Family and Consumer
Sciences
Foods and
Nutrition
Curriculum
Grades
912
Vineland Public
Schools
Vineland, New
Jersey
Vineland Board of
Education
Allan
Bernardini
William
Jannerone
Eugene
Medio
Susanne
Morello
Catherine
Ravell
Robert
Vanella
Robert DeSanto,
Solicitor
Dr. Gerald W. Kohn,
Superintendent of Schools
Dr. Keith Figgs, Assistant
Superintendent for Administration
Mrs. Marie Adair, Assistant
Superintendent for Curriculum and Instruction
Mr. Kevin J. Franchetta,
Assistant Superintendent for Business
Mrs. Julie Botel, Assistant
Superintendent for Human Services, Technology, and Abbott
Implementation
Curriculum Committee
Family and Consumer Sciences
Foods and
Nutrition
Joan
LaDue
Elaine Landi
Revised July
2000
Melanie Lamanteer-Cox Web
Designer
Course Description and
Goals: Foods and Nutrition Grade 7..................................................
7
Course Description and
Goals: Foods and Nutrition Grade 8................................................
15
Internet Reference
Links......................................................................................................
25
Family and Consumer
Sciences
Purpose
The discipline of Family and Consumer Sciences has at its central focus preparing individuals to become contributing members of a family structure, the community and society. Skills relating to affective, cognitive and psychomotor development are emphasized. In each subject matter area, namely: food and nutrition, consumer education, family living and parenthood education, child development and guidance, housing, home management (including resource management), and textiles and design, life management skills are applied to realistic employment opportunities.
Family and Consumer
Science
Goals
In order to carry out the purpose of Family and Consumer Sciences education, the Vineland Public Schools Family and Consumer Science Program Focuses on the following goals, adapted from the Mission Statement and Goals of the Vineland Public Schools, and the New Jersey Core Curriculum Content Standards. These goals are to promote:
1.
Development of career
planning and workplace readiness skills.
2.
Use of technology,
information and other resources.
3.
Use of critical thinking,
decision-making, and problem-solving skills.
4.
Demonstration of
self-management skills.
5.
Application of safety
principals.
6.
Development of effective
communication skills.
7.
Understanding the common
elements of culture and appreciation of cultural
diversity.
8.
Developing a positive sense
of themselves and others within the community.
9.
Understanding of economic
principals within a global context.
10.
Appreciation of the impact
of aesthetics through creative self-expression.
The units of study and student proficiencies that define each course are consistent with the district and state objectives and reflect commitment of the Mission of the Vineland Public Schools to enable students to become knowledgeable, skillful, life-long learners who are contributing citizens in our changing society.
NJ
Cross-Content Workplace Readiness Standards and Progress
Indicators
Standard
1:
All
Students will Develop Career Planning and Workplace Readiness Skills
Descriptive
Statement:
Students will be expected to develop the skills to seek, obtain, maintain, and
change jobs. These skills are critical to each student's future ability to
navigate in the complex world of work. Prior to leaving school, each student
should possess the skills needed to sustain him/herself as an adult in the labor
force.
Cumulative
Progress Indicators
All
students will be able to:
1-1. Demonstrate
employability skills and work habits, such as work ethic, dependability,
promptness, and getting along with others, needed to get and keep a job.
1-2. Describe the
importance of personal skills and attitudes to job success.
1-3. Identify career
interests, abilities, and skills.
1-4. Develop an
individual career plan.
1-5. Identify skills
that are transferable from one occupation to another.
1-6. Select a career
major and appropriate accompanying courses.
1-7. Describe the
importance of academic and occupational skills to achievement in the work world.
1-8. Demonstrate
occupational skills developed through structured learning experiences, such as
volunteer, community service, and work-based experiences or part-time
employment.
1-9. Identify job
openings.
1-10. Prepare a resume and complete
job applications.
1-11. Demonstrate skills and
attitudes necessary for a successful job interview.
1-12. Demonstrate consumer and
other financial skills.
Standard
2:
All
Students Will Use Information, Technology, And Other Tools
Descriptive
Statement:
Students will be expected to develop skills in the use of information,
up-to-date educational technology, and other tools to improve learning, achieve
goals, and produce products and presentations. They will learn to develop,
locate, summarize, organize, synthesize, and evaluate information. Students will
be expected to use technological tools, such as telecommunications networking,
for problem solving, writing, and research.
Cumulative
Progress Indicators
All
students will be able to:
2-1. Understand how
technological systems function.
2-2. Select
appropriate tools and technology for specific activities.
2-3. Demonstrate
skills needed to effectively access and use technology-based materials through
keyboarding, troubleshooting, and retrieving and managing information.
2-4. Develop, search,
and manipulate databases.
2-5. Access
technology-based communication and information systems.
2-6. Access and assess
information on specific topics using both technological (e.g., computer,
telephone, satellite) and print resources available in libraries or media
centers.
2-7. Use technology
and other tools to solve problems, collect data, and make decisions.
2-8. Use technology
and other tools, including word-processing, spreadsheet and presentation
programs, and print or graphic utilities, to produce products.
2-9. Use technology to
present designs and results of investigations.
2-10. Discuss problems related to
the increasing use of technologies.
Standard
3:
All
Students Will Use Critical Thinking, Decision Making And Problem-Solving Skills
Descriptive
Statement:
Students will be expected to develop original thoughts and ideas, think
creatively, develop habits of inquiry, and take intellectual and performance
risks. They will be expected to recognize problems, devise a variety of ways to
solve these problems, analyze the potential advantages and disadvantages of each
alternative, and evaluate the effectiveness of the method ultimately selected.
Cumulative
Progress Indicators
All
students will be able to:
3-1. Recognize and
define a problem, or clarify decisions to be made.
3-2. Use models,
relationships, and observations to clarify problems and potential solutions.
3-3. Formulate
questions and hypotheses.
3-4. Identify and
access resources, sources of information, and services in the school and the
community.
3-5. Use the library
media center as a critical resource for inquiry and assessment of print and
nonprint materials.
3-6. Plan experiments.
3-7. Conduct
systematic observations.
3-8. Organize,
synthesize, and evaluate information for appropriateness and completeness.
3-9. Identify patterns
and investigate relationships.
3-10. Monitor and validate their
own thinking.
3-11. Identify and evaluate the
validity of alternative solutions.
3-12. Interpret and analyze data to
draw conclusions.
3-13. Select and apply appropriate
solutions to problem-solving and decision- making situations.
3-14. Evaluate the effectiveness of
various solutions.
3-15. Apply problem-solving skills
to original and creative/design projects.
Standard
4:
All
Students Will Demonstrate Self-Management Skills.
Descriptive
Statement:
Students will be expected to address issues related to personal development,
such as accepting responsibility for their own learning and understanding
expectations for performance. They are also expected to demonstrate positive
work behaviors and ethics, the ability to work individually and cooperatively in
groups, and respect for others of diverse cultural and social backgrounds.
Cumulative
Progress Indicators
All
students will be able to:
4-2. Set short and
long term goals.
4-3. Work
cooperatively with others to accomplish a task.
4-4. Evaluate their
own actions and accomplishments.
4-5. Describe
constructive responses to criticism.
4-6. Provide
constructive criticism to others.
4-7. Describe actions
which demonstrate respect for people of different races, ages, religions,
ethnicity and gender.
4-8. Describe the
roles people play in groups.
4-9. Demonstrate
refusal skills.
4-10. Use time efficiently and
effectively.
4-11. Apply study skills to expand
their own knowledge and skills.
4-12. Describe how ability, effort,
and achievement are interrelated.
Standard
5:
All
Students Will Apply Safety Principles.
Descriptive
Statement:
Safety is an important component of all content areas, especially the arts,
health and physical education, science, occupational education programs, and any
content area where hands-on activities take place. Students need to learn
behaviors that will ensure their own safety and health and that of others. They
also should become familiar with the rules and laws governing safety and health
so that they can act responsibly implement these standards.
Cumulative
Progress Indicators
All
students will be able to:
5-1. Explain how
common injuries can be prevented.
5-2. Develop and
evaluate an injury prevention program.
5-3. Demonstrate
principles of safe physical movement.
5-4. Demonstrate safe
use of tools and equipment.
5-5. Identify and
demonstrate the use of recommended safety and protective devices.
5-6. Identify common
hazards and describe methods to correct them.
5-7. Identify and
follow safety procedures for laboratory and other hands-on experiences.
5-8. Discuss rules and
laws designed to promote safety and health, and their rationale.
5-9. Describe and
demonstrate procedures for basic first aid and safety
precautions.
Course
Description and Goals:
Foods and Nutrition I
Grade
912
Foods and Nutrition I is an
interdisciplinary area which contributes to students achieving the expected
results set forth in the NJ Core Curriculum Standards, especially the
Cross-Content Workplace Readiness standards and SCANS. In addition, these
programs provide students with opportunities to apply, and therefore reinforce
learning from the Core Curriculum Content areas.
The foods and Nutrition I
Course demonstrates the benefits of well planned and nutritionally balanced food
choices. Consumerism and use of
technology and saety are emphasized.
A variety of culturally diverse foods and special diets are
explored. Effective management of
time, energy and resources are expected.
Career paths are explored and developed.
Included in the overall
purpose are the following major goals:
1.
The students will recognize
the relationship of personal characteristics to success as they develop career
planning and workplace readiness skills.
2.
The students will understand
and apply safety principles.
3.
The students will relate
diet to physical health and integrate sound dietary
procedures.
4.
The students will understand
food choices as related to the society in which they live, their individual
heritage, and expanding global connections.
5.
The students will understand
and manage resources to practice consumer economics.
6.
The students will develop
problem solving techniques and decision-making skills while fostering creative
self expression.
7. The students will understand
technology, information and other resources as applied to a variety of
management situations.
Course Content and Related Student Objectives/Outcomes
UNIT 1: CAREERS
A.
INTRODUCTION
This unit introduces career planning and workplace readiness skills which will be developed throughout the course.
References from the NJ Core
Curriculum Content Standards are as follows:
Cross Content
Workplace Readiness |
1.1
2.1
3.1
4.2
1.2
2.2
3.2
4.4
1.3
2.3
3.3
4.8
1.4
2.5
3.4 4.10 1.5
2.6
3.5 4.11
1.6
2.9
3.7 4.12 1.7
2.10
3.8 1.8
3.9 1.9
3.10
1.10
3.11 1.11
3.12 1.12
|
SCANS |
|
Given appropriate learning
activities students will be able to successfully:
UNIT 2: SAFETY
A.
INTRODUCTION
This unit serves to promote correct safety and sanitation as an important component of food preparation and presentation. Students learn behaviors, rules and their rationale that will ensure their own safety and that of others so that they can act responsibly.
References from the NJ Core
Curriculum Content Standards are as follows:
Cross Content
Workplace Readiness |
1.1
2.1
3.1
4.2
5.1 1.2
2.2
3.2
4.10
5.2 1.5
2.7
3.3
5.3 1.7
2.9
3.7
5.4 1.8
2.10
3.8
5.5
3.9
5.6
3.10
5.7
3.11
5.8
3.12
5.9
3.13
3.14
3.15 |
Language Arts Literacy |
3.1 |
Mathematics |
4.1 |
Science |
5.3
5.4
5.5
5.6
5.8 |
SCANS |
|
Given appropriate learning
activities students will be able to successfully:
UNIT 3: CONSUMER ECONOMICS
A.
INTRODUCTION
Consumer information of cost, quality, and availability of food and related equipment from a variety of sources is provided in this unit. Students effectively use the latest technologies to investigate, analyze, and compare advertisements, labeling, and media claims.
References from the NJ Core Curriculum Content Standards are as follows:
Cross Content
Workplace Readiness |
1.1
2.1
3.1
4.2
5.8 1.2
2.2
3.2
4.3
5.9 1.3
2.3
3.3
4.4
1.5
2.4
3.4
4.5
1.8
2.5
3.5
4.6
1.12 2.6 3.7
4.7
2.7
3.8
4.8
2.8
3.9
4.9
2.9
3.10
4.10
2.10
3.11
4.11
3.12
4.12
3.13
3.14
3.15
|
Language Arts Literacy |
3.2 |
Mathematics |
4.1
4.5
4.9 |
Science |
5.2 |
SCANS |
|
Given appropriate learning
activities students will be able to successfully:
UNIT 4: NUTRTION AND MEAL PLANNING
A.
INTRODUCTION
Knowledge and skills of food
choices for good health and responsible, successful living to enhance lifelong
wellness are developed in this unit.
This information helps students identify and plan nutritionally balanced
menus to meet a variety of dietary needs.
References from the NJ Core
Curriculum Content Standards are as follows:
Cross Content
Workplace Readiness |
1.2
2.1
3.1
4.2
5.8 1.3
2.5
3.2
4.3
1.5
2.6
3.3
4.4
1.7
2.7
3.4
4.5
1.8
2.9
3.5
4.6
2.10
3.7
4.7
3.8
4.11
3.9
4.12
3.10
3.11
3.12
3.13 |