelings about the furniture.
30 Instructional Materials (text-supplementary materials/projects Housing Decisions: The Goodheart Wilcox Company Inc. 2006, 6 th edition, by Claudia D. Lazok and Evelyn L. Lewis Housing Decisions Student Activity Guide Housing Decisions Teacher Resource Portfolio Housing Styles Trends PowerPoint Instructional Strategies Have students explain the term visual imagery. Then have them list the messages they receive from their classroom through visual imagery. Discuss the three guidelines for using form in housing decisions. Accommodations or Modifications (Special Ed. ESL/ELL, Gifted Learners) Repetition Restate directions Visual prompts Extended time (homework/tests) Study/test guide List of Applicable NJCCS and Standards/CPIs Uncovered in this unit National FCS Standards 11.2.1 NJCCS 1.1, 1.5, 2.2, 3.1-3.5, 4.2, 4.3, 4.5, 8.1, 9.1-9.4 Suggested Learning Experiences and Instructional Activities Anticipatory Sets Have students touch and describe the texture of different surfaces. Use sample tiles, fabrics, carpet remnants, etc. In-Class Activities Arrange for a residential interior designer to visit the class. Encourage students to develop a list of questions prior to the event. Cross-Content Writing Activities Have each student clip and mount a picture of a room or area within a home. Students should write a critique of the rooms in terms of its design elements. Home-Link Activities www.interiordec.about.com/cs/designprinciples.com
Possible Dilemmas (Moral/Spiritual/Ethical, etc.) Choice between alternatives Decision making Problem solving Self-esteem Self management Integrity 31
32 UNIT 11: USING COLOR EFFECTIVELY (3 DAYS) Why is this unit important? (Big Idea) This unit will demonstrate how color affects the whole design of a home. Enduring Understandings or Unit Objectives (indicate topical understanding, overreaching understanding or objective in parentheses) There is psychology in color Colors have relationships with other colors Color can change a room s appearance Essential Questions: Why is color important? How do colors relate to each other? How can I use color to change the appearance of my home? Acquired Knowledge: Colors have meaning and emotion Identify all elements of color Use of color can change the appearance of the size of a room Acquired Skills: Select colors to create specific environments Benchmark or Major Assessments, quizzes, tests, projects, performance tasks, etc. Indicate benchmark assessment in parentheses Construct a small scrap book using colors Create Color Harmony wheel (student activity guide 11-2) Complete Value Grid (student activity guide 11-1) Color Wheel quiz Instructional Materials (text-supplementary materials/projects Housing Decisions: The Goodheart Wilcox Company Inc. 2006, 6 th edition, by Claudia D. Lazok and Evelyn L. Lewis Housing Decisions Student Activity Guide
33 Housing Decisions Teacher Resource Portfolio Housing Styles Trends PowerPoint Instructional Strategies Discuss how warm and cool colors can affect the appearance of an object Demonstrate understanding of value, tint, shade and tone Accommodations or Modifications (Special Ed. ESL/ELL, Gifted Learners) Repetition Restate directions Visual prompts Extended time (homework/tests) Study/test guide List of Applicable NJCCS and Standards/CPIs Uncovered in this unit National FCS Standards 11.2.1, 11.2.2, 11.2.3 NJCCCS 1.1-1.5, 2.2, 3.1-3.5, 4.2, 4.3, 8.1, 9.1-9.4 Suggested Learning Experiences and Instructional Activities Anticipatory Sets Place a list of colors on the board. Read each color aloud. Have students state the first word or feeling that comes to mind. In-Class Activities Provide students with fabric samples and paint color charts. Direct students to select paint colors they think would work with the fabric sample. Create a color sample board (idea of how different colors, patterns and textures will look together). Cross-Content Writing Activities Complete color wheel activity (text) and statements about it Student Activity guide-activity B Home-Link Activities The Sherwin-Williams Company Sherwin.com Color Theory on Line members.cox.net/mrssparker2/intro.htm
Possible Dilemmas (Moral/Spiritual/Ethical, etc.) Choice between alternatives Decision making Problem solving Self-esteem Self management Integrity 34
35 UNIT 12: PRINCIPLES OF DESIGN (3 DAYS) Why is this unit important? (Big Idea) This unit will demonstrate how application of principles of design in a room will create harmony and unity in design. Enduring Understandings or Unit Objectives (indicate topical understanding, overreaching understanding or objective in parentheses) Proportion, balance, rhythm, and emphasis are the principles of design The way principles are applied can create a formal or informal atmosphere The use of the golden section theory divides a space more pleasingly than dividing in half Essential Questions: Why does it matter where I place my furniture in my room? How can accessories unite a room? Why does the application of the Principles of Design make a space more livable? Acquired Knowledge: List the four principles of design Recognize the use of the golden section as applied in principles of housing design Able to use balance to create formal or informal room Acquired Skills: Ability to use principles of design to create pleasing room arrangement Benchmark or Major Assessments, quizzes, tests, projects, performance tasks, etc. Indicate benchmark assessment in parentheses Describe how the principles of design are used in a room (Student activity guidechap. 12-activity C) Write the type of rhythm illustrated by window treatments (Student activity guidechap. 12-activity B) Principles of Design quiz
36 Instructional Materials (text-supplementary materials/projects Housing Decisions: The Goodheart Wilcox Company Inc. 2006, 6 th edition, by Claudia D. Lazok and Evelyn L. Lewis Housing Decisions Student Activity Guide Housing Decisions Teacher Resource Portfolio Housing Styles Trends PowerPoint Instructional Strategies Have students compare the terms, proportion and scale List ways to achieve harmony and unity in a room Discuss the goals of design and how they can be achieved Accommodations or Modifications (Special Ed. ESL/ELL, Gifted Learners) Repetition Restate directions Visual prompts Extended time (homework/tests) Study/test guide List of Applicable NJCCS and Standards/CPIs Uncovered in this unit National FCS Standards 11.2.1, 11.2.2, 11.2.3 NJCCS 1.1-1.5, 2.2, 3.1-3.5, 4.2, 4.3, 5.3, 5.7, 8.1, 9.1-9.4 Suggested Learning Experiences and Instructional Activities Anticipatory Sets Cut out shapes resembling puzzle pieces Label each piece: proportions, scale, rhythm, balance, emphasis Students will work to put the pieces in order In-Class Activities Provide each student with a picture of a public building in the community (school building, church, bank, library). Have them mount the picture on poster board and surround it with drawings of photographs of landscaping features that would enhance the building s appearance.
37 Cross-Content Writing Activities Have students compare the cost appearance, maintenance and durability of aluminum fencing (sierra, Appalachian, outback, cathedral), vinyl (privacy, picket, ranch rail), wood (stockade, rustic split, solid board). If they were building a fence, which material would they choose? Why? (www.fenchauthority.net)- (www.fenchcenter.com) Home-Link Activities www.thehome.com www.fenceauthority.net www.improvenet.com Possible Dilemmas (Moral/Spiritual/Ethical, etc.) Choice between alternatives Decision making Problem solving Self-esteem Self management Integrity
38 UNIT 13: TEXTILES IN TODAY S HOMES (4 DAYS) Why is this unit important? (Big Idea) This unit will demonstrate why it is important to know how fibers/fabrics will be best used in household. Enduring Understandings or Unit Objectives (indicate topical understanding, overreaching understanding or objective in parentheses) Fibers are either natural or manufactured Different fibers have different properties and characteristics Construction of fibers directly affect their use Essential Questions: Why is it important to know characteristics and source of fibers? How does fiber construction affect its use as a household fiber? How can I determine which fibers are best and for which household use? Acquired Knowledge: Identify manufactured and natural fibers and their strengths and weaknesses Identify fabric samples according to construction Define textile terms and select appropriate application for us in the home Acquired Skills: Identify textiles by source, construction and application in the home Benchmark or Major Assessments, quizzes, tests, projects, performance tasks, etc. Indicate benchmark assessment in parentheses Provide students with fabric swatches. Have them examine the swatches and determine if they are woven, knitted, or bonded. With textbooks closed, have students list as many fabrics with trade names as possible. Have students look at the labels on various household fabrics. Have students determine what part of the information is required by law.
39 Instructional Materials (text-supplementary materials/projects Housing Decisions: The Goodheart Wilcox Company Inc. 2006, 6 th edition, by Claudia D. Lazok and Evelyn L. Lewis Housing Decisions Student Activity Guide Housing Decisions Teacher Resource Portfolio Housing Styles Trends PowerPoint Instructional Strategies List the difference between natural fibers and manufactured fibers Describe the fabric construction process Explain the benefits of textile laws Accommodations or Modifications (Special Ed. ESL/ELL, Gifted Learners) Repetition Restate directions Visual prompts Extended time (homework/tests) Study/test guide List of Applicable NJCCS and Standards/CPIs Uncovered in this unit National FCS Standards 11.3.1, 11.3.2, 11.6.3 NJCCS 1.1-1.5, 2.2, 3.1-3.5, 4.2-4.4, 5.2-5.4, 5.6, 5.7, 5.10, 6.2, 8.1, 9.1-9.4 Suggested Learning Experiences and Instructional Activities Anticipatory Sets Write textile specialist on board Discuss with students the profile of the textile specialist In-Class Activities Select upholstery fabrics and window treatments for a bedroom and create a sample board. Cross-Content Writing Activities Have student s research tapestries. What are their uses, past and present? With what techniques and materials are they made? What are some famous examples? (Fiber World Classroom-fiberworld.com)-American Fiber Manufacturers Assoc. fibersource.com)
40 Home-Link Activities Fiber world classroom www.fiberworld.com Possible Dilemmas (Moral/Spiritual/Ethical, etc.) Choice between alternatives Decision making Problem solving Self-esteem Self management Integrity
41 UNIT 14: CREATING INTERIOR BACKGROUNDS (3 DAYS) Why is this unit important? (Big Idea) This unit will demonstrate how the interior background provides a backdrop for the room, its furnishings and feel. Enduring Understandings or Unit Objectives (indicate topical understanding, overreaching understanding or objective in parentheses) Floor treatments should be chosen based on designed use of the area Wall treatments are varied and can affect the mood and apparent size of the room Ceiling treatments can affect mood, acoustics and maintenance Essential Questions: What are my choices of floor treatments? How can I modify my walls to create a desired effect? Why are ceiling treatments important in the use of a room? Acquired Knowledge: Floor, wall and ceiling are considered backgrounds to a room Treatments on backgrounds will affect their function and maintenance Acquired Skills: Identify background structures and make appropriate suggestion for modification based on use Benchmark or Major Assessments, quizzes, tests, projects, performance tasks, etc. Indicate benchmark assessment in parentheses Given a picture of a room, students will analyze background treatments and pictures for future decoration Identify the different types of paint and their use Interior Background quiz Instructional Materials (text-supplementary materials/projects Housing Decisions: The Goodheart Wilcox Company Inc. 2006, 6 th edition, by Claudia D. Lazok and Evelyn L. Lewis
42 Housing Decisions Student Activity Guide Housing Decisions Teacher Resource Portfolio Housing Styles Trends PowerPoint Instructional Strategies Compare floor treatments Discuss the purposes of ceilings Accommodations or Modifications (Special Ed. ESL/ELL, Gifted Learners) Repetition Restate directions Visual prompts Extended time (homework/tests) Study/test guide List of Applicable NJCCS and Standards/CPIs Uncovered in this unit National FCS Standards 11.3.1, 11.3.2, 11.3.4, 11.6.4 NJCCS 1.1-1.5, 2.2, 3.1-3.5, 4.2-4.5, 5.2-5.7, 5.10, 6.2, 6.5, 6.6, 8.1, 9.1-9.4 Suggested Learning Experiences and Instructional Activities Anticipatory Sets Have students imagine walking into an empty room and deciding the background treatments. How would they make selections? Show magazine pictures of a variety of interiors as students view each. Have them discuss the moods the background creates. In-Class Activities Divide the class into three groups and assign a category to each: Walls, floors, countertops Have students research the various types of interior backgrounds with respect to their category (www.blirk.net/interior-wallpapers)- (www.filestube.com/i/interior+background) Have students determine which is the least expensive, most expensive, easiest to maintain and most difficult to maintain Cross-Content Writing Activities Ask students to research tapestries. What are their uses, past and present?
43 With what techniques and materials are they made? What are some famous examples? Home-Link Activities www.armstrongfloors.com www.benjaminmoore.com www.mannington.com/home Possible Dilemmas (Moral/Spiritual/Ethical, etc.) Choice between alternatives Decision making Problem solving Self-esteem Self management Integrity
44 UNIT 15: FURNITURE STYLES (2 DAYS) Why is this unit important? (Big Idea) This unit will demonstrate why it is important to know how to evaluate quality of furniture. Enduring Understandings or Unit Objectives (indicate topical understanding, overreaching understanding or objective in parentheses) Furniture materials are varied Furniture styles vary by history and country of origin Construction materials and techniques affect durability of furniture Essential Questions: How does the structure of my furniture affect its durability? What information would I need to make a furniture purchase? How has history and country of origin affected furniture styles? Acquired Knowledge: Furniture styles are always changing Furniture styles are associated with historical times and countries Understanding furniture construction and materials can help you evaluate furniture and recognize good quality Acquired Skills: Identify difference between case goods and upholstered furniture Tell how consumers are protected when buying furniture Benchmark or Major Assessments, quizzes, tests, projects, performance tasks, etc. Indicate benchmark assessment in parentheses Discuss how plastic, metal, and glass may be used in furniture Furniture Styles (student Activity worksheet)-identify style of furniture illustrated and match each with its description Compare the terms: antiques, collectibles, and reproductions
45 Instructional Materials (text-supplementary materials/projects Housing Decisions: The Goodheart Wilcox Company Inc. 2006, 6 th edition, by Claudia D. Lazok and Evelyn L. Lewis Housing Decisions Student Activity Guide Housing Decisions Teacher Resource Portfolio Housing Styles Trends PowerPoint Instructional Strategies Discuss the differences between modern and contemporary furniture styles Identify ways to evaluate quality furniture construction Tell how consumers are protected when buying furniture Accommodations or Modifications (Special Ed. ESL/ELL, Gifted Learners) Repetition Restate directions Visual prompts Extended time (homework/tests) Study/test guide List of Applicable NJCCS and Standards/CPIs Uncovered in this unit National FCS Standards 11.3.1, 11.5.1, 11.5.4, 11.5.5 NJCCS 1.1-1.5, 2.2, 3.1-3.5, 4.2, 4.3, 4.5, 5.2-5.7, 5.10, 6.2, 6.3, 6.5, 6.6, 8.1, 9.1-9.4 Suggested Learning Experiences and Instructional Activities Anticipatory Sets Have students select a room (living room, dining room, family room, bedroom) List the furniture in it Have them identify the styles they know and materials used in each piece Have the groups use magazines/circular pictures showing examples In-Class Activities Divide the class into three groups and assign one of the following furniture styles to each: Traditional, Contemporary, and Modern Cross-Content Writing Activities Have students write to the Federal Trade Commission and the Consumer Product Safety Commission for information on laws to protect consumers purchasing furniture.
46 Home-Link Activities Have students find out what furniture is provided in freshmen dorm and what furniture items students are allowed to bring. Ask them to explain how they would furnish a dorm room for comfort. Possible Dilemmas (Moral/Spiritual/Ethical, etc.) Choice between alternatives Decision making Problem solving Self-esteem Self management Integrity
47 UNIT 16: ARRANGING AND SELECTING FURNITURE (5 DAYS) Why is this unit important? (Big Idea) This unit will demonstrate how furniture arrangement helps you plan the space to the best advantage and how furniture selection is determined by needs, budget and lifestyle. Enduring Understandings or Unit Objectives (indicate topical understanding, overreaching understanding or objective in parentheses) How to do a scale drawing Space requirements for furniture applies to traffic patterns, structural room features and clearance issues Furniture purchase may be related to the source, expense, materials and marketing strategies Essential Questions: What is a floor plan? Why are clearance and traffic patterns critical in arranging furniture? Why does it matter how, when and where I acquire my furniture? Acquired Knowledge: Describe how to use scale floor plan to arrange furniture List factors to consider when arranging furniture Explain steps to follow when selecting furniture Compare places to shop and ways to stretch your budget Acquired Skills: Use scale drawings to create living space Evaluate quality of living space How to stretch furniture dollars by using best buying practices Benchmark or Major Assessments, quizzes, tests, projects, performance tasks, etc. Indicate benchmark assessment in parentheses Assign each student one piece of furniture (chair-couch-table-bed) have them make a chart describing features Provide each student with a room arrangement picture from a magazine-have student discuss with class if the room is poorly or well designed
48 List ways to renovate furniture Design a chart that compares furniture prices on three similar pieces of furniture that are: unfinished and unassembled, finished and unassembled, and finished Instructional Materials (text-supplementary materials/projects Housing Decisions: The Goodheart Wilcox Company Inc. 2006, 6 th edition, by Claudia D. Lazok and Evelyn L. Lewis Housing Decisions Student Activity Guide Housing Decisions Teacher Resource Portfolio Housing Styles Trends PowerPoint Instructional Strategies Explain the steps to follow when selecting furniture List factors to consider when arranging furniture Discuss the terms: bargain, low cost, inexpensive, cheap Accommodations or Modifications (Special Ed. ESL/ELL, Gifted Learners) Repetition Restate directions Visual prompts Extended time (homework/tests) Study/test guide List of Applicable NJCCS and Standards/CPIs Uncovered in this unit National FCS Standards 11.3.2, 11.3.4, 11.4.3, 11.4.4, 11.4.6, 11.5.4, 11.6.3, 11.6.4 NJCCS 1.1-1.5, 2.2, 3.1-3.5, 4.1-4.5, 5.2-5.5, 5.7, 5.10, 6.5, 6.6, 8.1, 9.1-9.4 Suggested Learning Experiences and Instructional Activities Anticipatory Sets Have students brainstorm factors they think they will consider when selecting and arranging furniture for their first home In-Class Activities Students are asked to compare four stores that sell furniture (Sears, Macy s, Raymour and Flanigan, Ethan Allen) and report their findings. Challenge students to provide the most functionally furnished apartment for the least amount of money. Divide into two or more teams and decide which furnishings they will need for their apartment.
49 Each student should shop for one or two of the times needed to find the best bargain. Make a list of prices and the places to purchase them. Cross-Content Writing Activities Have students determine the budget amount that could be allowed for furniture if the family income is ($40,000) and one third of it is used for housing expenses. Provide students with furniture templates and graph paper. Draw the floor plan of their living room and walls. Have students fold up the walls and cut out windows and doors. Write an evaluation. Home-Link Activities Better Homes and Gardens Magazine (bhg.com) Decorating Alternatives (decoratingalternatives.com Possible Dilemmas (Moral/Spiritual/Ethical, etc.) Choice between alternatives Decision making Problem solving Self-esteem Self management Integrity
50 UNIT 17: ADDRESSING WINDOWS, LIGHTING AND ACCESSORIES (2 DAYS) Why is this unit important? (Big Idea) This unit will demonstrate how lighting natural or artificial is used to illuminate the environment so that people can comfortably see and how accessories allow us to express our personality. Enduring Understandings or Unit Objectives (indicate topical understanding, overreaching understanding or objective in parentheses) Window treatments can have a tremendous impact on the style of a room Artificial light is used to supplement natural light Accessories are part of the design scheme Essential Questions: Why do I need lighting in my home? How does lighting affect the quality of life? What is the difference between functional and decorative accessories? Acquired Knowledge: There is a difference between natural and artificial light Light is needed for comfort and safety Accessories can be functional or they can be an expression of our personality or both Acquired Skills: Recognize difference between natural/artificial lighting and choose lighting for specific purposes Benchmark or Major Assessments, quizzes, tests, projects, performance tasks, etc. Indicate benchmark assessment in parentheses Students will assess natural and artificial light in their homes and will categorize as to the variety of artificial light source (i.e., incandescent, fluorescent, cfl) Instructional Materials (text-supplementary materials/projects Housing Decisions: The Goodheart Wilcox Company Inc. 2006, 6 th edition, by Claudia D. Lazok and Evelyn L. Lewis
51 Housing Decisions Student Activity Guide Housing Decisions Teacher Resource Portfolio Housing Styles Trends PowerPoint Instructional Strategies Give reasons why natural light varies, creating a need for artificial light Discuss ways to reduce the transfer of heat through windows Have students list the various types of window treatments in their homes Accommodations or Modifications (Special Ed. ESL/ELL, Gifted Learners) Repetition Restate directions Visual prompts Extended time (homework/tests) Study/test guide List of Applicable NJCCS and Standards/CPIs Uncovered in this unit National FCS Standards 11.2.2, 11.2.3, 11.3.1, 11.3.4 NJCCS 1.1-1.5, 2.2, 3.1-3.5, 4.4, 4.5, 5.2-5.4, 5.7, Suggested Learning Experiences and Instructional Activities Anticipatory Sets Place artificial, incandescent, fluorescent, and natural light on the board. Brainstorm with students the meaning of each. Have students brainstorm examples of accessories that can be used to decorate a room (living room/bed room/family room) In-Class Activities Give each student a photograph of a poorly lit room and have them develop a list of recommendations a lighting specialist might give to improve the lighting. Bring in a variety of accessories or pictures of accessories Have students identify them as functional or decorative Cross-Content Writing Activities Ask students to write a brief description of a room, including size, type and color of wall and floor coverings, window treatments and furniture. Have them exchange the descriptions with another student, who must determine how to light the room Share results
52 Home-Link Activities American Lighting Assoc (www.americanlightingassoc.com) Andersen corporation (www.andersenwindows.com) Possible Dilemmas (Moral/Spiritual/Ethical, etc.) Choice between alternatives Decision making Problem solving Self-esteem Self management Integrity
53 UNIT 18: SELECTING HOUSEHOLD APPLIANCES (3 DAYS) Why is this unit important? (Big Idea) This unit will demonstrate how choosing household equipment, including major and portable appliances, is part of your housing decision, Enduring Understandings or Unit Objectives (indicate topical understanding, overreaching understanding or objective in parentheses) Appliances are a big investment, they can improve the convenience, efficiency, comfort and safety of your household Energy guide ratings allow consumers to determine which appliances are most energy efficient Warranties are a manufacturer s written promise that a product will perform as described Essential Questions: What appliances do I need? How will energy costs affect the overall value of the appliance? What does a warranty mean? Acquired Knowledge: List factors to consider when selecting household appliances Describe styles and features of various kitchen, laundry and climate control appliances Choose household appliances to fit your needs Acquired Skills: Identify criteria for replacing existing or purchasing new appliances Benchmark or Major Assessments, quizzes, tests, projects, performance tasks, etc. Indicate benchmark assessment in parentheses Select a major home appliance to replace. Select two possible replacements. Compare and contrast features, energy efficiency and cost. Provide each student with an appliance warranty. Have each student emphasize to the class important details of the warranty, such as how and when the warranty is activated, what it covers, and what it does not cover.
54 Instructional Materials (text-supplementary materials/projects Housing Decisions: The Goodheart Wilcox Company Inc. 2006, 6 th edition, by Claudia D. Lazok and Evelyn L. Lewis Housing Decisions Student Activity Guide Housing Decisions Teacher Resource Portfolio Housing Styles Trends PowerPoint Instructional Strategies Have students list five factors to consider before purchasing any major appliance List the special features found on ranges Have students discuss the types of personal computers they use and the new computer features they want Accommodations or Modifications (Special Ed. ESL/ELL, Gifted Learners) Repetition Restate directions Visual prompts Extended time (homework/tests) Study/test guide List of Applicable NJCCS and Standards/CPIs Uncovered in this unit National FCS Standards 11.3.1, 11.3.2, 11.3.4 NJCCS 1.1-1.5, 2.2, 2.5, 2.6, 3.1-3.5, 4.4, 4.5, 5.2-5.4, 5.7, 5.10, 6.2, 6.5, 6.6, 8.1, 9.1-9.4 Suggested Learning Experiences and Instructional Activities Anticipatory Sets Have each student complete the appliance survey: name of appliance, how often used, kitchen related, laundry related, climate control, other Complete list of ten most used appliances In-Class Activities Have students research the technology behind refrigerators/freezers (Appliance Magazine (appliance.com)-assoc. of Home Appliance (aham.org) Discuss what energy saving developments are on the horizon Have students create a list of energy saving tips for using ranges, cook tops and ovens Points may include maintenance, cooking method and cookware options
55 Cross-Content Writing Activities Divide students into groups. Assign each group one of the following: ancient Rome; medieval Europe, Colonial America Ask each group to research kitchen design during that period of time and report findings (www.foodtimeline.org/foodcolonialhtml)-(historiccooking school.com/category/kitchens/) Have student groups develop a detailed questionnaire that a kitchen planner might use to assess a family s needs. Selections might include a description of the family, how use the kitchen, available storage and preference in materials. Home-Link Activities www.kitchen-bath.com www.pulsarusa.com www.nkba.com Possible Dilemmas (Moral/Spiritual/Ethical, etc.) Choice between alternatives Decision making Problem solving Self-esteem Self management Integrity
56 UNIT 19: THE OUTDOOR LIVING SPACE AND ENVIRONMENT (1 DAY) Why is this unit important? (Big Idea) This unit will demonstrate how landscaping improves the quality and value of your home, as well as includes pleasing outdoor living space, Enduring Understandings or Unit Objectives (indicate topical understanding, overreaching understanding or objective in parentheses) Landscaping helps you design outdoor living space Landscaping elements can be either natural or manufactured Landscaping can provide resource conservation Essential Questions: What is landscaping? How does landscaping affect the livability of a home? Acquired Knowledge: Differentiate between natural and manufactured landscaping elements Understand and apply zones as it applies to landscaping Understand location and types of landscaping which can provide a means of saving natural resources Acquired Skills: Students will be able to design components of landscaping based on needs and interests Benchmark or Major Assessments, quizzes, tests, projects, performance tasks, etc. Indicate benchmark assessment in parentheses Given a basic architectural house plan on a lot, list three goals you would like to achieve in your landscaping plan based on the needs and interests of the people who live in the home Instructional Materials (text-supplementary materials/projects Housing Decisions: The Goodheart Wilcox Company Inc. 2006, 6 th edition, by Claudia D. Lazok and Evelyn L. Lewis Housing Decisions Student Activity Guide
57 Housing Decisions Teacher Resource Portfolio Housing Styles Trends PowerPoint Instructional Strategies Have students state the basic goal of landscaping Have student discuss reasons for outdoor lighting Have students recall the elements and principles of design and discuss how they can be applied to designing outdoor living space Accommodations or Modifications (Special Ed. ESL/ELL, Gifted Learners) Repetition Restate directions Visual prompts Extended time (homework/tests) Study/test guide List of Applicable NJCCS and Standards/CPIs Uncovered in this unit National FCS Standards 11.4.5 NJCCS 1.1-1.5, 2.2, 2.4-2.6, 3.1-3.5, 4.4-4.5, 5.2-5.8, 5.10, 6.5, 6.6, 8.1, 9.1-9.4 Suggested Learning Experiences and Instructional Activities Anticipatory Sets Discuss with students the term landscape. Ask them to define an attractive and functional landscape In-Class Activities Have students mount a picture of a landscape site Identify accents used List five suggestions to follow choosing accents (American Society of Landscapeasla.org)- (Southern Living Magazine-(southernliving.com) Cross-Content Writing Activities Have students describe a landscape feature and write a brief report about the household that would choose that feature Home-Link Activities www.southernliving.com www.ivillage.com/home
Possible Dilemmas (Moral/Spiritual/Ethical, etc.) Choice between alternatives Decision making Problem solving Self-esteem Self management Integrity 58
59 UNIT 20: KEEPING YOUR HOME SAFE AND SECURE (4 DAYS) Why is this unit important? (Big Idea) This unit will demonstrate how a safe home provides freedom from accidents and offers security. Enduring Understandings or Unit Objectives (indicate topical understanding, overreaching understanding or objective in parentheses) Accidents can be prevented in the home Many different factors affect air quality Homes provide security which is protection from physical harm Home modifications can be made for people with special needs Essential Questions: Why is it important to keep my home safe and secure? How do my actions affect the quality of living in my home? Acquired Knowledge: List types and causes of most home accidents Describe ways to keep air in homes clean Explain how to make homes safe and secure Acquired Skills: Draw diagrams to illustrate the three types of heat movement (Conduction- Convection-Radiation) Benchmark or Major Assessments, quizzes, tests, projects, performance tasks, etc. Indicate benchmark assessment in parentheses Protecting your home from fire (Activity C/student activity book)-compare two types of smoke detectors and record finding A Plan for fire emergencies (Activity D/student activity book)-draw a floor plan of a house, mark fire escape routes, and provide details of a fire safety plan Home Safety quiz
60 Instructional Materials (text-supplementary materials/projects Housing Decisions: The Goodheart Wilcox Company Inc. 2006, 6 th edition, by Claudia D. Lazok and Evelyn L. Lewis Housing Decisions Student Activity Guide Housing Decisions Teacher Resource Portfolio Housing Styles Trends PowerPoint Instructional Strategies Have students give 3 ways to make a home secure Have students find and discuss glossary and/or dictionary definitions of key terms List 5 types of home accidents, their probable causes and prevention measures Accommodations or Modifications (Special Ed. ESL/ELL, Gifted Learners) Repetition Restate directions Visual prompts Extended time (homework/tests) Study/test guide List of Applicable NJCCS and Standards/CPIs Uncovered in this unit National FCS Standards 11.4.5, 11.5.4, 11.6.1 NJCCS 1.1-1.5, 2.2, 2.4-2.6, 3.1-3.5, 5.2-5.5, 5.7, 5.10, 6.2, 6.5, 6.6, 8.1, 9.1-9.4 Suggested Learning Experiences and Instructional Activities Anticipatory Sets Have students explain their concept of a safe and secure home Discuss what is meant by clean air in the home In-Class Activities Have students use cartoon drawings and find pictures to make a home look lived in when the occupants are away. Mount the drawings on a poster Have a class speaker (Home security/ ADT, Guardian, Brinks) speak to the students about home security systems, monitoring and how to maintain a secure home Have student s list ways to equip homes for people with physical disabilities using information in the text.
61 Cross-Content Writing Activities Have students research and report on one safety measure to use in the home Building Science Corporation (buildingscience.com) Home-Link Activities National Safety Council (hsc.org) Possible Dilemmas (Moral/Spiritual/Ethical, etc.) Choice between alternatives Decision making Problem solving Self-esteem Self management Integrity
62 UNIT 21: MAINTAINING YOUR HOME (3 DAYS) Why is this unit important? (Big Idea) This unit will demonstrate now maintaining a home involves keeping it clean, safe and in good repair. Enduring Understandings or Unit Objectives (indicate topical understanding, overreaching understanding or objective in parentheses) Clean homes require scheduled maintenance Creating and organizing storage space can simplify home maintenance and increase living space Redecorating and remodeling has its place in home maintenance Repairs and replacements are a part of home maintenance Essential Questions: What cleaning products should each home have? What basic tools are needed for maintenance? Why are repairs and replacements an important part of home maintenance? Acquired Knowledge: Select cleaning tools, products and schedule needed to maintain home List ways to improve storage and organize space Identify pros and cons of remodeling/redecorating Acquired Skills: Create a schedule to keep a home clean Identify home repairs that could be done personally or need to be outsourced Benchmark or Major Assessments, quizzes, tests, projects, performance tasks, etc. Indicate benchmark assessment in parentheses Create a home maintenance checklist Identify home repair/maintenance projects and who should do the repair Instructional Materials (text-supplementary materials/projects Housing Decisions: The Goodheart Wilcox Company Inc. 2006, 6 th edition, by Claudia D. Lazok and Evelyn L. Lewis
63 Housing Decisions Student Activity Guide Housing Decisions Teacher Resource Portfolio Housing Styles Trends PowerPoint Instructional Strategies Discuss glossary or dictionary definitions of key terms List resources for home maintenance Explain how to use basic tools for home repairs Accommodations or Modifications (Special Ed. ESL/ELL, Gifted Learners) Repetition Restate directions Visual prompts Extended time (homework/tests) Study/test guide List of Applicable NJCCS and Standards/CPIs Uncovered in this unit National FCS Standards 11.3.2, 11.4.2, 11.6.1, 11.6.3 NJCCS 1.1-1.5, 2.2, 2.4-2.6, 3.1-3.5, 4.5, 5.2-5.7, 5.10, 6.2, 6.5, 6.6, 8.1, 9.1-9.4 Suggested Learning Experiences and Instructional Activities Anticipatory Sets Ask students to describe a properly cleaned home vs. a poorly cleaned home List on board Ask how the level of cleanliness and repair might affect a person s attitude or feeling In-Class Activities Have students list home repairs that can easily be done vs. those that should be left to a professional Have students list cleaning tools essential for keeping the home clean Compare with list in text Have students select a kitchen, living room, bathroom, or bedroom, and write a step-by-step plan for cleaning it. Cross-Content Writing Activities Ask students to review a manual on home repairs (www.repairmanual.com) and present a report describing how useful they found the information. (www.manualnguide.com/guide/homeapplicance) (www.home.howstuffworks.com)
64 Home-Link Activities www.devicemanuals.com www.servicemagic.com www.loc.gov Possible Dilemmas (Moral/Spiritual/Ethical, etc.) Choice between alternatives Decision making Problem solving Self-esteem Self management Integrity
65 UNIT 22: HOUSING FOR TODAY AND TOMORROW (3 DAYS) Why is this unit important? (Big Idea) This unit will demonstrate how the quality of housing is affected by technology and maintenance of the environment. Enduring Understandings or Unit Objectives (indicate topical understanding, overreaching understanding or objective in parentheses) Technology affects the quality of the home Conserving energy is important Ecology is the relationship between all living things and their surroundings. Essential Questions: How and why is technology important in housing? What can I do to conserve resources? How can I prevent pollution? Acquired Knowledge: Explain impact of technology on housing Identify ways to provide and conserve energy Explain importance of clean environment and ways to maintain it Determine new housing solutions Acquired Skills: Create a list of renewable resources that can be used at home, in school and in the community Create a list of ways to become more ecologically responsible Benchmark or Major Assessments, quizzes, tests, projects, performance tasks, etc. Indicate benchmark assessment in parentheses Define renewable resources and discuss how energy is conserved when renewable resources are used in housing Working in groups of 3-4 students, have each group report the advantages and disadvantages of building a community underground
66 Instructional Materials (text-supplementary materials/projects Housing Decisions: The Goodheart Wilcox Company Inc. 2006, 6 th edition, by Claudia D. Lazok and Evelyn L. Lewis Housing Decisions Student Activity Guide Housing Decisions Teacher Resource Portfolio Housing Styles Trends PowerPoint Instructional Strategies Summarize the importance of a clean environment Identify ways to conserve energy Give examples of materials that can be recycled Accommodations or Modifications (Special Ed. ESL/ELL, Gifted Learners) Repetition Restate directions Visual prompts Extended time (homework/tests) Study/test guide List of Applicable NJCCS and Standards/CPIs Uncovered in this unit National FCS Standards 11.5.4, 11.5.5 NJCCS 1.1-1.5, 2.2, 2.4-2.6, 3.1-3.5, 4.4, 4.5, 5.2-5.8, 5.10, 6.2, 6.5, 6.6, 8.1, 9.1-9.4 Suggested Learning Experiences and Instructional Activities Anticipatory Sets Write the term Smart House on the board. Engage students in a discussion. In-Class Activities Have students research an energy source other than solar and write a report on their findings. The report should include the following information about the energy source: How is it converted into usable energy, what current research is in progress, and what the potential use is. Cross-Content Writing Activities Have students write a science fiction story describing housing in the future Have volunteers share their stories with the class
67 Choose one or two stories and have students draw pictures of how future housing may look (www.energy.gov/energysources/index.htm) (www.library.thinkquest.org/20331/types/ Home-Link Activities www.energy.usgs.gov/energysources.html Possible Dilemmas (Moral/Spiritual/Ethical, etc.) Choice between alternatives Decision making Problem solving Self-esteem Self management
68 UNIT 23: CAREERS IN HOUSING (2 DAYS) Why is this unit important? (Big Idea) This unit will demonstrate why it takes the work of many people in various careers to create satisfying housing. Enduring Understandings or Unit Objectives (indicate topical understanding, overreaching understanding or objective in parentheses) Career opportunities in the field of housing are wide spread Career opportunities in housing have ladders and lattices Essential Questions: Why do I need to know about careers in housing? How and where can I find information about housing careers? Acquired Knowledge: Create a career cluster of jobs related to housing Students will identify different housing related jobs and classify according to professional, mid entry level positions Acquired Skills: Know where to locate information about careers related to housing Use of technology to gather information about job requirements Benchmark or Major Assessments, quizzes, tests, projects, performance tasks, etc. Indicate benchmark assessment in parentheses Investigate a specific career related to housing indicating personality qualities, education source and cost, entry level income, etc. Instructional Materials (text-supplementary materials/projects Housing Decisions: The Goodheart Wilcox Company Inc. 2006, 6 th edition, by Claudia D. Lazok and Evelyn L. Lewis Housing Decisions Student Activity Guide Housing Decisions Teacher Resource Portfolio Housing Styles Trends PowerPoint
69 Instructional Strategies Develop a chart of various housing-related jobs and their descriptions Explain the use of computers to housing professionals involved in design and management functions Accommodations or Modifications (Special Ed. ESL/ELL, Gifted Learners) Repetition Restate directions Visual prompts Extended time (homework/tests) Study/test guide List of Applicable NJCCS and Standards/CPIs Uncovered in this unit National FCS Standards 11.1.1, 11.1.2, 11.1.3, 11.1.4 NJCCS 1.1-1.5, 2.2, 2.4, 3.1-3.5, 4.4, 4.5, 5.2-5.4, 5.10, 6.2, 6.5, 6.6, 8.1, 9.1-9.4 Suggested Learning Experiences and Instructional Activities Anticipatory Sets Have students study the classified ads in the local paper to determine which jobs are related to housing In-Class Activities Have each student use the Occupational Outlook Handbook, The Guide for Occupational Exploration, or the Occupational Information Network to look up a different housing related career. Investigate job duties and responsibilities; education; training and experience, personal traits; workplace; earnings employment outlook. Cross-Content Writing Activities Research a different entrepreneur in housing and write a report. Students should focus on the personal qualifications that help the entrepreneur in his/her business. (Foundation for Interior Design Education Research fider.org) (American Society of Interior Designers asid.org) (www.cih.org/careers/introduction.htm) Home-Link Activities American Society of Landscape Architects (www.asla.org) www.nationalcorporatehousing.com/aboutus/careers.html
Possible Dilemmas (Moral/Spiritual/Ethical, etc.) Choice between alternatives Decision making Problem solving Self-esteem Self management Integrity 70