Managing Personal Resources,
Grade 11, Workplace Preparation,
HIP3E
Unit Two, Three, Four and Five
Support Material for the Course Profile
Secondary Policy Document: Social Sciences and
Humanities Curriculum Policy Document
Produced by Ontario Family Studies Leadership Council
and the Ontario Family Studies Home Economics
Educators’ Association
Writers: Helen Miller, Jennifer Puhakka, Michelyn Putignano
Project Manager: Michelyn Putignano
Reviewers: Carole Booth, Suzanne Robertson
Managing Personal Resources, Grade 11, Workplace Preparation, HIP3E
Unit Two, Three, Four and Five Support Material for Course Profile
Secondary Policy Document: Social Sciences and Humanities Curriculum Policy Document
Introduction
The following units were developed in partnership by the Ontario Family Studies Home Economics Educators’ Association and the Ontario Family Studies Leadership Council.These units were developed with consideration of the preplanning and scoping done in the original course profile. All attempts were made to be consistent with the intent of the original document. The original course profiles, both the public and Catholic documents, can be downloaded form the Ontario Curriculum Centre’s website at
Resources
Note Concerning Permission
Some material in this unit will make reference to the use of specific texts, magazines, films, and videos. Before reproducing materials for student use from books and magazines, teachers need to ensure that their board has a CANCOPY license and that resources they wish to use are covered by this license. Before screening videos for their students, teachers need to ensure that their board/school has obtained the appropriate public performance videocassette licence from an authorized distributor (e.g., Audio Cine Films Inc.). Teachers are also reminded that much of the material on the Internet is protected by copyright. That copyright is usually owned by the person or organization that created the work. Reproduction of any work or a substantial part of any work on the Internet is not allowed without the permission of the owner.
Internet
Note: The URLs for the websites have been verified by the writer prior to publication. Given the frequency with which these designations change, teachers should always verify the websites prior to assigning them for student use.
Accommodations
Many of our students require some form of accommodation in the classroom. The study in this course involves reading of course materials. This presents a significant barrier to achievement if students have specific learning disabilities, such as dyslexia and dysgraphia, or where English is the student’s second language. Other students may require accommodations for other issues, e.g., visual impairment, limited motor function, weak analytical skills, etc. The teacher should refer to the student’s IEP (Individual Education Plan) when considering accommodations. Individualized accommodations are included in each student’s IEP, which should provide an excellent source of strategies to deal with learning exceptionalities. Teachers should consider accommodations for their students throughout the entire course.
Some possible accommodations include:
- Student reading comprehension level should be assessed early.
- A range of materials should be offered in any language-based activity.
- Whenever possible, vocabulary lists should be made available.
- Context clues and related vocabulary should be discussed.
- Reading material should be the subject of follow up to clarify students’ difficulties.
- Teachers should model through skills when expecting students to draw inferences, conclusions, or assess the implications of case study material.
- Main ideas and new information should be mapped out and organized via charting, blocking, graphing, categorization, paraphrasing, and highlighting.
- ESL students may need support in completing peer assessments.
- Students with visual impairment may need alternate assignments for activities involving graphic representations.
- Students with significant motor dysfunction (e.g., cerebral palsy) may need adjustments in performance-based components.
- A slow rate of speech, pausing frequently in a natural way, should be modelled for activities requiring oral presentations.
- Open-ended activities should be provided whenever possible.
- Students with learning disabilities or ESL may be given alternative materials in place of the primary sources. Refer to students’ IEPs.
- Students with language difficulties, as documented in students’ IEPs, could be paired with students who have strong language skills for this activity.
•Allow students with weak analytical skills to pre-submit paragraphs. Refer to the student’s IEP for individualized suggestions.
Unit 2: Decision-Making: Controlling Your Destiny
Time: 20 hours
Description
Good decisions result in better use of our time, money, and other personal resources. Students investigate common approaches to decision making, ultimately learning that the best decisions involve careful thought and planning. In this process, students are made aware of the significant relationship between effective decision-making and well being. Through goal-setting and skill-identification, students develop a personal lifestyle and employment plan to help them gain some control over their destiny. This plan enables students to understand how to use their time most effectively in attaining a goal, specifically their occupational goal.
Strand(s) & Learning Expectations
Strand(s) Personal Responsibilities, Preparing for Challenges of the Future, Research and Inquiry Skills
Overall Expectations:
PRV.01, PRV.02, CFV.01, CFV.02, ISV.01, ISV.02, ISV.03
Specific Expectations:
PR1.01, PR1.02, PR1.04, PR2.03, PR3.01, PR3.02, PR4.01, CF1.03, CF1.04, CF2.02, CF2.04, IS1.03, IS2.01, IS3.02
Unit Planning Notes
As part of the final culminating activity students will be required to read and report on a “how to” book appropriate for teenagers. Suggested titles include "The Seven Habits of Highly Effective Teens" and "Life Strategies for Teens." For complete bibliographical information see the resource list that follows Activity Four. The class may decide to all read the same book or choose individually. Library time may need to be provided in order for students to locate a book. Students may choose to purchase a book or borrow from the public library. The teacher may be able to provide a class set. Students should be given time throughout this unit to read their book. Fifteen minutes at the beginning of each class period could be allotted to this activity. While reading their bookstudents should complete a summary sheet at the end of each chapter outlining the key points. The summary notes can be used to help complete the book report during activity four.
Unit Synopsis Chart
Activity # / Activity Title / Time / Learning Expectations / Assessment / Tasks1 / Making a decision “let me count the ways” / 2 hours / PRV.01, PR1.02 / Knowledge/ Understanding / -Magazine search
-Decision-making styles lesson
-Case Study
-Quiz
2 / Effective Decision-Making / 3 hours / PRV.01, ISV.03, PR1.01, PR1.04,
IS1.03 / Knowledge/ Understanding
Application Communication / -Video
-Case Study Application
-Personal Decision-making
3 / Facing the challenge: too many decisions not enough time / 4 hours / PRV.01, PRV.02, ISV.03, PR3.01, PR3.02, IS1.03 / Knowledge/ Understanding
Thinking/Inquiry Application / -Complete the sentence
-Case Study management plan
-Personal management plan
4 / Accepting the challenge: personal lifestyle and employment plan / 11 hours / PRV.01,
PRV.02,
CFV.01,
CFV.02,
ISV.02,
ISV.03,
PR1.04,
PR2.03, PR4.01,
CF1.03, CF1.04, CF2.02, CF2.04,
IS2.01,
IS3.02 / Knowledge/ Understanding
Thinking/ Inquiry Communication
Application / - Stress Test
- Personal Mission Statement
- Book Report and visual presentation
Activity 1: Making a Decision “Let me count the ways”
Time: 2 hours
Description
Students will analyse popular media to discover decisions that adolescents make in real life. In this activity, students will be applying decision-making styles to a variety of adolescent, real life situations. They will critically analyse the choices that adolescents can make, and come up with good decisions.
Strand(s) & Learning Expectations
Strand(s)
Personal Responsibilities
Overall Expectations
PRV.01 · demonstrate an understanding of the process of decision making in life situations
Specific Expectations
PR1.02 – investigate some common approaches to decision making that hinder the ability to make good choices (e.g., acting on impulse, adopting a laissez-faire attitude, flipping a coin)
Prior Knowledge & Skills
- effective group work skills
- note-taking skills
Planning Notes
Teachers:
- ensure that popular teen magazines are available for student use (Strategy 1);
- gather scissors (Strategy 1);
- create a worksheet (Strategy 2);
- create checklist (Strategy 2)
- create situations (Strategy 3).
Teaching/Learning Strategies
1. Students work in small groups and look though popular teen magazines to find 6 different ads or articles that involve adolescent decision-making (e.g., an ad for smoking or alcohol, crash diets etc.). Students clip each ad/article and place each under the heading of “Good Decision” or “Poor Decision.”
2. Teacher led lesson on decision-making styles.
Decision-making Style / Example1. Impulse / - sale items
2. Intuition / - lottery ticket numbers
3. Rational / - buying a house
4. Detail / - getting a tattoo
5. Habitual / - walking route to school
6. Leave to Others / - school courses
7. Procrastinating / - homework
Students should evaluate each decision-making style (is it positive or negative?)
Through discussion, students should provide examples of decisions made under each style.
3. Students apply each of the decision-making styles to a specific case study. For example, Juan is looking for an apartment. Explain how Juan would act according to each style.
4. Teacher administers a short quiz on decision-making styles. (Appendix 1)
Assessment & Evaluation of Student Achievement
Task/Product / Tool / Purpose / Category of Achievement ChartPositive/Negative
Decision-Making
(Strategy 2) / Criterion Referenced
Checklist / Diagnostic / Knowledge/Understanding
Decision-Making Styles - Appendix 1
(Strategy 4) / Quiz / Formative / Knowledge/Understanding
Accommodations
- As outlined in IEPs
- Allow for extended time for strategy 3, 4
Resources
Glosson, Linda; Meek, Janis & Smock, Linda. Creative Living 6th ed. Glencoe McGraw-Hill, 1997.
Kelly-Plate, Joan & Eubanks, Eddye. Today’s Teen 5th ed. Glencoe McGraw-Hill, 1997.
Palm Riker, Audrey & Brisbane, Holly. Married and Single Life 5th ed. Glencoe McGraw-Hill, 1992.
Sasse, Connie. Families Today 2nd ed. Glencoe McGraw-Hill, 1997.
Appendices
Appendix 1
Activity 2: Effective Decision Making
Time: 3 hours
Description
Students will deal with several important life situations. They will practice the application of the 6-Step Decision-Making Process for individuals in different life circumstances. Students will determine the core issues and values involved in making difficult life decisions. They will practically apply the decision-making process to one of their personal life goals.
Strand(s) & Learning
Strand(s) Personal Responsibilities, Research and Inquiry Skills
Overall Expectations
PRV.01 · demonstrate an understanding of the process of decision making in life situations;
ISV.03 · correctly use terminology associated with personal resource management;
Specific Expectations
PR1.01 – demonstrate an understanding of the relationship between effective decision making and well-being;
PR1.04 – demonstrate an understanding of the process of personal decision making (e.g., identifying the goal, identifying the various ways it can be achieved, evaluating the options, selecting the option that is appropriate for the specific circumstances).
IS1.03 – correctly use terminology related to personal resource management (e.g., resources, budgeting, goal-setting);
Prior Knowledge & Skills
- students are familiar with short-term, long-term goals as well as steps required to achieve them
- students will have knowledge of their own personal values
- brainstorming skills
Planning Notes
Teacher:
•select a video that will allow students to brainstorm alternatives for the main character (Strategy 1);
- reserve a TV and VCR (Strategy 1);
- prepare a worksheet on the 6-Step Decision-Making Process (Strategy 2)
- create checklist (Strategy 2)
Teaching/Learning Strategies
1. Students watch a video “Baby Blues” on teen pregnancy. Students brainstorm all of the possible alternatives for the teenager in the video now that she knows she is pregnant. The teacher may choose to substitute this video with a different one with an alternate topic/theme. This decision should be based on the needs of the students in the course.
2. Teacher explains the 6-Step Decision-Making Process. Students apply this process to three different individuals who have just discovered that they are pregnant. If the teacher adjusts the video selection in T/L 1 these case studies would need to be adjusted. (Appendix #2)
Individual 1
Kate, 16
Part-time employment at fast food restaurant
No current boyfriend
Parents are not supportive of the pregnancy
Individual 2
Ravina, 26
Full-time university student
Boyfriend (also a full-time student)
Parents live in India
Individual 3
Penelope, 45
Works full-time
3 children (ages 24, 22, 20)
Husband works full-time
3. Students think of a decision that they are actually going to make in the future (gaining employment, buying a car (Activity 1, T/L 7). In writing, they apply the six-step decision-making process to that decision. (They will not be able to act on or evaluate the decision.) In one paragraph, students explain the core issue involved in the decision. They will explain their most important value in this situation as well as the impact their decision will have on others. Did the decision-making process help to make a better choice?
Assessment & Evaluation of Student Achievement
Task/Product / Tool / Purpose / Category of Achievement ChartCase Studies
(Strategy 2) / Criterion Referenced
Checklist / Formative / Knowledge/Understanding
Application
Communication
Personal Decision-Making
(Strategy 3) / Anecdotal comments / Formative / Knowledge/Understanding
Application
Communication
Accommodations
- Strategies 1, 2 could easily be applied to an employment situation. Simply substitute the video and replace the case study with an adolescent workplace scenario.
- Allow students extra time for case studies and personal application
- Follow guidelines as outlined in IEPs
- Students can word process the assignment in strategy 3
Resources
Glosson, Linda; Meek, Janis & Smock, Linda. Creative Living 6th ed. Glencoe McGraw-Hill, 1997.
Kelly-Plate, Joan & Eubanks, Eddye. Today’s Teen 5th ed. Glencoe McGraw-Hill, 1997.
Palm Riker, Audrey & Brisbane, Holly. Married and Single Life 5th ed. Glencoe McGraw-Hill, 1992.
Sasse, Connie. Families Today 2nd ed. Glencoe McGraw-Hill, 1997.
Video
Baby Blues, 24 min 30 sec, order # 106C 0190 071, 1990, $19.95
Appendices
Appendix #2
Activity 3: Facing the Challenge: Too many decisions, not enough time
Time: 4 hours
Description
Students will be involved in practical applications of time management skills in this unit. Students will realize the importance that recognizing goals, needs and wants has when planning time. They will identify how creating a time management plan can help to make efficient use of personal resources.
Strand(s) & Learning Expectations
Strand(s) Personal Responsibilities, Research and Inquiry Skills
Overall Expectations
PRV.01 · demonstrate an understanding of the process of decision making in life situations;
PRV.02 · identify the basic principles and techniques an individual would use in effectively managing personal resources, including talent, time, and money.
ISV.03 · correctly use terminology associated with personal resource management;
Specific Expectations
PR3.01 – describe how factors such as personal goals, priorities, and needs and wants affect the use of time as a resource (e.g., setting priorities in scheduling activities, making an effort to be punctual);
PR3.02 – demonstrate an understanding of the ways in which time can be used most efficiently in attaining a specific goal (e.g., in planning, preparing, and serving a meal within established time guidelines).
IS1.03 – correctly use terminology related to personal resource management (e.g., resources, budgeting, goal-setting);
Prior Knowledge & Skills
- students should have knowledge of immediate, short-term and long-term goals
- students are familiar with the importance that needs and wants have regarding personal resource management
- ability to work effectively in small groups, partners
- writing skills
Planning Notes
Teachers:
- prepare a three day chart (Strategy 2)
- create checklist (Strategy 2)
- prepare worksheets (Strategies 3, 4)
- create rubric (Strategy 3)
- set aside time in the following week to complete Strategy 3 (Strategy 4)
- prepare a lesson on kitchen safety procedures in the classroom (Strategy 5a )
- choose a recipe for strategy 5 and prepare the accompanying worksheets (Strategy 5b).
Teaching/Learning Strategies
1a)Students complete the decision-making questionnaire. (Appendix 3)
b) Students complete the following statements:
The good decision I made was______.
The poor decision I made was ______.
What made your decisions positive or negative? Discuss the responses as a class. Create a list of reasons why bad decisions were made. Emphasize that good decisions require planning, and the first step in planning is to organize your personal time.
2. Students work with a partner (or teacher can direct the entire class) to create a three-day time management plan for the following case study.
Case Study:
Raoel, 17 year old
Basketball practice 3-5 pm everyday
Study needs 2-3 hours per day
Weight training 2 hours per day
School 8:30-3:00 pm
Needs to prepare dinner for his family one time every three days (prep time 1 hour)
You must also include activities such as eating, sleeping and socializing in your management plan.
What are the benefits of creating a time management plan? Is this plan realistic? (Appendix 4)
3. Students complete a personal time management assignment. (Appendix 4). They will project all of the activities they anticipate for an upcoming week. They will make a time management plan for all of their weekly activities. They will evaluate their plan at the end of the week. This activity can be assigned in class but completed for homework.
4. One week after Strategy 3, students answer the following questions in FULL sentences.
Part I
1. Did you achieve your goals that you set at the beginning of the week? Explain.
2. Did you complete your goals in the order of their importance?
3. How could you have improved your use of time?
Part II
Write a one paragraph summary about what you have learned about the importance of time management.
5a)Teacher should plan a lesson on kitchen safety in food labs. The students should become familiar with the kitchen set-up and safety procedures in the classroom.