High School Life Skills Curriculum Family & Consumer Science

Transcription

1 VALLEY CENTRAL SCHOOL DISTRICT 944 STATE ROUTE 17K MONTGOMERY, NY Telephone Number: (845) ext Fax Number: (845) High School Life Skills Curriculum Family & Consumer Science JULY 2015 Approved by the Board of Education July 27, 2015

2 Family and Consumer Science Life Skills Curriculum Valley Central High School Standard 1: Personal Health and Fitness Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health. Key Idea: Students will use an understanding of the elements of good nutrition to plan appropriate diets for themselves and others. They will know and use the appropriate tools and technologies for safe and healthy food preparation. Performance Indicators 1.1 Understand the relationships among diet, health, and physical activities; evaluate their own eating patterns; and use appropriate technology and resources to make food selections and prepare simple, nutritious meals. Understand and analyze My Plate as a guide for healthy eating. Discuss different ways to use My Plate to make healthier eating choices. Compare and contrast healthy vs unhealthy food choices. Brainstorm ways to incorporate physical activities daily. Discuss ways to budget for grocery shopping trips. Key Terms: Healthy, responsibility, choices, physical activities, analyze, budget 1.2 Apply principles of food safety and sanitation. Discuss how personal hygiene affects food safety. Compare healthy versus unhealthy hygiene practices in the kitchen Identify dangerous kitchen practices Key Terms: hygiene, sanitation, routine, healthy practices, safety, hazard, dangers 1.3 Recognize the mental, social, and emotional aspects of good health. Explain how poor hygiene affects friendships, relationships with others, employment opportunities. Explain when and how to use hygiene products (e.g., toilet paper, soap, shampoo, brush, comb, tooth brush, tooth paste, floss, deodorant, sanitary napkins/tampons, shaving equipment). Describe and identify different personality traits. Hypothesize the difference between I and You messages. Discuss the importance of self-esteem and self-image. Analyze different communication methods and the effects had on relationships. Determine the effects of verbal and nonverbal communication. Describe three forms of non-verbal communication (e.g., body postures, gestures, eye contact and facial expressions). Demonstrate how to introduce oneself and greet others (e.g., handshake, eye contact, standard v. slang language, appropriate touching). 1

3 Explain how to listen effectively to clarify what has been said. Discuss the importance of table manners. Illustrate the proper way to set a table. Key Terms: relationships, hygiene, communication skills, I messages, You messages, selfesteem, self-image, confidence, verbal communication, nonverbal communication, gestures, posture, eye contact, facial expressions 1.4 Apply decision-making process to dilemmas related to personal health. Describe the steps to a thoughtful decision making process (e.g., identify the options, evaluate the pros and cons, select an option) Evaluate different ways to deal with bullying and cyberbullying. Assess reactions to interpersonal conflict and predict outcomes. Define term peer pressure. Identify two ways to resist negative peer pressure. Prepare stress management techniques. Identify three ways to reduce stress (e.g., exercises, deep breathing, simplify schedule). Key Terms: Bullying, cyberbullying, conflict, outcomes, responsibilities, stress management, techniques, decisions, reactions, conflict resolution, peer pressure, evaluate National Standards for FACS 13.1 Analyze functions and expectations of various types of relationships Analyze personal needs and characteristics and their effects on interpersonal relationships Demonstrate communication skills that contribute to positive relationships Evaluate effective conflict prevention and management techniques Demonstrate teamwork and leadership skills in the family, workplace, and community Demonstrate standards that guide behavior in interpersonal relationships 14.1 Analyze factors that influence nutrition and wellness practices across the life span Evaluate the nutritional needs of individuals and families in relation to health and wellness across the life span 14.3 Demonstrate ability to acquire, handle, and use foods to meet nutrition and wellness needs of individuals and families across the life span. Learning Standards for Career Development and Occupational Studies Standard 1 -Integrated learning encourages students to use essential academic concepts, facts, and procedures in applications related to life skills and the world of work. This approach allows students to see the usefulness of the concepts that they are being asked to learn and to understand their potential application in the world of work. Standard 3a.2 -Thinking skills lead to problem solving, experimenting, and focused observation and allow the application of knowledge to new and unfamiliar situations. Standard 3a4. Positive interpersonal qualities lead to teamwork and cooperation in large and small groups in family, social, and work situations. 2

4 Standard 1 Topic Ideas Discuss how poor hygiene affects friendships, relationships with others, employment opportunities. Standards Used: 1.3, 1.4, CD.3.2, CD.7.2, HD.6.1, CD.6.2, NW.5.9 Compare and contrast healthy versus unhealthy snacks. Determine how many potato chips are in one serving. Compare that with a serving size of carrots or celery and hummus. Compare the amount of chips versus the amount of vegetables and hummus. Discuss the nutritional differences such as protein, vitamins, minerals, etc. Standards Used: 1.1, NW.3.3, NW.3.4, NW.3.5, NW.4.6 Use materials from choosemyplate.gov to discuss different food choices and ways to eat healthier. Standards Used: 1.1, NW.3.3, NW.3.5 Create an orange soda using food coloring, tsp. of sugar per cup and seltzer. Discuss empty calories and which foods have the most. Show an alternative to the orange soda prepared using orange juice and seltzer. Standards Used: 1.1, NW.3.3, NW.3.6 Plan a week s worth of dinners that include all parts of MyPlate. Standards Used: 1.1, NW.3.1, NW.3.3, NW.3.6 Think about your favorite meal; determine which area of MyPlate the parts of that meal go in. For example, Pizza is dairy, grains, and vegetables. Standards Used: 1.1, NW.3.1, NW.3.3, NW.3.6 Have students fill a paper plate with pictures of food from magazines using the MyPlate guidelines. Standards Used: 1.1, NW.3.3, NW.3.5 Illustrate effective hand-washing procedures. Have volunteers rub oil and cinnamon on their hands to simulate the oil in our hands. Have volunteers wash their hands in cold water; one with soap, one without, wash in warm with water; one with soap, one without, and wash in hot water; one with soap, one without. Compare and contrast the results. Standards Used: 1.2, NW.5.6 Create flyers on safety tips for handling, cooking, and storing a variety of foods Standards Used: 1.1, NW.1.1, NW.1.2, NW.5.6 Have students complete an I Spy activity on unsafe practices in the kitchen. Standards Used: 1.2, NW.1.2 3

5 Have students create a mock refrigerator using poster board and have them place foods in the appropriate storage area. Standards Used: 1.2, NW.1.2, NW.5.6 Take students on a nature walk and discuss the importance of physical activity and fresh air on the body. Standards Used: 1.1, 1.3, 1.4, HD.9.3, NW.3.4, NW.3.6 Teach students basic yoga and stretching activities. Standards Used: 1.1, 1.3, 1.4, HD.9.3, IR.2.6 Come up with activities that can help lower stress such as listen to music, take a bath etc. Standards Used: 1.1, 1.3, 1.4, HD.9.3, IR.2.6 Conduct a make-believe dinner and have students practice good manners. Invite one student to have bad manners and have other students correct their behaviors. Standards Used: 1.3, NW.5.9 Create anti-bullying posters to hang in the school. Standards Used: 1.3, 1.4, HD.7.1, HD.7.1, IR.4.2, IR.5.1 Have students demonstrate the proper way to set a table using: forks, knives, spoons, cups, plates, napkins. Standards Used: 1.3, NW.5.9 Practice shaking hands using proper techniques. Standards Used: 1.3, CD.3.3 Have students create place setting placemats showing the correct place setting Standards Used: 1.3, NW.5.9 Create an All About Me poster which focuses on self-concept, self-esteem, as well as leisure activities and family structures. Standards Used: 1.3, HD.5.1, HD.5.2, HD.5.3 Discuss self-concept and how it changes in different situations. Talk about positive and negative personality traits. Standards Used: 1.3, HD.5.1, HD. 5.2, HD.5.3, HD.5.4, HD.5.5 Brainstorm ways to communicate with bullies. Standards Used: 1.3, 1.4, HD.7.3, IR.2.5, IR.4.2, IR.5.1, IR.5.3, IR.2.4 4

6 Discuss the chain of command about who to ask for help. For example, speak with an adult first before calling the police when being bullies. Standards Used: 1.3, 1.4, HD.8.2, IR.2.4, IR.2.6, IR.4.3, IR.5.3, IR.6.2 Compare and contrast healthy and unhealthy ways of dealing with stress. Standards Used: 1.3, 1.4, HD.7.3, HD.9.2, HD.9.3, IR.2.1, IR.2.6 Identify personal and strategies to help when being bullied. Standards Used: 1.3, 1.4, HD.7.1, IR.1.1, IR.1.2, IR.1.3 Give students sale flyers and a dollar amount; have them come up with a list of groceries they want for the week while staying under budget using MyPlate as a guide. Standards Used: 1.2, 1.4, FM.2.2, FM.5.5, FM.5.6, CRM.1.1, CRM.2.1, CRM.2.2 5

7 Standard 2: Safe and Healthy Environment Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment. Key Idea: Students will know the basic principles of home and community safety. They can demonstrate the skills necessary to maintain their homes and workplaces in a safe and comfortable condition. They can provide a safe and nurturing environment for themselves and others. Performance Indicators 2.1 Demonstrate the principles of safe and healthy childcare. Demonstrate how to change a diaper properly. Dramatize how to hold a baby properly. Discuss ways to help a child learn. Key Terms: Newborn, Infant, Toddler 2.2 Know the basics of managing a safe and healthy home. Predict the outcome of not having fire detectors. Understand the importance of a clean home on personal safety. Predict how a cluttered home could put emergency personnel in danger during a crisis. Discuss the potential for illness due to unsafe sanitation procedures. Explain proper storage of hazardous household materials (e.g., cleaning materials, medicines, and knives). Demonstrate proper use of cleaning equipment and cleaning techniques. Describe what needs to be cleaned on a daily, monthly, and seasonal basis. Describe use and maintenance of a smoke and carbon monoxide detector and fire extinguisher Explain three ways to prevent fires (e.g., avoid overuse of extension cords, don t leave lighted candles unattended, unplugging electrical appliances). Describe an emergency evacuation route in case of fire. Key Terms: Fire detectors, personal safety, emergency personnel, crisis, danger, illness, personal responsibility, emergency, clutter, hazardous, poison, chemicals, carbon monoxide detector, fire extinguisher, prevention, appliance, electrical 2.3 Use age-appropriate techniques to select and maintain clothing. Demonstrate the proper way to wash laundry. Describe steps for machine washing (e.g., separating colors, pretreating, application of detergent quantity, bleach, fabric softener, selection of water temperature and washing cycles). Demonstrate how to fold and put away clean clothing. Create a chart stating how to get rid of different stains from clothing. Recommend different clothing choices for different settings: casual, business, formal etc. 6

8 Key Terms: Laundry, detergent, fabric softener, pretreat, stain removal, techniques, immediate, bleach, casualwear, formalwear, business wear National Standards for FACS 4.4 Demonstrate a safe and healthy learning environment for children Analyze abilities and needs of children and their effects on children's growth and development Apply basic and complex color schemes and color theory to develop and enhance visual effects. Learning Standards for Career Development and Occupational Studies Standard 1 -Integrated learning encourages students to use essential academic concepts, facts, and procedures in applications related to life skills and the world of work. This approach allows students to see the usefulness of the concepts that they are being asked to learn and to understand their potential application in the world of work. Standard 3a.2 -Thinking skills lead to problem solving, experimenting, and focused observation and allow the application of knowledge to new and unfamiliar situations. Standard 3a4. Positive interpersonal qualities lead to teamwork and cooperation in large and small groups in family, social, and work situations. Standard 2 Topic Ideas Have students practice changing a diaper, holding a child, and feeding a child using the Ready or Not Tot. Standards Used: 2.1, HD.2.3 Read children s books and talk about how they help a child learn. Standards Used: 2.1, HD.2.4, HD.2.1 Evaluate whether emergency responders would be able to see house numbers. Stand across the street from home and see if the house numbers can be read from there. If not, they discuss options for improving visibility, such as trimming a shrub, painting the numbers, moving the numbers, replacing missing numbers, etc. Standards Used: 2.2, PEM.2.2, PEM.2.3, PEM.2.6 Do safety inspections of the home using a safety checklist provided by the fire department develop a campaign to promote recycling in the school. Standards Used: 2.2, PEM.2.4 Write a description of the perfect room. Brainstorm free or low cost ways of creating that space. Standards Used: 2.2, PEM.2.1, PEM.2.2 7

9 Brainstorm ways to recycle used household textiles such as blankets, sheets and curtains. Select a project to complete. Standards Used: 2.3, CM.1.1, PEM.2.4, CC.1.4, CC.2.2 Repair damaged pieces of clothing such as sewing on a button or fixing a tear as a community service project. Standards Used: 2.3, CM.1.1, CM.1.2, CM.1.3, CM.1.4, PEM.2.4, CC.1.3, CC.1.4, CC.2.2 Give students pictures of dress and casual pants. Have students create outfits that could be used for each type of pant. Have students come up with places they could wear each outfit. Standards Used: 2.3, CM.4.2, CM.4.3 Create a piece of sewing art using yarn and plastic counted cross stitch material. Standards Used: 2.3, CM.1.1, CM.1.2, CM.1.3 From catalogs and magazines, select pictures of appropriate clothes for a given event (interview, vacation, attending a wedding, etc.) and present their choices to the class to be evaluated. Standards Used: 2.3, CM.4.2, CM.4.3 Answer questions about laundry care products by conducting a label scavenger hunt utilizing detergent containers, dryer sheet boxes, stain removal products, etc. Standards Used: 2.3, CM.5.2 Complete a stain removal lab. Standards Used: 2.3, CM.5.2. Practice ironing a dress shirt, trousers, and tie in preparation for a job interview. Standards Used: 2.3, CM.5.2, CD.3.3, CM.5.1 Have students practice matching outfits by color and pattern. Standards Used: 2.3, CM.4.3 Create a chart indicating what needs to be cleaned on a daily, monthly, and seasonal basis. Standards Used: 2.3, CM.5.2, CM.5.1 Complete loads of laundry from start to finish. Standards Used: 2.3, CM.5.2, CM.5.1 Practice folding clothing and discuss the importance of immediate folding. Standards Used: 2.3, CM.5.1, CM.5.2 8

10 Standard 3: Resource Management Students will understand and be able to manage their personal and community resources. Key Idea: Students will understand and be able to manage personal resources of talent, time, energy, and money, and make effective decisions in order to balance their obligations to work, family, and self. They will nurture and support positive relationships in their homes, workplaces, and communities. They will develop and use their abilities to contribute to society through pursuit of a career and commitment to long-range planning for their personal, professional, and academic futures. They will know and access community resources. Performance Indicators 3.1 Understand how the family can provide for the economic, physical, and emotional needs of its members. Understand the importance of family. Discuss the roles of different members of the family. Identify responsibilities of all members of a family. Key Terms: Economic, physical, emotions, importance, roles, responsibilities, family members 3.2 Understand the resources available to them, make informed decisions about the use of those resources, and know some ways to expand resources. Identify different adults who can help with different needs: emotional, physical, psychological, academic etc. Discuss future goals and ways to obtain them. Determine the difference between long term and short term goals. Key Terms: Informed decisions, psychological, goals, long term goals, short term goals, achieve, pathway 3.3 Are able to budget their time and money. Practice paying a cashier in a store. Complete mathematical problems involving money. Create a time management schedule. Analyze daily activities and determine priorities. Determine what activities are needs versus wants. Identify personal values (e.g., it is more important to spend money on clothes than save). Describe the monetary value of coins and paper currency. Count money correctly for the purchase. Count money received in change after purchase. Key Terms: Budget, cashier, time management, schedule, priorities, wants, needs, change, schedule, personal values, currency, monetary value, purchase 9

11 3.4 Understand how working contributes to a quality living environment. Determine reasons why people work. Discuss the financial importance of work. Evaluate other reasons people work. Discuss the importance of interpersonal skills on job performance. Practice interview skills. Discuss phone etiquette skills. Define the terms commonly used on job applications. Complete two job applications. Key Terms: Quality, importance, interpersonal skills, interview skills, job performance, etiquette, job applications, interview 3.5 Identify their own abilities and interests as possible guides to career choice. Identify career interests using a career interest inventory. Identify different learning styles using Gardiner s practices. Key Terms: Interests, career, job, learning styles, successful National Standards for FACS Analyze potential career choices to determine the knowledge, skills, and attitudes associated with each career Demonstrate job seeking and job keeping skills Apply communication skills in school, community and workplace settings Demonstrate teamwork skills in school, community and workplace settings Demonstrate work ethics and professionalism Analyze personal and family assets and skills that provide service to the community Analyze community resources and systems of formal and informal support available to individuals and families. Learning Standards for Career Development and Occupational Studies Standard 1 -Integrated learning encourages students to use essential academic concepts, facts, and procedures in applications related to life skills and the world of work. This approach allows students to see the usefulness of the concepts that they are being asked to learn and to understand their potential application in the world of work. Standard 3a.2 -Thinking skills lead to problem solving, experimenting, and focused observation and allow the application of knowledge to new and unfamiliar situations. Standard 3a4. Positive interpersonal qualities lead to teamwork and cooperation in large and small groups in family, social, and work situations. Standard 3 Topic Ideas List their multiple roles in the family. Share these with the class to discover where there are similarities and differences among families create a family coat of arms with each area signifying values, interests, heritage, family recreation, etc. Standards Used: , F.1.1, F.1.5, F.1.9, HD.8.1, HD.8.3, HD.8.4, HD

12 Create a flow chart of different family roles. Standards Used: 3.1, F.1.1, F.1.5, F.1.9, F.2.1, IR.2.1 Write a thank you note to a family member who has helped or supported you during a difficult time. Standards Used: 3.1, F.1.11 Create a brochure with people and resources who can help with emotional, physical, psychological, and academic issues. Standards Used: 3.2, HD.12.1 Use play money to practice paying for items in the store. Count change received and discuss ways to correct a cashier s mistake. Standards Used: 3.3, FM.5.6, CRM.2.1, CRM.2.2 Create a daily schedule including things you need to do as well as leisure activities. Standards Used: 3.3, HD.11.2, HD.11.3 Practice, in pairs, how to tie a necktie for a job interview. Standards Used: 3.4, CD.3.3, CM.4.3 List the tangible and intangible rewards for a variety of jobs. Standards Used: 3.4, CD.2.1, CD.2.2, CD.2.3 Participate in mock interviews practicing skills learned in class. Standards Used: 3.4, CD.7.2, CD.3.2, CD.3.3, HD.2.2, HD.6.2, Practice phone etiquette by conducting mock phone calls, both receiving and making. Standards Used: 3.4, CD.3.3, CD.7.2 Have students practice shaking hands. Standards Used: 3.5, CD.3.3 Write one goal about a career. List three resources needed to achieve that goal, and three things that might get in the way of achieving it. Standards Used: 3.5, CD.3.3, CD.5.6, CD.8.4, CD.8.5 Create a visual representation about goals in life. Draw a picture about what you would like your life to look like in 10 years. Standards Used: 3.5, CD.5.6, CD.8.4, CD.8.5, HD.5.6, HD.10.1, HD.10.2 Have students take a career interest inventory to see what careers may be good for them. Standards Used: 3.5, CD.5.2, CD

13 Use a Gardner s 8 Intelligences quiz to determine in what ways students learn best. Come up with ways that they could use this information to help them be successful in school and work environments. Standards Used: 3.5, CD

14 Detailed List of NYS Family and Consumer Science Standards Used Career Development (CD) CD.2.1 Describe tangible and intangible rewards of paid work. CD.2.2 Describe tangible and intangible rewards of unpaid work. CD.2.3 Discuss the value of work to the worker and to society. CD.3.2 Show how a variety of cooperative behaviors in the work environment may be needed to enable all persons to be productive and to demonstrate their capabilities. CD.3.3 Demonstrate job seeking and job keeping skills. CD.5.2 Identify career clusters and opportunities for the development of transferable skills. CD.5.5 Match career characteristics and personal characteristics (e.g., abilities, values, interests, personality traits) and use as a guide in career planning. CD.5.6 Formulate a personal tentative career plan which includes short-range and long-range steps needed to carry out the career plan. CD.7.2 Observe and discuss the personal interrelationships among workers and management which lead to success or to difficulties. CD.8.4 Determine goals for lifelong learning and leisure opportunities. CD.8.5 Identify skills and knowledge needed to develop a life plan for achieving individual, family, and career goals Clothing Management (CM) CM.1.1 Identify common hand sewing equipment and supplies. CM.1.2 Demonstrate safe use and storage of hand sewing equipment. CM.1.3 Demonstrate simple, basic hand sewing techniques needed for creating or repairing a textile product by using appropriate tools, equipment, and supplies. CM.4.2 Identify and prioritize personal wardrobe needs, wants, and values related to clothing. CM.4.3 Identify appropriate clothing for individual s roles and activities. CM.5.1 Identify daily, weekly, and seasonal care of clothing and accessories. CM.5.2 Use care label information to select appropriate procedures for care of clothing and accessories. Community Connections (CC) CC.1.3 Determine skills that provide beneficial services to the community. CC.1.4 Arrange a plan to develop skills that provide beneficial services to the community. CC.2.2 Explore the role adolescents can play in providing for the needs and enhancing the lives of others (e.g., elderly, disabled, infants and children, families). Consumer Resource Management (CRM) CRM.1.1 Distinguish between the influence of different individual and family priorities, needs, wants, and values on consumer decisions. CRM.2.1 Describe the role of the responsible consumer in the local and/or global marketplace. CRM.2.2 Differentiate between consumer rights and responsibilities. 13

15 Family/Parenting (F) F.1.1 Examine family as the basic unit of society. F.1.5 Examine the role of family in developing independence, interdependence and commitment of family members. F.1.9 Identify structural patterns of families. F.1.11 Determine the influence of family security, love, recognition, and respect on an individual s self-concept and personality. F.2.1 Identify roles and responsibilities of parenting. Financial Management (FM) FM.2.2 Identify reasonable individual wants. FM.2.5 Formulate a personal plan (budget) for use of money. FM.5.6 Design a plan for protecting and managing personal funds. Human Development (HD) HD.2.1 Examine the role of nurturance on human growth and development. HD.2.2 Examine the role of communication on human growth and development. HD.2.3 Demonstrate understanding of procedures required for the care of an infant or young child. HD.2.4 Cite experiences which can be provided for the young child to promote/enhance physical, social, emotional, and intellectual growth and development. HD.5.1 Define the term self-concept. HD.5.2 Identify factors which affect the formation of self-concept. HD.5.3 Identify ways that an individual s self-concept changes. HD.5.4 Compare and contrast characteristics of a positive and negative self-concept. HD.5.5 Identify defense mechanisms which are used to protect one s self-concept. HD.5.6 Analyze self in relation to factors including but not limited to: needs, wants, emotions, strengths, weaknesses, and values. HD.6.1 Identify the image projected by personal physical appearance, verbal and non-verbal communication, behavior and action. HD.6.2 Assess the impact of first impressions on the development of relationships. HD.7.1 Define the terms peer and peer pressure and relate them to assertiveness. HD.7.3 Analyze positive and negative aspects of peer pressure and ways to assert individual choices within the peer group structure. HD.8.1 Define rights, responsibility, and privilege in terms of accountability, reliability, and trust, etc. HD.8.2 Define role in relation to home, school, community, and workplace, noting similarities and differences. HD.8.3 Cite examples showing that the degree of responsibility changes from childhood to adulthood, according to an individual s level of maturity. HD.8.4 Discuss how responsibility for the rights of others changes from childhood to adulthood. HD.8.5 Identify multiple roles of individuals. HD.9.2 Recognize the frequency of changes, the relationship to stress, and the need to develop coping skills. 14

16 HD.9.3 Identify the causes of stress, and examine appropriate ways to manage stress. HD.10.1 Apply knowledge of human development to identify several short-term goals for personal improvement. HD.10.2 Using the process skills, design and implement a plan to attain a goal. HD.11.2 Realistically assess the time it takes for different individuals to accomplish tasks. HD.11.3 Anticipate events that may come up which may impact on the plan. HD.12.1 Review resources and access those appropriate to help promote and enhance adolescent growth and development. Interpersonal Relationships (IR) IR.1.1 Create an environment that enhances positive character development and respects ideas, perspectives, and contributions of all group members. IR.1.2 Demonstrate ethical behavior in family, school, work, and community settings. IR.1.3 Demonstrate processes for cooperating, compromising, and collaborating. IR.2.1 Analyze functions and expectations of various types of relationships. IR.2.4 Determine factors that contribute to healthy and unhealthy relationships. IR.2.5 Identify processes for handling unhealthy relationships. IR.2.6 Determine stress management strategies for family, school, work, and community settings. IR.4.2 Determine the roles of decision making and problem solving in reducing and managing conflict. IR.4.3 Create an environment that encourages and respects ideas, perspectives, and contributions of all group members. IR.5.1 Define the terms peer and peer pressure. IR.5.3 Explain how individuals can assert individual choices within the peer group structure. IR.6.2 Apply guidelines for assessing the nature of issues and situations. Nutrition and Wellness (NW) NW.1.1 Identify common kitchen equipment and uses. NW.1.2 Demonstrate effective safety and sanitation procedures when handling food. NW.3.1 Identify the relationship of nutrition and wellness to individual and family health throughout the lifespan. NW.3.3 Identify how various current dietary guideline patterns are used to help individuals meet nutrition and wellness needs. USDA s Dietary Guidelines for Americans Food Guide Pyramids Nutrient density NW.3.4 Evaluate the relationship of food choices and physical activity to wellness. NW.3.5 Apply information on nutrition and physical activity in planning to meet individual wellness needs. NW.3.6 Design strategies that meet the health and nutrition requirements of individuals and families with special dietary and weight management needs (e.g., low sodium, low cholesterol, high fiber). NW.4.6 Investigate information found on labels. 15

17 NW.5.6 Follow practices that maintain safe and sanitary conditions when working in the laboratory. NW.5.9 Practice eating behavior which promotes social acceptance and shows consideration for others. Personal Environment Management (PEM) PEM.2.1 Identify ways of maintaining efficient living space to accommodate one s own personal lifestyle, creativity, interests, values, needs, wants, and standards. PEM.2.2 Identify household tasks needed for efficient care of living space. PEM.2.3 Identify safety hazards common to living space and means of avoiding accidents and injuries. PEM.2.4 Explain ways of conserving natural resources in family, school, work, and/or community settings. Resources: