The Cooperative Middle School(Last Revision 1-10-06) Seventh Grade

Welcome to the seventh grade Family & Consumer Science course. For many of you this is your first experience with such a course. You will learn some aspects of the subject and you will apply knowledge that you have learned in school so far (Math, Reading, Science, Art, English, Computer, etc).While you are in this class most of your work will be hands-on-work. You will also be required to use critical skills such as cooperation, organization, and problem solving. Your visible tasks will involve preparation of foods in the foods lab, creating a craft, preparing projects at home for some of the subject areas, and doing homework for the preparation of your lab lessons. Most of the classroom work will be group work.For example, you will work in a group when you prepare foods in the lab. When you do this, the process will be an important as the results. The following outline of this course will be adjusted to fit the new 2004-2005 FACS 19-20 day schedule of instructional time in family and consumer science.Curriculum: Safety and sanitation - procedures and projectNutrition - study of the food guide pyramid, a project, and a diet evaluationFood preparation - principles of preparation and handling of foods, cookbook projectConsumer buying - principles of consumer buying for food, team project (time permitting)Sewing project – basic sewing skills, machine use, felt pin cushion, and a 12 x 12 pillowLaundry - examination of laundry procedures and stain removalAnnual Career Day PresentationsResources: Text - CREATIVE LIVING, handouts of recipes, exercise, and curriculaCook books available for the Family & Consumer Science room and the libraryLectures and demonstrations by the teacherLaboratory equipmentComputer use (Recipe and Menu Project/Diet Evaluation)Activities: Group work for lab lessons - Independent work for projects and weekly assignmentsAssignments will be listed on Your Team’s Web PageEvaluation: 90% daily class work, projects, weekly assignments; 10% tests and quizzesThe classroom tasks and out-of-class assignments have been designed to promote learning, to beinteresting, to help develop life skills, and to be enriching. As all students know, respect and appropriatebehavior for the classroom will be required. Anyone having a FOOD ALLERGY or a CONDITIONLIMITING them in the foods lab or any other part of our curriculum as listed above, MUST provide a writtennote for his/her parent/guardian so that accommodations can be made.Please sign and return this form once you and your parents have read it so that we know you have beeninformed. If you have any questions or comments, please call my voice mail (Mrs. Gaulin) at 775-8812.Thank you for your cooperation.Student's signature_____________________________________________________Date_________________PLEASE PRINTParent's signature______________________________________________________Date_________________

 

Grade(s):   7

Subject:   Family & Consumer Science

(Last Revision 1-20-06)  

Unit Title: Sewing and Textile Lab      

Approximate Length:   10 days

Brief description of unit:

The students will learn the parts of a sewMarch 6, 2006d the sewing machine, learn sewing and equipment terms, learn how to use scissors properly, and make a 11 x 11 pillow, stuff the pillow, and hand sew the opening.   Learning to operate the pedal on a sewing machine is very similar to operating a car, so a great deal of safety is included in this lab and proper use of machinery is dMarch 6, 2006

Also incorporated in this unit, is a demonstration on different textiles and their uses and manufacture.

NH Frameworks/Proficiency Standards to be addressed:  

      Strand 1, 4, 5

      Comprehensive Standard 1.0, 2.0, 11.0

      Content Standard 1.2, 2.1, 2.2, 2.4, 11.1, 11.7

NECAP GLEs/GSEs to be addressed:

Check NECAP report.

Unit Essential Questions:

• What is the function of the thread take up lever?
• Why is it important to operate a sewing machine, car, or the like at a slow to medium speed?
• How are textiles manufactured and what are some careers in this field?

Core Unit Content:

Under Construction

Core Unit Skills:

Under Construction

Grade(s):   7

Subject: Family & Consumer Science

(Last Revision 1-20-06)

Unit Title: Nutritious Snack      

Approximate Length:   3 days

Brief description of unit:

Using a blank work sheet on the food guide pyramid, students will fill in the food they consumed the previous day, evaluate the amounts using cups and ounces, and determine the servings per group.   Students will access nutrition information from the Creative Living Text or appropriate nutrition sites and find recipes for nutritious snacks.   They will make a booklet on their nutrition information, their diet, and their snack.   They will prepare their nutritious snacks at home and bring them in for class consumption the following day.   The students will set up for a buffet learning this technique, food safety, and clean up.

NH Frameworks/Proficiency Standards to be addressed:

      Strand 1, 2,3

      Comprehensive Standard 6.0, 1.0, 14.0, 9.0, 8.0, 12.0

      Content Standard 6.1, 6.2, 1.2, 14.1, 14.2, 14.3, 14.4, 8.1, 12.2, 12.2, 12.3

NECAP GLEs/GSEs to be addressed:

Check NECAP report.

Unit Essential Questions:

• What are the Food guide Pyramid recommendations?
• Why are nutritious snacks and exercise important to your health?
• What are some important facts about setting up a buffet?

Core Unit Content:

Under Construction

Core Unit Skills:

Under Construction

Grade:   7

Subject:   Family & Consumer Science

(Last Revision 1-23-06)   

Unit Title:   Nutrition and The Consumer

Approx Length:   1 days

Brief Description of Unit:

The students will watch the movie “Label EZE” and learn how to evaluate food products purchases in their local stores for their nutritional values. The students will complete a work sheet on the nutritional value of green beans. The students will be in groups of 3 to 4 and evaluate the nutritional value of various empty containers of food products.

NH Frameworks/Proficiency Standards to be addressed:

Strand 2, 4

Comprehensive Standard 14, 2, 3

Content Standard 14.3, 2.1, 2.2, 2.3, 2.4

NECAP GLEs/GSEs to be addressed:

  Check NECAP report.

Unit Essential Questions:

• How does the video ‘Label Eze’ count nutritional values?
• How much sodium is in a can of green beans?
• Are fat calories and sugar calories both used in nutritional values?

Core Unit Content:  

Under Construction

Core Unit Skills:

Under Construction

Grade:   7

Subject:   Family & Consumer Science

(Last Revision 1-23-06)   

Unit Title:   Laundry

Approx Length:   2 days

Brief Description of Unit:  

For homework, the students will stain a small piece of cotton cloth with a food stain commonly found on clothing.   The students will watch a video on ‘Hot To Do Laundry Safely’.   The students will do a work sheet on sorting and laundering clothing. The students will treat their stained cloth with a laundry detergent, learn about bleach, rubbing alcohol, and various other cleaning agents.   The pretreated cloths will be laundered and dried, then evaluated by the students.

NH Frameworks/Proficiency Standards to be addressed:

Strand    1, 4, 5

Comprehensive Standard   6.0, 1.0, 2.0, 16.0

Content Standard   6.1, 1.2, 2.5, 16.2, 16.4

NECAP GLEs/GSEs to be addressed:

Check NECAP report.

Unit Essential Questions:

• Which stains were the hardest to remove?
• What did the coach do in the video to prevent athletes clothing from always looking stained?
• What is the value of detergent in hot, warm, or cold water?

Core Unit Content:  

Under Construction

Core Unit Skills:

Under Construction

Grade:   7

Subject:   Family & Consumer Science

(Last Revision 1-23-06)   

Unit Title:   Career Exploration

Approx Length:   2 days

Brief Description of Unit:  

Students will observe a local chef in the classroom. The chef’s discussion will be on meal preparation, nutrition in foods, and careers in the food service industry and the education needed to obtain these jobs. Food prepared by the chef will be sampled by the students. Students will choose a career in the food service industry and research this career by the use of the computer lab. A final report will be printed and discussed by each students.

NH Frameworks/Proficiency Standards to be addressed:

Strand 1., 2, 6

Comprehensive Standard   1.0, 7.0, 9.0, 5.0

Content Standard   1.2, 7.1.1, 9.1.2.3, 5.1.2

NECAP GLEs/GSEs to be addressed:  

Check NECAP report.

Unit Essential Questions:

• What education did the chef need to obtain his present job?
• Why is nutrition important to a chef?
• List 10 careers in the food service industry.

Core Unit Content:  

Under Construction

Core Unit Skills:

Under Construction

 

Grade:   7

Subject:   Family & Consumer Science

(Last Revision 1-23-06)   

Unit Title:   Table Manners Etiquette and Table Settings

Approx Length:   2 days

Brief Description of Unit:  

A video on table manners will be shown with discussion and answers to follow. Students will remember one fact from the video and demonstrate the importance of this knowledge. The students will learn the difference between the American and European methods, formal and informal table settings. The students will demonstrate their knowledge with actual settings. There will be a teacher demonstrating, student following napkin folding segment if time permits..  

NH Frameworks/Proficiency Standards to be addressed:

Strand 1., 6

Comprehensive Standard 6, 5

Content Standard 6.1, 6.2.1.25.2, 5.5

NECAP GLEs/GSEs to be addressed:  

Check NECAP report.

Unit Essential Questions:

• Why is it important to know the difference between the American and European methods of table setting?
• In what careers might this knowledge be useful?
• What information help you when you travel near home or abroad?

Core Unit Content:  

Under Construction

Core Unit Skills:

Under Construction

Grade:   7

Subject:   Family & Consumer Science

(Last Revision 1-23-06)   

Unit Title:   Food & Nutrition Labs

Approx Length:   16 days

Brief Description of Unit:  

Food/Meal Preparation:   Kitchen Prep; Veggie & Dip Lab, Basic Muffin Lab, Cinnamon Roll Lab, Oatmeal Raisin Cookie Lab, Skillet Pasta Lab, and Vanilla-Banana Parfait Lab or another food prep lab which is in conjunction with each team as an interdisciplinary unit. Students will learn to read recipes and the basic parts of a recipe, following careful instruction to prepare food. Students will set up dishwashing, rinsing, and drying learning the importance of using hot water and the presence of dish soap in the cleaning of kitchen equipment. Students will learn what ‘staple supplies’ are, how they are used, and their importance in a recipe. Students will learn the names of basic kitchen equipment and how it is used. Students will learn how to measure liquid or dry ingredients with accuracy esp. in the baking process.   They will combine ingredients in the correct order either by hand or mixer, and bake off or cook their food product. The students will learn to set the table with the American method, informal style, and will learn the many different forms of table setting. The students will serve themselves buffet style and eat using proper table manners. The students will learn how to clean their tables and kitchen units to the satisfaction of the teacher and sanitary conditions.

NH Frameworks/Proficiency Standards to be addressed:

Strand 2,l.

Comprehensive Standard 14, 1, Page 23, 24.

Content Standard 14.1, .2, .3, .4, 1.2.

NECAP GLEs/GSEs to be addressed:  

Check NECAP report.

Unit Essential Questions:

• Why is it so important to follow basic recipe instructions carefully?
• What is the importance of hot water and soap in dishwashing and clean up?
• Why is it important to measure accurately, esp. in baking foods?

Core Unit Content:  

Under Construction

Core Unit Skills:

Under Construction

Grade:   7

Subject:   Family & Consumer Science

(Last Revision 1-23-06)   

Unit Title:   Food Science Experiment

Approx Length:   1 day

Brief Description of Unit:  

Using Cinnamon and vegetable oil to represent dirt on students hands, students will learn the importance of washing their hands before preparing food.   Using four methods, cold water, 30 seconds; hot water, 30 seconds; cold water and soap, 30 seconds; and finally hot water and soap, 1 minute. Students will use visual compare and comparison for all four methods. Only the last method removes all the ‘dirt’.

NH Frameworks/Proficiency Standards to be addressed:

Strand 2.

Comprehensive Standard 14, 14.4, page 23

NECAP GLEs/GSEs to be addressed:  

Check NECAP report.

Unit Essential Questions:

• Why is it important to use the proper method of washing hands before preparing food?
• What is the value of hot water and soap in sanitary procedures?
• How many times during a day should you wash your hands?

Core Unit Content:  

Under Construction

Core Unit Skills:

Under Construction

Grade:   7

Subject:   Family & Consumer Science

(Last Revision 1-23-06)   

Unit Title:   Safety & Sanitation (Foods & Kitchens)

Approx Length:   3 days

Brief Description of Unit:  

The students will watch a teacher directed and originated, student interactive, power point on kitchen and personal safety and sanitation in the kitchen setting, at home or at school, or in the food service industry.   There are many discussion on safe or unsafe procedures that they have witnessed already.   Discussion will focus on the 5 basic kitchen safety focuses.   Fire, Falls, Cuts, Burns, and Bacteria.   Group posters will be made and hung in the classroom as a learning tool.   The safe use of all small wares will be discussed and demonstrated by the teacher.   Students are required to sign a safety agreement before being able to work in the kitchens.  

NH Frameworks/Proficiency Standards to be addressed:

Strand 2.

Comprehensive Standard 14.4, Page 23, 24.

NECAP GLEs/GSEs to be addressed:  

Check NECAP report.

Unit Essential Questions:

• Are there different safety rules for home and school and why?
• What are the 5 basic kitchen safety focuses?
• Demonstrate safe handling of a vegetable peeler.

Core Unit Content:  

Under Construction

Core Unit Skills:

Under Construction

Grade:   7

Subject:   Family & Consumer Science

(Last Revision 1-23-06)   

Unit Title:   Nutrition and The Consumer

Approx Length:   1 days

Brief Description of Unit:

The students will watch the movie “Label EZE” and learn how to evaluate food products purchases in their local stores for their nutritional values. The students will complete a work sheet on the nutritional value of green beans. The students will be in groups of 3 to 4 and evaluate the nutritional value of various empty containers of food products.

NH Frameworks/Proficiency Standards to be addressed:

Strand   2, 4

Comprehensive Standard   14,   2, 3

Content Standard   14.3,   2.1, 2.2, 2.3, 2.4

NECAP GLEs/GSEs to be addressed:  

Check NECAP report.

Unit Essential Questions:

• How does the video ‘Label Eze’ count nutritional values?
• How much sodium is in a can of green beans?
• Are fat calories and sugar calories both used in nutritional values?

Core Unit Content:  

Under Construction

Core Unit Skills:

Under Construction

FAMILY AND CONSUMER SCIENCE

~ Grade 8 ~

(Last Revision 1-30-06)   

8th Grade Family & Consumer Science

The 8th grade Family & Consumer Science course at CMS supports the National and State of New Hampshire Standards Guidelines. Building on skills learned in the 6th and 7th grade curriculum the 8th grade student becomes responsible in their work ethic and strong in their skills for life. Study is in the following units: Career Exploration, sewing & clothing exploration, Human Growth & Development in Children, Independent Living Skills & Personal Financial Literacy, and Foods & Nutrition.
While this study is taking place many wonderful activities take place to support the units. A tour of Seacoast School of Technology and The Wright Start Pre-School takes place. This is introduction into Exeter High School and support for the Child Development unit at CMS. Construction of a sweatshirt in a career sewing lab gives skills for job etiquette, use of directions written and verbal, safety as well as use of small appliance. Science of how cloth is made and proper dress along with clothing traditions and practice is also explored. At the end the unit a license for the sewing machine is earned. An exercise in the process of decision making from goal setting to goal completion is done in groups. Management of money with a budget is introduced. A Laboratory in Food Science provides understanding of why the food in the recipe is combined to help the final product be successful. Nutrition and exercise is reinforced for life long healthy habits. How to read a menu, add your check, figure tax, and tip. Many other skills are reviewed in the 8th grade overview that will follow.

Units to be covered during the semester time (not necessarily in this order)

1. Career Exploration
2. Clothing Exploration
3. Human Growth & Development in Children
4. Independent Living Skills & Personal Financial Literacy
5. Food & Nutrition

I Career Exploration—Students will learn:

• To work together in a lab situation
• Proper job etiquette
• Jobs available for students
• Community Resources for careers – Guest speakers and films
• Specific jobs in the adult world
• Job applications procedure
• Visit to Seacoast School of Technology
• Interview Techniques

II Sewing & Clothing Exploration – Career Lab—Students will learn:

• Explore work in a lab situation
• To follow simple directions
• To be creative and imaginative
• Proper wardrobe choices
• Fabric selection and identification
• Advance sewing and clothing construction skills
• Basic laboratory safety and clean up procedures
• Complete sewing project approved by instructor
• To master the skills of accurate measurement and garment construction with the use of small equipment and machines.
• Sewing machine use and up keep.

II Human Growth & Development in Children—Students will learn:

• The basic physical, psychological, intellectual, social, and emotional development of children.
• Childhood diseases that affect children
• Influences within the environment that help children develop (language, nutrition, literature, and playtime)
• Visit to the Wright Start Pre-School at the Seacoast School of Technology

IV Independent Living Skills & Personal Financial Literacy—Students will learn:

• How to set short and long term goals and how to accomplish these goals
• Explore decision making by learning the basic steps used when making a decision
• What a budget is and why it is important to stay within it
• A review of fire safety that includes an escape route from home and a safety check list

V Foods Lab, Food Science, & Nutrition

• Safety & Sanitation Procedures
• Food preparation—principles of preparation and handling of foods
• Review of the Food Pyramid to reinforce information previously learned
• Use of the internet as a resource to explore nutritional snacks
• Presentation of a nutritional snack to reinforce healthy eating habits

Grading consists of the following criteria:

¼ attendance

¼ lab work and attitude

¼ homework and written work

¼ test and quiz grades

Grade:   8

Subject:   Family & Consumer Science

(Last Revision 1-23-06)   

Unit Title:   Decision Making

Approx Length:   3 day

Brief Description of Unit:  

The students will read Chapter 5 in the Creative Living text which is on the decision making process and complete a work sheet associated with the reading material.   A 20-minute discussion will be teacher directed regarding the positive and negative effects of habit decisions in their present lives.   Following that will be discussion on decisions made from ages 16-20 regarding schooling, driving, further education, and careers.   Personal values are also discussed.

Day 2 will be 4/5 students in small groups discussing the positive and negative effects of drugs, alcohol, sex, teen parties, honesty, and suicide.   These groups are lead by the guidance department and Mrs. Walker.

Day 3 will be the group presentations and extended discussions on problem solving and consequences.

NH Frameworks/Proficiency Standards to be addressed:

Strand   1, 2,   4

Comprehensive Standard   13, 6, 12, 15, 4

Content Standard   13.1, 13.3, 13.4, 6.1, 6.2, 12.2, 12.3, 15.1, 4.4, 4.4,

NECAP GLEs/GSEs to be addressed:  

Check NECAP report

Unit Essential Questions:

1) Why is it important to know social, physical, mental and emotional development of children?
2) Why is it important to provide a safe, positive environment for children?
3) Why are the first 5 years so important in a child’s development?

Core Unit Content:

1) Students will learn the importance to provide a positive, safe environment for children.
2) Students will learn characteristics of physical social, emotional, mental development of small children.
3) Students will see evidence of material learned in this unit at the Wright Start Pre- School at the Seacoast School of Technology. This will provide an observation and experience of children ages 2 to 5 years old.

Core Unit Skills:

1) Students will be able to better understand behavior of children from knowledge they have gained.
2) Students will be better babysitters with young children.
3) Students will be able to provide a safe, positive environment for children.

Grade:   8

Subject:   Family & Consumer Science

(Last Revision 1-23-06)   

Unit Title:   Career Exploration

Approx Length:   3 days

Brief Description of Unit:  

The students will choose a career of interest or possible interest to them in their future or a career that they would like to know more about.   Student will read career exploration books in the CMS library or do an on-line search through Yahoo.   Students will write in essay form (approximately 10 sentences) about their chosen career choice, facts, expectations, and out comes.   Essays and career choices will be discussed in class.   Various community members will be invited to the classroom to speak on their career choices and what education they needed to achieve their goals.

NH Frameworks/Proficiency Standards to be addressed:

Strand   1, 2,   4, 5

Comprehensive Standard   9, 8, 3, 11, 16, 10, 5, 7

Content Standard   9.1, 8.1, 3.1, 11.1, 16.1, 10.1, 5.1, 7.1

NECAP GLEs/GSEs to be addressed:  

Check NECAP report.

Unit Essential Questions:

• How do you research various careers in the library or on the computer?
• What are the education requirements for your career choice?
• What basic literary concepts are used in your essay and will you need to know this in your chosen career?

Core Unit Content:  

Under Construction

Core Unit Skills:

Under Construction

Grade:   8

Subject:   Family & Consumer Science

(Last Revision 1-23-06)   

Unit Title:   Life Skills & Vocabulary

Approx Length:   5 days

Brief Description of Unit:  

The students will define 120 words that relate to foods, nutrition, general life skills. They will use the Creative Living Text, Webster Dictionary, and Various cook books.   The words to be defined are in the FACS field of knowledge to enhance their specific and general knowledge of the English language.   This is partly a homework project thus helping to create a sense of academic responsibility. Many works are reviewed in class verbally and with visual demonstrations especially through the course of the cooking/baking labs.

NH Frameworks/Proficiency Standards to be addressed:

Strand   1, 2

Comprehensive Standard   1, 14

Content Standard   1.2, 14.4

NECAP GLEs/GSEs to be addressed:  

Check NECAP report.

Unit Essential Questions:

• What are 10 words related to the preparation of a recipe?
• What are 10 words related to safety and sanitation in the kitchen?
• Describe 5 pieces of small equipment and their uses.

Core Unit Content:  

Under Construction

Core Unit Skills:

Under Construction

Grade:   8

Subject:   Family & Consumer Science

(Last Revision 1-23-06)   

Unit Title:   Restaurant Math

Approx Length:   1 day

Brief Description of Unit:  

Students are given a menu from “The Hamburger Hut” and allowed to list and choose what ever they want to eat for a meal, price being no object.   An explanation of table service and restaurant etiquette is discussed and demonstrated by the teacher.   Individual meals are totaled, taxed, and the tip added and   the percentage discussed and evaluated.   Various careers are discussed which cause an income for these meals and/or for a family and/or a date.   Hourly rates, education, taxes, and disposable income are discussed.

NH Frameworks/Proficiency Standards to be addressed:

Strand   4

Comprehensive Standard   2.0

Content Standard   2.1, 2.2, 2.3, 2.4

NECAP GLEs/GSEs to be addressed:  

Check NECAP report.

Unit Essential Questions:

• How important is the attitude and efficiency of a waiter or waitress in a restaurant?
• What percentage is an average tip in the U. S.. today?
• Why are we taxed on the food we eat?

Core Unit Content:  

Under Construction

Core Unit Skills:

Under Construction

Grade:   8

(Last Revision 1-23-06)   

Unit Title:   Nutrition & Wellness

Approx Length:   5 day

Brief Description of Unit:  

Nutrition and wellness practices are discussed that enhance individual and family well-being.   The new and ‘old’ Food Guide Pyramid are discussed and evaluated in conjunction with each students individual diet and exercise regime.   Time for sleep, nutrition, exercise, family, and school are discussed and researched.   Personal goals are evaluated and a 15-minute nutrition video is shown.

NH Frameworks/Proficiency Standards to be addressed:

Strand   1, 2, 3, 4

Comprehensive Standard   6, 2, 12, 14

Content Standard   6.1, 6.2, 2.4,   12.1, 12.2, 12.3, 14.1, 14.2, 14.3

NECAP GLEs/GSEs to be addressed:  

Check NECAP report.

Unit Essential Questions:

• What are the differences between the new and old Food Guild Pyramid guidelines and what is the importance of that difference to you?
• What age group do these guidelines address?
• Why is it important to injest the right amount of nutrients and minerals for each individual?

Core Unit Content:  

Under Construction

Core Unit Skills:

Under Construction

Grade(s):   8

Subject:   Family & Consumer Science

(Last Revision 1-20-06)

Unit Title: Safety & Sanitation (Foods & Kitchens)

Approximate Length:   3 days

Brief description of unit:  

The students watch a teacher directed, student interactive, power point on kitchen and personal safety and sanitation in a kitchen setting, Lab environment.  Discussions on all safety aspects are discussed and visual examples with pots, pans, small wares, cutting boards, pot holders, etc. are demonstrated by the teacher.  Students are required to sign a safety agreement before being able to work in the kitchens.

NECAP GLEs/GSEs to be addressed:

Check NECAP report.

Unit Essential Questions:

• What are the 5 basic kitchen safety areas?
• How do you sanitize a kitchen and individual?
• Name 2 bacteria that cause food poisoning.
• What is the danger zone for food?

Core Unit Content:  

Under Construction

Core Unit Skills:

Under Construction

Grade(s):   8

Subject:   Family & Consumer Science

(Last Revision 1-20-06)    

Unit Title:  Food & Nutrition Labs        

Approximate Length: 16 days

Brief description of unit:

Food/Meal Preparation:   Kitchen Prep., Deviled Eggs, Applesauce, Veggies & rice, Microwave Corn Bread, Snickerdoodles (cookies), Pasta Primavera.

Students will read the recipes, set up dishwashing, get out staple supplies and the necessary equipment for the Lab.  

Students will measure out all ingredients for their recipes, combine ingredients either by hand or mixer, which ever is appropriate, bake off recipe or cook it on the stove.  

The students will set the table with the American method, informal style.  

The students will serve themselves buffet style and eat using proper table manners.  

The students will clean their tables and kitchen units to the satisfaction of the teacher and sanitary conditions.

NECAP GLEs/GSEs to be addressed:

Check NECAP

Unit Essential Questions:

• What are the basic steps in recipe preparation?
• What are staple supplies, dishwashing methods, and clean up procedures for safe food preparation?
• What are the nutritional components and health reasons for the recipe?

Core Unit Content:  

Structure of a recipe; small equipment names, ie. leveling spatula, rubber spatula, dough blender, dry and liquid measuring cups, paring knife; table ware, garnishing, entrée, fold, ingredient, knead, mince, nutrient and nutrient density; par boil, peel, place setting, protein, sanitation; sear; additive; baking powder and soda; cream of tartar; baste; boil; buffet; caramelize; chop; cream; cut in shortening; Dietary Guidelines.   Actually, students are responsible for 120 vocabulary words.

Core Unit Skills:  

Cooking soft or hard boiled eggs and create a nutritious h’orderve.   Know the parts of the egg.  

Make applesauce from scratch with a Foley Mill, mixer, or blender.  

Learn which apples are better for different baked/cooked products.  

Learn how to peel and cut vegetables,and saute these vegetables until tender and ready to serve.   Students will learn to prepare minute rice and become aware of the different varieties of rice and their preparation time.

Learn the benefits of a microwave and different kinds of flour, all-purpose, wheat, and corn meal.  

Learn the process of cookie making esp on the factory level using a #40 scoop.   The importance of baking units being all one size, and the effect of different oven temperatures and cooking times.  

Learn how to cook many pastas and make a primavera sauce with the benefits of a microwave and importance of the nutrients in vegetables and cheeses.  

Learn how to set up dishwashing stressing sanitation with the use of hot water, proper drying techniques, and storage of equipment.

 

Grade(s):   8

Subject: Family & Consumer Science

(Last Revision 1-23-06)   

Unit Title: Food Science Experiments

Approximate Length: 1 day

Brief description of unit:  

Four to eight food science experiments are orchestrated by the students.   Using Potatoes as a starchy food and showing the different effects between new reds and bakers.   Potatoes and osmosis, how water in cells makes a potato hard, and the addition of salt will make it soft.   Observing calcium as the shell of eggs which will disintegrate in vinegar caused by the action of acetic acid.   Gas in the cells of onions escapes into air producing sulfuric acid which would cause tears in humans.   How vinegar and baking soda form carbon dioxide which attaches to raisins and make them dance.   How nutrients flow into our bodies using a celery stalk with their xylem.   How magnets will attract iron in fortified cereals and our bodys use of O2 in hemoglobin.

NECAP GLEs/GSEs to be addressed:

Check NECAP report

Unit Essential Questions:

• What is the value of acids in foods?
• What is the value of leavening agents to foods?
• How does the body metabolize foods?

Core Unit Content:  

Under Construction

Core Unit Skills:  

Under Construction

Subject: Family & Consumer Science

Grade(s): 8th Grade

Unit Title: Career Lab Experience Sewing/Textiles

Approximate Length: 4 weeks

Brief description of unit:

The Students will learn to work in a lab situation with small machines operation. The training is hands on use of the sewing machine. A sewing kit will be constructed during the instruction on this machine. The kit will help master skills in the following: understanding directions verbal and written, basic lab safety , up keep and operation of machines, use and responsibility of equipment, clean up procedures, taking a training process from start to finish with a product in hand at the end of the unit. A sewing License is issued to each student at the end of the process. This looks and represents a life skills much like real life when students will get there license for a car. It is the goal of this unit to make a student responsible. So that when they are older they will make responsible positive decisions.
Career lab students will practice and demonstrate transferable employability skills for the community, home and workplace settings.
Clothing Construction, textile industry, and clothing choices is also explored.

NH Frameworks/Proficiency Standards to be addressed:

1.0 Career Community and Family connections,

2.0 Consumer and Family Resources,

5.5 Demonstrate a work environment that provides safety and security,

7.0 family and community services

11.0 Housing, Interiors and Furnishings,

13.0 Interpersonal Relationships

16.0 Textiles and apparel. ( Standard write ups will be attached)

NECAP GLEs/GSEs to be addressed:

Under Construction

Unit Essential Questions:

1)What are 3 good qualities that an employer likes to see from the staff member that works for them ?
2) What are 3 qualities that an employer does not like to see from a staff member that works for them?
3) Why is it important to learn to use and operate small machines with good safety?
4) What skills will the student take with them as life skills to help in the future?
5) Did the student learn practical math skills with the use of measurements, angles, fraction, by using the machine, ruler, measuring tape?
6) Did the student learn about science in real life from the lesson on fabric construction and textiles? (Film and Discussion on how fabric is made and used in our daily life.)
7) Did the student learn about Social Studies from the lesson on how different fabrics have developed from the weaving process in the home to a manufacturing process in a factory with computers and technology presently?
8) Did the student learn reading English skills by reading and use of vocabulary? Also did the student learn to read and take directions?

Core Unit Content:

1) Students will learn proper job etiquette...
2) Students will learn vocabulary and safety procedures necessary for proper use of small machines. The example of this is the sewing machine.
3) Students will make a skill packet that will train them to control the sewing machine.
4) Students will learn the proper sequence of threading the sewing machine so it will work correctly.
5) Students will learn to follow directions and use math skills by making a 5” square sample for practice on sewing 5/8 inch seams.
6) Students will learn pattern signs and get to know how these sign lead you to the next step.
7) Students will learn to listen and read directions, put the directions to work and see results of using the directions to make a project.
8) Students will have a sewing kit that they will complete. This will be the hands on product that will show the student and the teacher all the skills that have been learned in this unit.

Core Unit Skills:

1) Students will be able to write or verbally explain the parts of the sewing machine and tell what the part does to make the machine work.
2) Student will work as a team and become a team player within the classroom.
3) Students will be responsible for set up, procedure for work and clean up on an everyday basis for lab work.
4) Students will be able to practice safe procedure for machines, know protection of co workers and respect that they are the mind behind the machine that they run.
5) Students will be able to read and follow directions to make a project. Skills learned A) Measurement and placement of pattern B) cut out pieces of pattern using the pattern signs right C) use skills learned on machine and sew pieces together D) see the visual product of good work by the final product coming out correctly ( Presently a fleece sweatshirt is the kit being made.)
6) Students will problem solve by using their sewing machine and if it is not working correctly to go back through the process to see what they have done wrong to cause a problem.
7) The final product is produced by putting all the skills together the student has learned and coming out with a beautiful sweatshirt. This can be made for them or they can give it to someone who is special to them.

 

Subject: Family & Consumer Science

Grades: 8th

Approx. Length: 3 days

Lesson Title: Home Fire Safety

Objective of Lesson:

To have students understand the importance of Home fire Safety and how to escape if there is a fire in home.

Goals of lessons:

1) Students will be able to spot potential fire hazards in their home. (Assignment fire check list)

2) Students will be able to know proper procedure to be safe and escape the home if there is ever a fire. (Escape route) assignment of escape route

3) Students will plan an escape route out of their house if their is a fire. (This is homework to support the unit.)

The teacher will lecture on Fire Safety. . Questions will be asked of students according to Blooms Taxonomy levels. Then there will be a video shown to give supportive information on the lecture. Students will take a multiple-choice test included in the film that will reinforce to them the knowledge of fire safety. As the test is given it also tells the students what the right answer is. So they can tell how well they have done.

Students will have as an assessment two homework assignments: 1) a fire Safety Check list for their home. 2) An escape route from their bedroom that they come up with according to their learning style. This can be a map, a written paragraph or both. It must have two exits so if one is blocked they can get out the other. A meeting place for all of the family and pets. Parents need to sign this homework so they are aware of it.

N. H. Frame Works:

6.1, 6.2, 7.1, 7.2, and 7.3

Essential Questions:

1) Why is an escape route needed in a fire?

2) Why is it important to preplan an escape route?

3) Give 5 hazards that start fires in the house?

Interpersonal: Students will do a check List of Home, discuss this with parents

Bodily –Kinesthetic Intelligence: Go home and look at bedroom and plan a way out in a fire.

Visual: The fire film, make a map of escape, do check list

Musical and Naturalist: Also talk about when the animals will and can get out of the house talk about what starts a fire.

Logical Mathematical: Make a map on graph paper, make a map on a computer, check list of fire hazards

Verbal Linguistic: Write a escape route solve the problem of getting out, Listen to lecture on fire safety

All Learning Styles are here.

 

 

 

Subject: Family & Consumer Science Independent Living

Grade(s): 8th

Unit Title: Human Growth & Development of Children

Approximate Length: (2 or 3 Days or/weeks)

Brief description of unit:

Students will explore social, physical, mental and emotional development of children. There will be many experiences during this unit that will help the students to understand influences in a child’s environment that help in development. The final experience for students will be a visit to the Wright Start Pre-School at the Seacoast School of Technology. In this lab the students will experience the development of children who are 2 to 5 years of age in development. Many different careers will be discussed that can be explored in Child Development.

NH Frameworks/Proficiency Standards to be addressed:

FCS 12.1, 12.2, 12.3,

NECAP GLEs/GSEs to be addressed:

Under Construction