This document contains the Westlake City Schools’ Family and Consumer Sciences Course of Study completed at the end of the 2002-2003 school year. The Family and Consumer Sciences Course of Study has been reviewed and was approved by the Westlake City Schools’ Board of Education on May 15, 2003.

Committee Members...................................................................	Page	2
District Beliefs, Vision and Mission..............................................	Page	3
Family and Consumer Sciences Philosophy...................................	Page	5
Program Goals............................................................................	Page	6
Seventh Grade............................................................................	Page	7
Eighth Grade...............................................................................	Page	9
Visions.......................................................................................	Page	10
Survival for Singles......................................................................	Page	12
Interior Design............................................................................	Page	16
Focus on Fashion........................................................................	Page	17
Child Development......................................................................	Page	18
Family Living..............................................................................	Page	22
Food Basics................................................................................	Page	25
Today’s Foods............................................................................	Page	27
Pupil Evaluation Policy................................................................	Page	30

Committee Members

Jan Calvitti

Elena Manos

Donna Richards

Don Svec

Ray Conti – Director of Curriculum and Instruction

Susan Munch – Secretary, Curriculum and Instruction

DISTRICT BELIEFS, VISION AND MISSION

BELIEFS

Beliefs are the principles and concepts that govern the district’s decisions and actions. They influence the district’s picture of the future (vision) and the reason the district exists (mission). The beliefs, vision and mission of the Westlake City Schools District follow.

The Westlake City Schools believe that students come first, that dignity and worth of each individual is to be respected, and that learning is a lifelong process. We further believe that:

Successful students are ready to learn, display appropriate behavioral and social skills, assume responsibility, and work to reach their full potential. They are enthusiastic about learning, possess basic academic skills and strive for excellence.

Supportive families are proactive and involved in all aspects of their children’s education, assist their children with schoolwork, encourage their children to make positive choices and to be responsible for their actions, offer guidance and motivation so their children reach their full potential, and work in partnership with school.

Exemplary teachers care for their students, are knowledgeable regarding subject matter and effective instructional strategies, and engage students in meaningful learning experiences

Exemplary administrators are knowledgeable and provide meaningful instructional and managerial leadership. They create a safe, orderly, professional and supportive environment, empower all staff by providing opportunities for professional development and communicate effectively with all constituents.

Exemplary support personnel assist in the education of our children by providing a healthy, safe, nurturing and responsive learning climate.

Ideal learning environments are child-centered, stimulating and positive, free from distractions, appropriate in class size, and include ample and varied resources. Students and staff feel safe physically and emotionally, and devote themselves to academic and personal achievement.

Helpful community members, organizations and businesses celebrate their schools’ and students’ accomplishments, share resources and engage in dialogue.

VISION STATEMENT

The Westlake City School District will provide a dynamic, student-centered, positive learning environment. Our district will be characterized by actively engaged learners, mutual respect, shared knowledge, pursuit of new skills and capabilities, collaborative learning, willingness to take action, a team commitment to data-drive continuous improvement and tangible results.

MISSION STATEMENT

WE EDUCATE FOR EXCELLENCE…

Empowering all students to achieve their educational goals,

To direct their lives, and to contribute to society

Philosophy

The Westlake City Schools’ Family and Consumer Sciences Course-of-Study is based on the belief that life management skills are fundamental to a fully functioning adult. These skills are taught and experienced throughout the Family and Consumer Sciences curriculum by providing cooperative, interactive and independent learning experiences that are important to personal development.

The Family and Consumer Sciences program assists students in developing skills needed to balance work and family life. These skills are interrelated with many disciplines of education; however, Family and Consumer Sciences is the only discipline that addresses these skills within the context of practical problems faced by families in our ever changing society.

Grades 7-12 Program Goals

Students will:

1.	Make decisions, make judgments and solve problems individually and in groups
2.	Gather, interpret and analyze information
3.	Present ideas in a variety of formats
4.	Gain an awareness of the importance of being a lifelong learner
5.	Be aware of the importance of a positive self-concept
6.	Be aware of the uniqueness of all people
7.	Identify their talents, interest and opportunities in making life choices
8.	Understand the impact of change
9.	Be aware of the importance of lifetime wellness
10.	Accept responsibility as citizens of the school, community and country
11.	Utilize technology

SEVENTH GRADE

Standard 1: Establish independence regarding clothing

Indicators:

1.	Describe the role of clothing
2.	Analyze factors influencing clothing selection
3.	Create a wardrobe plan
4.	Describe wise buying practices for purchasing clothing
5.	Evaluate factors to consider when purchasing clothing
6.	Analyze consumer responsibilities when purchasing clothing
7.	Appraise the importance of caring for clothing
8.	Analyze care labels to determine appropriate clothing care
9.	Develop skill in caring for clothing

Standard 2: Recognize consequences of food choices on wellness

Indicators:

1.	Explain reasons for eating habits
2.	Analyze factors affecting food choices
3.	Analyze the consequences of good and poor nutrition
4.	Develop skill in selecting nutritious foods
5.	Evaluate sources of nutrition information
6.	Describe nutritional needs for special populations
7.	Describe types of eating disorders
8.	Analyze factors affecting eating disorders
9.	Choose appropriate ways to cope with eating disorders
10.	Identify information found on labels
11.	Analyze the use of label information in purchasing good
12.	Explain the importance of eating breakfast
13.	Describe the effect of snack choices

Standard 3: Establish independence regarding food preparation

Indicators:

1.	Identify ways to prevent accidents in the kitchen
2.	Describe how to keep food clean and safe to eat
3.	Develop skill in maintaining a clean kitchen work environment
4.	Assess the importance of household cleanliness
5.	Demonstrate skill in managing and performing household tasks
6.	Evaluate methods for controlling pests
7.	Explain household safety practices
8.	Identify procedures for basic household maintenance and repair
9.	Explain the characteristics of good recipes
10.	Identify sources of recipes
11.	Demonstrate skill in using recipes
12.	Measure ingredients accurately
13.	Assess the importance of learning food preparation skills
14.	Describe ways to work cooperatively during school lab experiences
15.	Identify correct table settings
16.	Explain the importance of appropriate table behavior and manners
17.	Explain appropriate uses for kitchen utensils
18.	Assess the value of using small kitchen appliances
19.	Develop skill in preparing nutritious meals and snacks

EIGHT GRADE

Standard 1: Make informed decisions regarding food and meal purchases

Indicators:

1.	Analyze influences on consumer decisions
2.	Explain wise buying practices
3.	Develop skill in comparison shopping
4.	Assess the importance of considering price and quality
5.	Identify sources of consumer information
6.	Compare types of stores
7.	Describe guidelines for buying food wisely
8.	Evaluate the effect of advertisement on food purchases
9.	Analyze the value of information found on food labels
10.	Explain the purpose of advertising
11.	Distinguish between various types of advertising appeals
12.	Develop skill in evaluating advertising
13.	Identify spending patterns
14.	Develop budgeting skills

Standard 2: Apply skills and knowledge toward food preparation

Indicators:

1.	Identify ways to prevent accidents in the kitchen
2.	Describe how to keep food clean and safe to eat
3.	Develop skill in maintaining a clean kitchen work environment
4.	Assess the importance of household cleanliness
5.	Demonstrate skill in managing and performing household tasks
6.	Evaluate methods for controlling pests
7.	Explain household safety practices
8.	Identify procedures for basic household maintenance and repair
9.	Assess the importance of learning food preparation skills
10.	Describe ways to work cooperatively during school lab experiences
11.	Explain appropriate uses for kitchen utensils
12.	Assess the value of using small kitchen appliances
13.	Develop skill in preparing nutritious meals and snacks
14.	Analyze factors to consider in planning menus

VISIONS

Standard 1: Enhance personal development of self and others throughout the life span

Indicators:

1.	Identify physical, emotional, cognitive, and social changes of adolescence
2.	Identify the relationship between human needs and developmental stages of the life cycle
3.	Identify strategies to enhance personal development throughout the life span
4.	Distinguish between behaviors that enhance self-formation and those that are self-destructive
5.	Relate the significance of accepting and affirming personal uniqueness to personal development

Standard 2: Enhance self-esteem of self and others

Indicators:

1.	Identify factors that affect self-esteem of self and others
2.	Assess self esteem of self and others
3.	Compare effects of low self-esteem and high self-esteem
4.	Identify strategies to promote positive self-esteem of self and others
5.	Establish personal values and standards to support positive self-esteem of self and others

Standard 3: Manage stressful situations

Indicators:

1.	Analyze factors contributing to stress
2.	Identify physical and emotional responses to stress
3.	Evaluate positive and negative effects of stress on self, relationships and work productivity
4.	Identify healthy and unhealthy ways of dealing with stress
5.	Implement strategies to manage stress
6.	Create strategies for developing and maintaining constructive support systems

Standard 4: Form healthy, caring relationships with peers

Indicators:

1.	Evaluate the consequences of healthy and unhealthy peer relationships
2.	Accept the value of individual differences in interpersonal relationships
3.	Analyze how personal actions and decisions affect others
4.	Describe the importance of expressing feelings and ideas to others
5.	Use strategies for building and maintaining caring relationships with peers
6.	Distinguish between personal crises and crises of others
7.	Analyze choices for dealing with problems in friendships
8.	Apply strategies for dealing with peer pressure
9.	Identify strategies for dealing with current issues

Standard 5: Manage conflict

Indicators:

1.	Clarify areas of disagreement in relationships
2.	Express feelings, ideas and values constructively
3.	Apply techniques of giving and receiving feedback
4.	Criticize ideas and behaviors without criticizing individuals
5.	Integrate different ideas into a single position
6.	Apply the problem-solving process to choose a strategy to deal with conflict
7.	Use appropriate strategies to negotiate differences
8.	Seek help in managing conflict when appropriate

SURVIVAL FOR SINGLES

Standard 1: Manage resources to achieve personal goals

Indicators:

1.	Identify personal responsibilities for setting and reaching goals
2.	Assess the relationship between personal values and goals
3.	Establish personal goals
4.	Identify the process for setting and reaching goals
5.	Identify resources for achieving goals
6.	Identify potential barriers to achieving goals and strategies to address barriers
7.	Evaluate the relationship between taking risks and achieving goals
8.	Develop a management plan to achieve goals
9.	Evaluate the use of time, money and other resources in the process of working toward goals
10.	Analyze the outcome of a management plan

Standard 2: Make informed consumer choices for the well-being of self and others

Indicators:

1.	Identify factors affecting consumer decisions
2.	Evaluate sources of consumer information
3.	Apply consumer information in making decisions
4.	Identify strategies for comparison shopping
5.	Identify the interrelationship between consumer rights and responsibilities

Standard 3: Enhance personal development of self and others throughout the life span

Indicators:

1.	Assess the relationship between housing needs and individual or family development
2.	Identify strategies to help assure a safe neighborhood and living environment
3.	Analyze the effect of shared living space on family relationships
4.	Describe space needs for family members
5.	Evaluate ways to share living space in a family and in a community
6.	Use furnishings and accessories to decorate personal or family space

Standard 4: Evaluate types of housing in relation to the family life cycle, lifestyle, values, goals and resources

Indicators:

1.	Assess how individual and family situations are related to housing decisions
2.	Evaluate the types of housing available
3.	Compare the rights and responsibilities of homeowners, landlords and tenants
4.	Use comparison shopping skills to select housing

Standard 5: Maintain a living environment that support the well-being of self and family

Indicators:

1.	Evaluate home maintenance tasks with regard to personal and family resources, abilities and standards
2.	Develop a plan for sharing home maintenance among family members and others
3.	Evaluate household appliances and home maintenance products for efficiency, safety and environmental impact

Standard 6: Identify ways to take responsibility for living in a global environment

Indicators:

1.	Evaluate the impact of environmental issues on self and others in future generations
2.	Recognize personal responsibility for use of world resources
3.	Plan ways to conserve, reuse and recycle resources

Standard 7: Maintain clothing for self and family

Indicators:

1.	Describe ways that family members can share clothing care responsibilities
2.	Evaluate equipment and laundry supplies for efficiency, safety and environmental impact
3.	Use product and label information when caring for clothing
4.	Decide the type of care needed for maintaining and storing clothing
5.	Perform clothing maintenance, minor repair tasks and basic clothing construction tasks

Standard 8: Plan food choices that meet health needs of individuals and families

Indicators:

1.	Analyze the role of food in meeting health needs
2.	Recognize personal responsibility for maintaining health through food choices
3.	Evaluate personal food habits
4.	Analyze factors affecting food choices
5.	Recognize cultural influences on food choices
6.	Evaluate the effects of advertising on food choices
7.	Evaluate the reliability of sources of nutrition information
8.	Identify and apply standards for selecting nutritious food
9.	Plan strategies for selecting nutritious foods when eating outside the home
10.	Modify menus to meet varying nutritional needs of family members
11.	Evaluate the environmental impact of food purchases, preparation and disposal

Standard 9: Prepare and serve nutritious foods

Indicators:

1.	Evaluate nutrition sources and food preparation information
2.	Choose food preparation techniques that maximize the nutritive value of food
3.	Recognize the health-related dangers associated with improper food handling
4.	Practice appropriate sanitation and storage procedures related to handling food
5.	Apply time-management principles when preparing and serving food
6.	Plan ways to share food preparation tasks in group and family settings
7.	Create strategies for enhancing positive social interaction during mealtime
8.	Identify and use appropriate equipment and supplies for food preparation in the home

Standard 10: Develop a life-management plan

Indicators:

1.	Identify life choices
2.	Analyze factors affecting life choices
3.	Identify personal strengths and limitations
4.	Establish short and long-term personal goals
5.	Identify changes that impact a life-management plan
6.	Evaluate the use of time, money and other resources needed to achieve goals
7.	Develop a set of criteria for evaluating life choices
8.	Take personal responsibility for life choices

Standard 11: Establish a plan for using resources to meet individual and family needs and goals

Indicators:

1.	Plan strategies to facilitate self-responsibility in managing a financial plan
2.	Identify strategies for involving family members in financial planning
3.	Analyze consumer rights and responsibilities
4.	Identify and evaluate sources of consumer information
5.	Evaluate financial institutions and services (e.g., saving, investments, credit)
6.	Identify the significance of establishing and maintaining good credit
7.	Identify the types of insurance available in relation to insurance needs throughout the life cycle
8.	Identify factors to consider when making decisions about food, clothing, transportation and house
9.	Identify strategies for maintaining and conserving resources

INTERIOR DESIGN

Standard 1: Create a living environment that supports the well-being of individuals and families

Indicators:

1.	Assess the relationship between housing needs and individual or family development
2.	Identify strategies to help assure a safe neighborhood and living environment
3.	Analyze the effect of shared living space on family relationships
4.	Describe space needs for family members
5.	Evaluate the ways to share living space in family and in community
6.	Use furnishings and accessories to decorate personal or family space

Standard 2: Evaluate types of housing in relation to the family life cycle, lifestyle, values, goals and resources

Indicators:

1.	Assess how individual and family situations are related to housing decisions
2.	Evaluate the types of housing available
3.	Compare the rights and responsibilities of homeowners, landlords and tenants
4.	Use comparison shopping skills to select housing

FOCUS ON FASHION

Standard 1: Make decisions related to selecting, obtaining and maintaining clothing for self and family

Indicators:

1.	Identify physical, social and emotional roles of clothing
2.	Evaluate immediate and future clothing needs
3.	Identify strategies for resolving conflicts regarding clothing choices
4.	Develop strategies to achieve personal clothing goals based on needs, value and resources
5.	Compare ways to obtain clothing considering personal and family values and resources
6.	Identify factors to consider when selecting clothing

Standard 2: Maintain clothing for self and family

Indicators:

1.	Describe ways family members can share clothing care responsibilities
2.	Evaluate equipment and laundry supplies for efficiency, safety and environmental impact
3.	Use product and label information when caring for clothing
4.	Decide type of care needed for maintaining and storing clothing
5.	Perform clothing maintenance, minor repair tasks and basic clothing construction tasks

CHILD DEVELOPMENT

Standard 1: Assess the impact of the parenting role in society

Indicators:

1.	Explore the diverse meanings of parenting
2.	Identify responsibilities of the parenting role
3.	Identify characteristics of positive parenting outcomes
4.	Contrast the relationship between personal expectations and actual parenting responsibilities
5.	Identify rewards and challenges of parenting
6.	Evaluate reasons for becoming a parent
7.	Analyze how the parenting role changes lifestyles and other roles
8.	Evaluate the lifelong commitment necessary to be a responsible parent
9.	Evaluate personal readiness for assuming the parent role

Standard 2: Value responsibility for personal growth within the parenting role

Indicators:

1.	Analyze the effects being a parent has on self-formation
2.	Identify strategies for balancing care of self and children
3.	Develop strategies for dealing constructively with feelings and changes that occur within the parenting role
4.	Identify the interrelationship of parenting and career choices and goals
5.	Develop strategies for sharing parenting roles
6.	Develop strategies for lifelong learning of parenting skills and responsibilities.

Standard 3: Prepare for a healthy, emotional and physical beginning for parent(s) and child(ren) (e.g., birth, adopted, foster, blended families)

Indicators:

1.	Identify biological processes related to conception, prenatal development and birth
2.	Identify factors affecting the prenatal health of mother and child
3.	Plan strategies to obtain and allocate resources (e.g., time, space, money, energy) to ensure emotional and physical well-being of parent(s) and child(ren)
4.	Identify factors to consider in labor and delivery
5.	Develop strategies for providing care of new child(ren)
6.	Develop strategies to ensure integration of new child(ren) and family
7.	Explain the bonding process and how it impacts parent-child relationships
8.	Develop strategies for sharing parenting responsibilities
9.	Investigate medical costs during and following pregnancy
10.	Identify costs or rearing child(ren) from birth to age 18
11.	Explain the legal rights and responsibilities of mother, father, child(ren), grandparent(s), school authorities and community agencies
12.	Explain the significance of birth certificates
13.	Define child support, paternity, visitation and custody
14.	Define guardianship, emancipated minor and power of attorney

Standard 4: Meet the developmental needs of children and adolescents

Indicators:

1.	Identify physical, emotional, social and intellectual growth patterns and needs
2.	Analyze the significance of meeting developmental needs
3.	Identify individual aspects of development
4.	Plan strategies to meet individual developmental challenges
5.	Analyze strategies for caring for children with special needs
6.	Plan strategies to enhance development of children through play and activities
7.	Plan strategies to meet nutritional needs
8.	Plan strategies to provide for health and safety needs from conception through adolescence
9.	Plan strategies to provide preventive health care services (e.g., immunizations, dental care, developmental screening, identification and treatment of communicable diseases)

Standard 5: Build positive parent-child relationships

Indicators:

1.	Evaluate how interaction between parent(s) and child(ren) affects their respective development
2.	Identify how culture and society influence parenting beliefs and behaviors
3.	Identify the relationship between self-esteem of parent and child
4.	Plan appropriate strategies for enhancing child’s self-esteem
5.	Identify outcomes of nurturing behavior
6.	Plan ways to nurture children and adolescents
7.	Demonstrate appropriate communication skills for children at varying developmental stages
8.	Use listening as a communication tool
9.	Identify ways to encourage children to express feelings
10.	Identify various family systems in which parenting occurs
11.	Evaluate alternative strategies for solving problems that may occur within each type of family system

Standard 6: Use positive guidance and discipline to promote self-discipline, self-esteem and socially responsible behavior in children and adolescents

Indicators:

1.	Distinguish between guidance, discipline and punishment
2.	Identify the importance of setting developmentally appropriate expectations
3.	Analyze short-term and long-term outcomes of guidance, discipline and punishment for children, families and society.
4.	Evaluate alternative approaches for guiding and disciplining children and adolescents in terms of short-term and long-term outcomes
5.	Recognize that different families, cultures and ethnic groups may have different values and behavioral expectations
6.	Recognize how individual differences, relationships, and situations influence choice of guidance and discipline techniques
7.	Identify strategies for encouraging responsible behavior for self and others
8.	Define child abuse (i.e., physical, sexual and emotional) and child neglect
9.	Analyze factors that contribute to situations of child abuse and child neglect
10.	Analyze outcomes of child abuse and child neglect
11.	Identify strategies for managing anger, frustration, separation and loss
12.	Create strategies for preventing and intervening in child abuse and child neglect situations

Standard 7: Access sources of parenting information, support and assistance

Indicators:

1.	Recognize needs for parenting information, support and assistance
2.	Identify components of an effective parenting support system
3.	Identify sources of parenting information, support, and assistance to meet the needs of parent(s) and child(ren)
4.	Analyze factors affecting parenting information, support and assistance
5.	Develop criteria for evaluating parenting information, support and assistance
6.	Evaluate parenting information, support and assistance available to parent(s) and child(ren)
7.	Identify available child-care alternatives
8.	Analyze factors affecting child-care decisions
9.	Develop criteria for evaluating quality child-care services
10.	Evaluate child-care services available to parents

Standard 8: Plan ways that families and society can share in nurturing children and adolescents

Indicators:

1.	Analyze the interdependent relationship between families and society in sharing responsibility for children’s needs
2.	Plans ways that parents can support children in school success
3.	Analyze how public and private policies influence parenting
4.	Analyze moral and ethical social issues concerning children and parents
5.	Develop strategies to effect change in society for the benefit of families and children
6.	Identify career opportunities involving care and nurturing of families and children

FAMILY LIVING

Standard 1: Analyze the significance of the family

Indicators:

1.	Explore the meanings of family
2.	Analyze functions of the family
3.	Assess the role of the family in developing values
4.	Identify the stages of the family life cycle
5.	Identify various family systems
6.	Analyze trends in family composition in America
7.	Analyze the impact of social and cultural diversity on the family

Standard 2: Nurture human development in the family throughout the life span

Indicators:

1.	Identify physical, social, emotional and intellectual developmental milestones
2.	Describe how development is nurtured within the family
3.	Analyze the relationship between self-formation and stages of the life cycle
4.	Enhance self-esteem of self and others
5.	Identify the basic needs of family members throughout the life cycle
6.	Analyze how needs can be met within various family systems
7.	Recognize the role of various types of relationships in meeting human needs
8.	Develop strategies for adapting to change throughout the life span
9.	Analyze the relationship between managing resources and meeting human needs
10.	Develop strategies for managing resources to meet human needs

Standard 3: Analyze the factors related to forming one’s own family

Indicators:

1.	Evaluate the interrelationship between various family systems and personal goals and values
2.	Recognize the significance of relationships during adolescence
3.	Describe the concept of commitment and its role in family formation
4.	Describe the concept of love and its role in family formation
5.	Define emotional and physical intimacy
6.	Distinguish between responsible and irresponsible ways to express emotional and physical intimacy
7.	Identify factors to consider in determining personal readiness to form one’s own family
8.	Evaluate personal readiness to form one’s own family
9.	Evaluate factors to consider in choosing a partner
10.	Analyze gender expectations and division of tasks in relationships
11.	Assess the responsibilities of and personal readiness for parenthood

Standard 4: Analyze factors that build and maintain healthy family relationships

Indicators:

1.	Identify characteristics of families who strive to meet the needs of all family members
2.	Identify rights, responsibilities and expectations of all family members
3.	Analyze the implications of power and authority within relationships
4.	Analyze the responsibility and ability of each family member to establish and communicate personal and family needs, values and goals
5.	Identify strategies for making decisions as a family
6.	Develop family rituals and traditions that strengthen family relationships
7.	Develop a plan to assure adequate time for family activities
8.	Analyze changes that may occur in relationships over time

Standard 5: Develop communication patterns that enhance family relationships

Indicators:

1.	Recognize the importance of interpersonal communication skills in family life
2.	Distinguish between effective and ineffective communication in families
3.	Identify barriers to communication in families
4.	Recognize the developmental and individual differences in communication skills among family members
5.	Practice communication skills (including listening and questioning) that encourage constructive family interaction
6.	Respect rights, feelings, and needs of family members
7.	Recognize appropriate times, settings and circumstances to communicate with family members

Standard 6: Deal effectively with family stressors, conflicts and crises

Indicators:

1.	Identify potential sources of family stress, conflict and crisis
2.	Identify indicators and consequences of family stress, conflict and crisis
3.	Develop strategies for resolving family stress, conflict and crisis
4.	Evaluate sources of formal and informal support available to families and family members
5.	Plan strategies to prevent or minimize stress, conflict and crisis

Standard 7: Manage work and family roles and responsibilities

Indicators:

1.	Analyze the interrelationship of personal and family goals and values to work goals and values
2.	Analyze how social, economic and technological changes impact work and family dynamics
3.	Develop strategies for sharing ownership of responsibilities of managing family and work

Standard 8: Analyze social forces that influence families across the life span

Indicators:

1.	Identify social forces that influence families
2.	Identify the interdependent relationships between families and society
3.	Analyze how laws and public and private policies affect families
4.	Identify how families can become proactive in the legislative process
5.	Evaluate global issues affecting families
6.	Identify ethical and moral issues affecting families
7.	Analyze how the economy affects families
8.	Analyze how prejudices affect families
9.	Develop strategies to address societal forces that influence families
10.	Identify career opportunities that impact families

FOOD BASICS

Standard 1: Make choices that promote wellness and good health for self and others

Indicators:

1.	Analyze factors that contribute to wellness
2.	Analyze the effects of lifestyle choices on self and others
3.	Identify the effects of nutrition on wellness
4.	Identify physical fitness strategies for a healthy lifestyle
5.	Identify strategies for using time to promote wellness
6.	Analyze the relationship between sleep, rest and maintaining a healthy lifestyle
7.	Identify factors that cause stress and strategies to manage stress
8.	Identify factors that affect emotional well-being
9.	Analyze how substance abuse influences personal and family wellness
10.	Develop a lifestyle plan that promotes wellness

Standard 2: Analyze the interrelationship between food choices and wellness

Indicators:

1.	Identify health concerns and their relationship to food choices
2.	Identify the effects of nutrients on the body
3.	Compare personal and family nutrition needs throughout the life cycle
4.	Identify personal and family eating patterns and their effect on wellness
5.	Identify and evaluate sources of nutrition information
6.	Analyze the effects of food fallacies on food choices
7.	Analyze factors to consider when identifying healthy body weights
8.	Evaluate the relationship between food choices, eating patterns, physical activity and maintaining healthy body weight

Standard 3: Prepare and serve nutritious meals and snacks

Indicators:

1.	Evaluate cookbooks and other resources for food preparation information
2.	Apply basic food-science principles to food preparation
3.	Evaluate recipes for nutritional value and preparation process
4.	Modify recipes to meet dietary needs
5.	Apply time-management principles when planning, preparing and serving food
6.	Maintain safe and sanitary food-preparation standards
7.	Design and organize kitchen work-space to facilitate food preparation
8.	Analyze the effects of occupational, social and cultural influences on preparing and serving meals
9.	Develop strategies to involve family members in food preparation, serving, and cleanup to foster positive family interaction

Standard 4: Select and use equipment for food preparation

Indicators:

1.	Develop criteria for selecting kitchen equipment
2.	Evaluate how kitchen equipment influences food choices and management resources
3.	Compare kitchen equipment with respect to cost, time utilization, safety, storage, maintenance and environmental concerns
4.	Select, use, clean and maintain food preparation utensils

TODAY’S FOODS

Standard 1: Analyze the interrelationship between food choices and wellness

Indicators:

1.	Identify health concerns and their relationship to food choices
2.	Identify effects of nutrients on the body
3.	Compare personal and family nutrition needs throughout the life cycle
4.	Identify personal and family eating patterns and their effect on wellness
5.	Identify and evaluate sources of nutrition information
6.	Analyze the effects of food fallacies on food choices
7.	Analyze factors to consider when identifying healthy body weights
8.	Evaluate the relationship between food choices, eating patterns, physical activity and maintaining healthy body weights

Standard 2: Evaluate the relationship between psychological and social needs and food choices

Indicators:

1.	Analyze the psychological and social factors affecting food choices
2.	Analyze the impact of media on food choices
3.	Identify cultural, ethnic and family traditions or values in relation to food choices
4.	Identify how peer pressure affects food choices
5.	Examine the impact of food addictions and eating disorders on wellness
6.	Recognize culturally accepted eating behaviors
7.	Demonstrate socially accepted eating behaviors

Standard 3: Prepare and serve nutritious meals and snacks

Indicators:

1.	Evaluate cookbooks and other resources for food preparation information
2.	Apply basic food-science principles to food preparation
3.	Evaluate recipes for nutritional value and preparation process
4.	Modify recipes to meet dietary needs
5.	Apply time-management principles when planning, preparing and serving food
6.	Maintain safe and sanitary food-preparation standards
7.	Design and organize kitchen workspace to facilitate food preparation
8.	Analyze effects of occupational, social and cultural influences on preparing and serving meals
9.	Develop strategies to involve family members in food preparation, serving and cleanup to foster positive family interaction

Standard 4: Select and use equipment for food preparation

Indicators:

1.	Develop criteria for selecting kitchen equipment
2.	Evaluate how kitchen equipment influences food choices and management of resources
3.	Compare kitchen equipment with respect to cost, time utilization, safety, storage, maintenance and environmental concerns
4.	Select, use, clean and maintain food preparation utensils

Standard 5: Plan strategies for choosing foods that promote wellness

Indicators:

1.	Establish criteria for planning personal and family meals
2.	Identify nutrition standards used to select nutritious foods
3.	Compare and apply nutrition standards to meet nutrition needs when planning menus
4.	Analyze menus and/or recipes for nutrient benefits to family members
5.	Develop strategies for selecting nutritious foods when eating away from home
6.	Develop strategies for involving family members in menu planning
7.	Resolve family conflicts about food choices

Standard 6: Obtain and store food for self and family

Indicators:

1.	Identify means of obtaining food
2.	Develop criteria for purchasing/obtaining food
3.	Develop strategies to comparison shop for food
4.	Evaluate the effects of advertising on food purchases
5.	Develop a budget for purchasing food
6.	Identify management strategies for purchasing and storing food on limited resources
7.	Use package label information to select food products
8.	Analyze the impact of advances in food technology on products available to consumers
9.	Identify strategies for conserving environmental resources with regard to food purchases, preparation, storage and disposal
10.	Process and store food with regard to safety, sanitation, shelf life and quality maintenance

Standard 7: Identify strategies to promote optimal nutrition and wellness of society

Indicators:

1.	Identify community and national issues related to nutrition and wellness
2.	Identify and evaluate community resources and services for nutrition and wellness
3.	Recognize the impact of food choices on environment and global community
4.	Analyze the effects of governmental policies and regulations on nutrition and wellness of self, family and society
5.	Create strategies for promoting nutrition and wellness
6.	Identify career options in the field of food, nutrition and wellness

Evaluation of students in the Family and Consumer Science program will be based on a variety of criteria to allow for success of individuals who learn in different ways. Evaluation will take place frequently, with emphasis on performance of the identified competencies.

Evaluation will include daily or periodic evaluation of such classroom performance as group discussion, classroom participation, oral reports, individual and small group projects, group laboratory experiences (i.e., food preparation), and individual laboratory experiences (i.e., sewing projects).

Tests and quizzes will be given to evaluate students’ understanding of class material. Semester exams are also given in most classes at the high school level.

Out-of-class assignments may include homework, reports, notebooks, and journals. Individual projects will also be required of students of all Family and Consumer Science courses.