Jay County High School
Family and Consumer Science Curriculum Guide
Human Development and Family Wellness
Grades 9 – 12
Standard 1Explain, demonstrate, and integrate processes of thinking, communication, leadership, and management in order to apply family and consumer sciences knowledge and skills.
FACS Academic Standard / Literacy Embedded Standard / Learning Activities / Assessment(s)
HDFW.1.1 Explain and demonstrate components of directed thinking, particularly critical thinking, creative thinking, and reasoning. / 9-12.RT.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. / Students will distinguish and organize job responsibilities as they report to their assigned shift. / Student observation and documentation of shift responsibilities.
HDFW.1.2 Explain and demonstrate components, roles, functions, and styles of effective communication in family, community, and career settings. / 9-12.RT.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific context relevant to grades 11-12 texts and topics. / Students will document vital signs accidents and daily care / Student’s documentation in the appropriate manuals.
HDFW.1.3 Explain and demonstrate collaborative leadership that encourages participation and respect for the ideas, perspectives, and contributions of all group members. / Students will solve the Acid River dilemma through group problem solving, relating to each other through discussions and teamwork. / Student’s completion and group discussion of Acid River activity.
HDFW.1.4 Explain and demonstrate management and problem-solving processes to address problems, make decisions, and accomplish tasks and responsibilities in family, career and community settings. / 11-12.RT.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. / Students will determine CAN duties that are to be completed in a given amount of time. / Students will decide as a team what needs to be done, when and by whom.
HDFW.1.5 Examine and demonstrate interrelationships among thinking, communication, leadership, and management processes and their applications to making decisions and addressing individual, family, community, and workplace issues. / Students will determine job responsibilities and work as a team to complete a given task / Students will determine their responsibilities and evaluate completed tasks.
Standard 2
Analyze principles of human development and family wellness throughout the life cycle.
FACS Academic Standard / Literacy Embedded Standard / Learning Activities / Assessment(s)
HDFW.2.1 Examine physical, emotional, social, intellectual, moral, and cultural development and wellness throughout the individual and family life cycles. / Students will assess the physical emotional, intellectual development of a set group of people
Students will identify various cultural developments and backgrounds of individual residents. / Students assess a resident’s physical, emotional, and intellectual development in the laboratory setting.
Students identify a resident’s cultural development and background from the group as a whole.
HDFW.2.2 Examine interrelationships among physical, emotional, social, and intellectual aspects of human development and family wellness. / 9-12.RT.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. / Students will analyze the physical needs of the residents.
Students will outline and discuss the emotional needs of a given individual.
Students will calculate vital signs. / Students analyze meal card, food intake, and weight management.
Students will outline emotional needs of a given resident and discuss those needs with a social director.
Students will calculate blood pressure, pulse, temperature, and respiration
Standard 3
Analyze conditions that influence human development and family wellness throughout the life cycle.
FACS Academic Standard / Literacy Embedded Standard / Learning Activities / Assessment(s)
HDFW.3.1 Investigate the impact of heredity and environment on human growth, development, and wellness. / 9-12.RT.5 Analyze how the text structures information or ideas into categories or hierarchies,
demonstrating understanding of the information or ideas. / Students will distinguish between the impact of heredity and environmental on human wellness. / Students will list the impact of how heredity and environment may have affected a given resident.
HDFW.3.2 Analyze governmental, economic, technological, and geographic impacts on human growth, development, and wellness throughout the life cycle. / 9-12.RT.3 Follow precisely a complex multistep procedure when performing technical tasks; analyze the specific results based on explanations in the text. / Students will employ the bill of rights for the elderly.
Students will describe nursing care opportunities for the elderly in our community. / Students describe the Bill of Rights through oral presentation.
Students chart care facilities located in our county and surrounding areas.
HDFW.3.3 Examine physical, psychological, social, and cultural influences on human growth, development, and wellness. / 9-12.RT.8 Evaluate the hypotheses, data, analysis, and conclusions in a technical subject, verifying the data when possible and corroborating or challenging conclusions with other sources of information. / Students will assess the basic human needs of the residents. / Students will list the basic human needs of an assigned resident.
HDFW.3.4 Examine the effects of life events on physical and emotional development. / 9-12.RT.8 Evaluate the hypotheses, data, analysis, and conclusions in a technical subject, verifying the data when possible and corroborating or challenging conclusions with other sources of information. / Students will analyze how life events affect physical and emotional development. / Students summarize how life events affect physical and emotional development.
HDFW.3.5 Assess the impact of fads, addictions, disorders, and other disadvantaging conditions on human development and family wellness. / 9-12.RT.8 Evaluate the hypotheses, data, analysis, and conclusions in a technical subject, verifying the data when possible and corroborating or challenging conclusions with other sources of information. / Students will identify the impact of addictions and physical disorders on a person’s wellness. / Students will identify additional behavior and disorders of a person’s health.
Standard 4
Analyze the impact of family as a system on individuals and society.
FACS Academic Standard / Literacy Embedded Standard / Learning Activities / Assessment(s)
HDFW.4.1 Analyze biological, emotional, legal, and ethical factors related to preparing for parenthood and carrying out parenting roles throughout the life cycle. / 9-12.RT.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, of information presented in a text by paraphrasing them in simpler but still accurate terms. / Students will differentiate the responsibilities of parenting in the various stages of the life cycle. / Students will differentiate the various roles or parenting in an oral presentation.
HDFW.4.2 Examine roles, responsibilities, and functions of families and family members throughout the life cycle. / 9-12.RT.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, of information presented in a text by paraphrasing them in simpler but still accurate terms. / Students will analyze the constantly changing roles, responsibilities, and function of the family members. / Students will analyze the responsibilities throughout the life cycle in a written format.
HDFW.4.3 Examine family as the basic unit of society. / 9-12.RT.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, of information presented in a text by paraphrasing them in simpler but still accurate terms. / Students will identify the traditional and non-traditional family structure. / Students will describe the various family structures.
HDFW.4.4 Examine global influences on today's families. / 9-12.RT.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, of information presented in a text by paraphrasing them in simpler but still accurate terms. / Students will identify influences that affect local families. / Students will list global influences that affect local families.
HDFW.4.5 Examine the role of family in teaching culture and traditions throughout the life cycle. / 9-12.RT.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, of information presented in a text by paraphrasing them in simpler but still accurate terms. / Students will compare family traditional of the past to the present. / Students will list and compare past to present conditions.
HDFW.4.6 Examine the role of family in developing independence, interdependence, and commitment of family members. / 9-12.RT.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, of information presented in a text by paraphrasing them in simpler but still accurate terms. / Students will distinguish how a family member develops independence, interdependence, and commitment. / Students will describe in writing independence and commitment.
HDFW.4.7 Determine the impact on families of change and transitions over the life course. / 9-12.RT.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, of information presented in a text by paraphrasing them in simpler but still accurate terms. / Students will identify the changes that have impacted families due to computer technology.
Students will comprehend the transitions an elderly person overcomes during their lifetime. / Students will list changes made due to advanced technology.
Students will prepare and orally present the transitions made by the elderly.
Standard 5
Demonstrate appreciation for diverse perspectives, needs, and characteristics of individuals and families.
FACS Academic Standard / Literacy Embedded Standard / Learning Activities / Assessment(s)
HDFW.5.1 Demonstrate awareness of multiple diversities and their impact on individuals and families. / 9-12.RT.1 Cite specific textual evidence to support analysis of technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. / Students will illustrate the ability to work together and to achieve a common goal of diversities. / Students will participate and complete The Trolley Experience.
HDFW.5.2 Examine the impact of cultural diversity and global interaction on individuals and families. / 9-12.RT.1 Cite specific textual evidence to support analysis of technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. / Students will become aware of cultural differences. / Students will prepare a presentation of cultural differences between themselves and a foreign exchange student.
HDFW.5.3 Examine the impact of empathy for diversity on individuals in family, work, and community settings. / -12.RT.1 Cite specific textual evidence to support analysis of technical texts, attending to important
distinctions the author makes and to any gaps or inconsistencies in the account. / Students will describe empathy in the family, work, and community. / Students will write a response to an interview on the topic of empathy in family, work, and community.
HDFW.5.4 Demonstrate respect for multiple diversities with sensitivity to anti-bias and equity in gender, age, race, culture, ethnicity, socio-economic status, and exceptionalities. / 9-12.RT.1 Cite specific textual evidence to support analysis of technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. / Students will create and organize a game or activity to play with a special needs student. / Students create a game or activity for a special needs student.
Standard 6
Determine strategies that promote human development and family wellness throughout the life cycle.
FACS Academic Standard / Literacy Embedded Standard / Learning Activities / Assessment(s)
HDFW.6.1 Locate and evaluate products and information related to nutrition and wellness. / Students will compare various food labels to determine nutritional value. / Students will critique food labels for nutritional value.
HDFW.6.2 Examine issues and options related to child care and elder care. / Students will summarize the rights of the elderly in a care-giving environment.
Students will research local child care guidelines. / Students will list the rights of the elderly.
Students will orally present local guidelines given for childcare.
HDFW.6.3 Demonstrate communication skills that contribute to individual and family wellness. / Students will accurately measure vital sign. / Students will record pulse, blood pressure, temperature, and respiration in a classroom simulation.
HDFW.6.4 Demonstrate techniques for prevention and management of illness and disease / 9-12.RT.6 Analyze the author’s purpose in providing an explanation, describing a procedure, or
discussing an experiment in a text, identifying important issues that remain unresolved. / Students will practice universal precautions and proper hand washing techniques / Student illustration of universal precautions and perform proper hand washing techniques.
HDFW.6.5 Create plans for individual and family safety and for emergency response. / Students will develop a fire, tornado, and earthquake plan. / Student designed picture or writing of an emergency plan for individual families.
HDFW.6.6 Utilize family and community resources to meet individual and family nutrition, health, and wellness needs throughout the life cycle. / Students will differentiate the various resources locally available. / Student illustration and presentation of various resources available in our community.
HDFW.6.7 Construct a safe and healthy environment for individuals, families, and communities. / Students will distinguish safety hazards in various rooms in the home. / Students will circle safety hazards found in a given diagram.
Standard 7
Analyze career paths within family and community services.
FACS Academic Standard / Literacy Embedded Standard / Learning Activities / Assessment(s)
HDFW.7.1 Explore opportunities for employment and entrepreneurial endeavors related to family and community services. / Students will pursue a Certi8fied Nursing Assistant certificate (CNA) / Student demonstration of the CNA skills/duties
HDFW.7.2 Determine the roles and functions of individuals engaged in family and community service careers / Students will distinguish services provided in our local community. / Student developed chart of local services and contact persons.
HDFW.7.3 Examine requirements and opportunities for education and training for careers related to family and community services and the health professions. / 9-12.RT.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. / Students will become familiar to the specific skills and training for various health care professions. / Student interviews and outline of training needed, responsibilities, and pay scale for three medical professionals.
HDFW.7.4 Examine factors that contribute to collaborative relationships between family members and human services professionals. / Students develop an understanding of the team spirit between a family and a service organization. / Student oral presentation of the results of a family interview, which utilizes a health care service.