FCS Exploration
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Course Introduction

 

Core Standards of the Course

STRAND 1
Students will identify the six Family and Consumer Science career pathways and the associated clusters.

Standard 1

1. Define the difference between career pathways and career clusters and how they are related.
   
2. Define the CTE pathway concentrator and a pathway completer.
   

Standard 2
Complete FCCLA Step ONE

Performance Skills

1. Conduct career research and pathway planning for a career of choice based upon self-assessment results.
   
   • Career Investigation FCCLA STAR Event could be integrated.)

STRAND 2
Students will be introduced to elements of design, housing, interior design and apparel and how it impacts families, communities and careers.

Standard 1

1. Identify the elements (tools) of design: space, line, texture, shape/form, pattern, color.
   
2. Identify the principles (rules) of design: balance, emphasis, rhythm, harmony, and scale/proportion.
   
3. Describe the effect of color on shape, size, feelings, and moods.
   
4. Explore the science of color and color combinations to form color schemes.
   

Standard 2
Discuss how homes and businesses can be designed according to the activities, wants and needs of the occupants.

Standard 3
Integrate consumerism/entrepreneurship and careers related to the interior design industry.

1. Explore the cost associated with owning a home and/or business.
   

Standard 4
Discuss how interiors are affected by furniture arrangements and traffic patterns in the home and/or business.

1. Evaluate floor plans and the traffic patterns developed by furniture arrangements.
   
2. Create a floor plan and arrange furniture for an apartment, home and/or business implementing the elements and principles of design.
   

Performance Skills

1. Utilize the elements and principles of design to create a floor plan for a home, business, or apartment.
   

STRAND 3
Students will participate in hands-on skill development related to sewing construction and textile design.

Standard 1
Demonstrate proper care and use of sewing equipment.

1. Distinguish the parts of the sewing machine and their functions.
   
2. Demonstrate how to correctly thread the sewing machine.
   
3. Demonstrate how to correctly wind and insert a bobbin into the sewing machine.
   

Standard 2
Identify industry based sewing equipment and follow safety standards.

1. Scissors/shears
   
2. Rotary cutter and mat board
   
3. Pins
   
4. Hand needles
   
5. Seam gauge
   
6. Measuring tape/tape measure
   
7. Seam ripper
   
8. Iron
   

Standard 3
Apply basic industry sewing techniques.

1. pattern markings
   
2. seam allowances
   
3. backstitch
   
4. pivot
   
5. casing
   
6. attach a button
   
7. measuring
   
8. pressing/ironing techniques
   
9. Identify the fold, lengthwise and crosswise grain of the fabric
   

Standard 4
Explain the purpose of fashion.

1. Discuss how fashion is used as a means of expression.
   
2. Discuss proper laundering techniques.
   

Standard 5
Integrate consumerism, entrepreneurship, and careers related to the fashion and textile design industry.

1. Discuss brand names, advertising, merchandising and how they affect the consumer.
   

Performance Skills

1. Demonstrate competence in sewing machine use, care and safety with the completion of a soft good that includes all of the following:
   
   • pattern markings
   • seam allowances
   • backstitch
   • pivot
   • casing
   • attach a button
   • measuring
   • pressing/ironing techniques

STRAND 4 (Note: Start of FCS exploration part B)
Students will explore employability skills and the principles of the free enterprise system.

Standard 1
Explore the importance of employability skills.

1. Identify characteristics of a good employee.
   
   • Effective communication
   • Problem solving
   • Teamwork
   • Critical thinking
   • Dependability
   • Accountability
   • Legal requirement/expectations (i.e. adhering to USDA or OSHA)
2. Discuss how social skills and conflict resolution are helpful in obtaining and maintaining a job.
   

Standard 2
Complete a free enterprise experience. Develop a business plan following project management principle.

1. Select a product or service to sell.
   
2. Conduct and analyze a market survey.
   
3. Design packaging for the product if applicable.
   
4. Establish a price for the product.
   
5. Conduct an advertising campaign.
   
6. Produce and sell the product.
   
7. Evaluate the effectiveness of the process/business plan.
   

Performance Skills

1. Develop a business plan using a fictious product.
   
   • AND/OR
2. Practice the characteristics of a good employee.
   

STRAND 5
Students will explore skills related to Family & Human Services

Standard 1
Identify key milestones throughout different developmental stages.

1. Infancy (neonatal- 1 year)
   
2. Toddler (1-5 years of age)
   
3. Childhood (6-11 years of age)
   
4. Adolescents (12-18 years of age)
   
5. Adulthood (18-65 years of age)
   
6. Late adulthood (65- ?)
   
7. Explain challenges that lead to growth in each developmental stage.
   

Standard 2
Discuss supports and challemges realted to different generations.

1. Explain the role different generations play in society
   
2. Identify ways different generations support one another
   

Standard 3

1. Identify ways that self-concept is impoortant for professionals in the behavior health industry to understand for potential clients.
   
   • Self-concept: a combination of self-esteem and self-image
   • Discuss ways to help others build positive self-concept. Some examples may include accepting yourself, forgiving yourself and others, strengthening family relationships, learining a new skill, reaching out to others, be positive, be assertive, making a new friend, improving a friendship, do something nice for someone, recognizing your strong points, not comparing yourself to others, set and accomplish goals, give yourself credit for your positive qualities, live within your values system, care about other people, positive self-talk.

Standard 4

1. Identify and define personal values (tangible and intangible) and discuss how they may govern a potential client's actions.
   
   • Values: anything in life that is important to us. They determine how we live and how we tell the difference between right and wrong.
   • Tangible values: material things in our lives that usually cost money to obtain (Ex: jewelry, cars, clothes, etc.
   • Intangible values: non-material things that usually can't be bought with money (Ex: love, honesty, kindness, etc.)

Standard 5
Define short and long-term goals: Discuss how short-term goals are the stepping stones to achieving long-term goals. Discuss the qualities of successful goals.

1. Goals: plans you make to help you reach or accomplish something in the future
   
2. Two types of goals:
   
   • Short-Term Goals: usually accomplished quickly (1-3 days)
   • Short-term goals help individuals achieve long-term goals.
   • Long-Term Goals: usually takes longer to accomplish (Months-Years)
3. Successful goals are realisitc, measureable and specific.
   

Standard 6

1. Identify strategies for adapting and coping with challenging issues.
   
2. Define stress
   
   • Stress: the body's reaction to pressure, either mentally or physically
   • Signs of stress
   • Physical: tiredness, injury, insomnia, headache, tense muscles, etc.
   • Emotional: worrying, irritability, crying, feeling anxious, nightmares, depression, etc.
   • Behavior: acting-out, inability to eat, extreme anger, hitting/punching, nail biting, nervous twitch, etc.
3. Identify and review stress management skills (causes and effects, management techniques).
   
   • Stress Management Techniques: acknowledge it, good diet, regular sleep, exercise, building good relationships, get organized, make a "to-do" list, don't procrastinate, mentally count down, take a break, laugh, say "no" to things, listen to music.

Standard 7
Explore local programs related to public health.

1. Research: Studying disease and injury prevention
   
2. Education: Promoting healthy lifestyles and educating people on the dangers of substances like tobacco and alcohol
   
3. Response: Detecting, preventing, and responding to infectious disease
   
4. Policy: Recommending policies and advocating for laws that keep people safe
   
5. Services: Administering services like vaccination programs and school nutrition programs
   

Performance Skills

1. Create a public health message for one of the developmental stages that helps to support the wellbeing of that age group.
   
2. Interview someone from a different generation and explore the key relationships they have with other generations. (grandparenting, elderly doctor visits, meals, holidays, work schedules). Identify ways to strengthen bond across different generations.
   

STRAND 6
Students will participate in activities regarding early childhood education.

Standard 1
Outline the responsibilities of childcare providers who work in early childhood careers.

1. Identify safety hazards, accident prevention and emergency situation procedures.
   
2. Discuss types and signs of child abuse and how to prevent it.
   
3. Differentiate between negative and positive methods of guidance for children.
   

Standard 2
Describe the developmental value of play.

1. Identify age appropriate activities that promote creative play.
   
2. Discuss how play influences social, emotional and physical development.
   

Standard 3
Plan and/or prepare a food experience that appeals to children, promotes healthy eating habits, and follows current USDA nutritional guidelines for preparing foods for children.

Standard 4
Demonstrate a hands-on early childhood education experience.

1. Select a theme, games, healthy snacks, stories, fingerplays, art project, and science or sensory projects to use for childcare activities.
   

Standard 5
Integrate consumerism, entrepreneurship and careers related to early childhood education. (Pre-School, K-3)

1. Investigate the costs associated with childcare for one year.
   

Performance Skills

1. Create a plan for an early childhood education provider that includes any two of the following:
   
   • Food experience
   • Art
   • Finger play
   • Sensory project
   • Appropriate play according to developmental age group
   • Game
   • Story

STRAND 7
Students will determine the importance of proper nutrition and food preparation techniques.

Standard 1
Apply lab management and safety procedures.

1. Identify food safety and sanitation guidelines.
   
2. Practice recipe conversions including doubling and halving.
   
3. Demonstrate correct measuring techniques.
   
4. Demonstrate proper use and care of kitchen equipment.
   
5. Identify cooking terms.
   
6. Demonstrate food preparation procedures.
   
7. Recognize table settings and appropriate social interactions during mealtimes.
   

Standard 2
Students will analyze basic nutrition information that is practiced in dietetic careers.

1. Identify the six basic nutrients. (carbohydrates, protein, lipids, vitamins, minerals and water)
   
2. Identify food sources for the six basic nutrients.
   

Standard 3
Discuss the current USDA Dietary Guidelines and MyPlate.

Standard 4
Prepare healthy recipes that include the six basic nutrients.

Standard 5
Integrate consumerism, entrepreneurship and careers related to the food and nutrition industries.

Performance Skills

1. Demonstrate food safety, sanitation, lab management, and healthy food choices in a food lab setting.
   

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http://www.uen.org - in partnership with Utah State Board of Education (USBE) and Utah System of Higher Education (USHE).  Send questions or comments to USBE Specialist - WILLIAM  DEIMLER and see the CTE/Agriculture website. For general questions about Utah's Core Standards contact the Director - THALEA  LONGHURST.

These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Board of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Board of Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah 84114-4200.