Unit 3: What to Look for in a House
The Family and Consumer Sciences curriculum begins in 8th grade and carries all throughout the high school years. The information learned in this course overlaps a variety of different subjects and captures a great amount of information from a number of areas. Any student, whether they are planning on attending college, technical school, or heading right to a career, would benefit from this course.
Consumerism, Housing, and Interior Design Description
The entire Consumerism, Housing, and Interior Design follows the natural progression of life, from getting a job to furnishing a house. It is a very important course for any student to take because it will really prepare them for the future, no matter where life takes them. The course starts with discussion and learning about jobs, occupations, and careers. There is focus on how to get a job and resumes and interview skills. Once a person has a job, they will get money and need to figure out what to do with it. The discussionthen turns to money and what to do with it. Topics include taxes, paychecks, and keeping a checking account. Credit and credit cards are discussed to make students aware of the pitfalls that might occur with being irresponsible with credit. Social security is something that everyone has to deal with and it’s touched upon. After that, housing is discussed. Renting comes first, and ads for places and what to look for when renting is discussed. Leases, inspections, insurance, and housing decisions are discussed. Next, homes and home design is covered with emphasis on the elements and principles of design. Each of the elements and principles are learned and discussed. Color is addressed more in depth and used in a variety of design. Finally, furniture and accessories are looked at and discussed and fit into designs. Furniture styles, arrangement, and accessories with placement are discussed.
Consumerism, Housing, and Interior DesignUnits:
- Unit 1: Jobs
- Unit 2: Money Management
- Unit 3: What To Look For In A House
- Unit 4: The Elements And Principles Of Design
- Unit 5: Furniture And Accessories
Subject:Consumerism, Housing, And Interior Design / Grades:10, 11, 12 / Suggested Timeline:6 periods per cycle, 1 semester
Unit Title: Jobs
Unit Overview/Essential Understanding:
This unit begins with information about jobs and careers… what it takes to get one, how people earn money, what people do with money, and wants and needs. Students will learn and practice interview skills and write a resume for their future. A job that the student is interested in will be researched and reported on.
Unit Objectives:
- Learn and define the differences between jobs, occupations, and careers.
- Explore the relationship between education level and income.
- Analyze different types of jobs and categorize them.
- Identify the importance of making a resume for themselves.
- Discuss the importance of job interviews and skills associated with interviewing.
Focus Standards Addressed in this Unit:
Pennsylvania Family and Consumer Sciences Academic Standards:
11.1.12.F- Compare and contrast the selection of goods and services by applying effective consumer strategies.
Important Standards Addressed in this Unit:
Pennsylvania Family and Consumer Sciences Academic Standards:
11.1.12.C- Analyze the relationship among factors affecting consumer housing decisions (e.g., human needs, financial resources, location, lease agreements, maintenance responsibilities).
11.1.12.G- Compare the availability, costs, and benefits of accessing public, nonpublic, and not-for-profit services to assist the family.
Misconceptions:
-Anyone can get and keep a good job without much effort.
-Preparing a resume and job interviews are easy.
Concepts/Content:
* Define job, occupation, and career.
* Recognize the importance of education.
* Analyze the relationship between education level and potential earnings. / Competencies/Skills:
* Construct a resume based on skills and knowledge of students.
* Discuss and articulate skills used to make a good impression in a job interview. / Description of Activities:
-Class discussions
-Brainstorming questions
-Various Worksheets
-Balloon Tower Activity (different levels of education)
-Interview Questions and Answers
-Resumes
-PowerPoints
Assessments: Job/Occupation/Career Quiz, Future Occupation Brochure
Interdisciplinary Connections:
Business (Jobs, Earnings, Resume), Math (Earnings, Paychecks), English/Language Arts (Writing Resumes, Interview Skills), Business / Additional Resources:
Worksheets, PowerPoints, (For Occupations Information)
Subject:Consumerism, Housing, And Interior Design / Grades:10, 11, 12 / Suggested Timeline:6 periods per cycle, 1 semester
Unit Title: Money Management
Unit Overview/Essential Understanding:
This unit covers basic money skills for any student. Money basics, including keeping a checking account and being responsible are discussed and practiced so they can carry on good habits with money in the future. Credit and being responsible with it is key to your financial future and can affect the rest of your life, so it’s a good idea to learn about it as early as possible.
Unit Objectives:
- Learn about basic money management skills.
- Understand and be able to keep a basic checking account.
- Define and know the difference between credit and debit.
- Discuss ways to build credit.
- Identify and explain the different parts of credit.
- Recognize the importance of having a varied mix of credit.
- Identify the range of credit scores and be able to describe if they are good or bad.
- Discuss good consumerism techniques.
Focus Standards Addressed in this Unit:
Pennsylvania Family and Consumer Sciences Academic Standards:
11.1.12.B- Analyze the management of financial resources across the lifespan.
11.1.12.E- Compare and contrast factors affecting annual gross and taxable income and reporting requirements (e.g., W-2 form, income tax form).
Important Standards Addressed in this Unit:
Pennsylvania Family and Consumer Sciences Academic Standards:
11.1.12.A- Evaluate the impact of family resource management on the global community.
11.1.12.D- Evaluate the role of consumer rights and responsibilities in the resolution of a consumer problem through the practical reasoning process.
11.1.12.G- Compare the availability, costs, and benefits of accessing public, nonpublic, and not-for-profit services to assist the family.
11.2.12.A- Justify solutions developed by using practical reasoning skills.
Misconceptions:
-Keeping track of money is an easy thing that anyone can do.
-Having a lot of credit cards is great for your credit score.
-Credit is no big deal and having a low score is ok.
Concepts/Content:
* Learn basic money management skills.
* Identify common types of credit.
* Discuss the parts of a credit report and explain what each of them mean.
*Explain and implement good consumerism techniques. / Competencies/Skills:
* Keep a checking account and be sure that it is correct.
* Discover and apply basic ways to build credit. / Description of Activities:
-Class discussions
-Group activities to discuss housing and roommates
-Various Worksheets
-Keeping a Checking Account/Reconciling it
-How To Be A Millionaire game
-PowerPoints
Assessments: Checking Account Packet/Reconciliation, Money Matters Test
Interdisciplinary Connections:
History (Background information about money and taxes), Math (accounting and money, checking account, paycheck information, credit), Business / Additional Resources:
Worksheets, PowerPoints, Teacher notes,
Subject:Consumerism, Housing, And Interior Design / Grades:10, 11, 12 / Suggested Timeline:6 periods per cycle, 1 semester
Unit Title: What To Look For In A House
Unit Overview/Essential Understanding:
This unit begins with looking at house ads and what the potential choices are. Then house rentals and what exactly to look for when you’re thinking about renting or buying. The 8 Steps To Choosing A Place To Live are discussed and include budgeting, location, roommates, types of living situations, special considerations (handicapped access, pets, etc.), available living spaces, inspection, and preparing for the move. Finally, leases are reviewed and discussed.
Unit Objectives:
- Identify specific areas that should be examined upon inspection of a house.
- Select potential houses from classified ads.
- Identify and describe things to do to choose a place to live.
- Demonstrate knowledge of and discuss potential issues that could affect roommates.
- Examine lease agreements.
Focus Standards Addressed in this Unit:
Pennsylvania Family and Consumer Sciences Academic Standards:
11.1.12.C- Analyze the relationship among factors affecting consumer housing decisions (e.g., human needs, financial resources, location, lease agreements, maintenance responsibilities).
11.1.12.D- Evaluate the role of consumer rights and responsibilities in the resolution of a consumer problem through the practical reasoning process.
11.1.12.F- Compare and contrast the selection of goods and services by applying effective consumer strategies.
11.2.12.A- Justify solutions developed by using practical reasoning skills.
11.2.12.D- Based on efficiency, aesthetics, and psychology, evaluate space plans (e.g., home, office, work areas) for their ability to meet a variety of needs including those of individuals with special needs.
Important Standards Addressed in this Unit:
Pennsylvania Family and Consumer Sciences Academic Standards:
11.1.12.A- Evaluate the impact of family resource management on the global community.
11.1.12.G- Compare the availability, costs, and benefits of accessing public, nonpublic, and not-for-profit services to assist the family.
11.2.12.C- Analyze teamwork and leadership skills and their application in various family and work situations.
Misconceptions:
-Renting/Buying a house is an easy thing to do.
-You can always live with your friends and it will be an easy thing to do.
Concepts/Content:
*Identify specific areas that should be examined upon inspection of a house.
*Identify and describe things to do to choose a place to live. / Competencies/Skills:
*Select potential houses from classified ads.
*Demonstrate knowledge of and discuss potential issues that could affect roommates.
*Examine lease agreements. / Description of Activities:
-Looking at house Ads and deciding which ones would work best
-Class Discussions
-Roommates group discussion
-Various Worksheets
-PowerPoints
Assessments: Group discussions about housing and roommates, “8 Steps To Choosing A Place To Live” Test
Interdisciplinary Connections:
Business, Math, English/Language Arts / Additional Resources:
Worksheets, PowerPoints
Subject:Consumerism, Housing, And Interior Design / Grades:10, 11, 12 / Suggested Timeline:6 periods per cycle, 1 semester
Unit Title: The Elements And Principles Of Design
Unit Overview/Essential Understanding:
The unit starts off with homes and different designs of homes. The foundations of housing are discussed looking at house plans and traffic flow. The elements of design (line, shape, texture, color) are discussed, including how they fit into a design and how to identify them. Color is addressed more in depth and color theory and color schemes are examined. The principles of design (balance, rhythm, proportion and scale, emphasis, harmony) are also discussed, including how they fit into a design and how to identify them. The elements and principles are worked with and used in designs.
Unit Objectives:
- Define the basic elements (line, form, space, mass, texture, and color) and principles (proportion and scale, balance, emphasis, and rhythm) of design.
- Identify the three design characteristics (function, construction, and aesthetics).
- Define the types of lines and be able to identify them in a design.
- Define the types of form and be able to identify them in a design.
- Determine why the size and arrangement of a space are important.
- Define the types of mass and be able to identify them in a design.
- Define the types of texture and be able to identify them in a design.
- Define proportion and scale and be able to identify them in a design.
- Define balance and be able to identify it in a design.
- Define emphasis and be able to identify it in a design.
- Define rhythm and be able to identify it in a design.
- Define and identify the goals of design (function and appropriateness, harmony with unity and variety, and beauty.
Focus Standards Addressed in this Unit:
Pennsylvania Family and Consumer Sciences Academic Standards:
11.1.12.A- Evaluate the impact of family resource management on the global community.
11.1.12.B- Analyze the management of financial resources across the lifespan.
11.1.12.C- Analyze the relationship among factors affecting consumer housing decisions (e.g., human needs, financial resources, location, lease agreements, maintenance responsibilities).
11.1.12.D- Evaluate the role of consumer rights and responsibilities in the resolution of a consumer problem through the practical reasoning process.
11.1.12.E- Compare and contrast factors affecting annual gross and taxable income and reporting requirements (e.g., W-2 form, income tax form).
11.1.12.F- Compare and contrast the selection of goods and services by applying effective consumer strategies.
11.1.12.G- Compare the availability, costs, and benefits of accessing public, nonpublic, and not-for-profit services to assist the family.
11.2.12.A- Justify solutions developed by using practical reasoning skills.
11.2.12.C- Analyze teamwork and leadership skills and their application in various family and work situations.
11.2.12.D- Based on efficiency, aesthetics, and psychology, evaluate space plans (e.g., home, office, work areas) for their ability to meet a variety of needs including those of individuals with special needs.
11.2.12.E- Assess the availability of emerging technology that is designed to do the work of the family and evaluate the impact of its use on individuals, families, and communities.
Important Standards Addressed in this Unit:
Misconceptions:
-When you put a room together you can just do whatever and not think about how it fits together.
Concepts/Content:
*List and define the three characteristics of design.
*Identify high mass and low mass.
*Describe tactile texture and visual texture.
*Give examples of formal and informal balance.
*List the different types of rhythm.
*Describe the goals of design. / Competencies/Skills:
*Describe the three different types of lines and explain their effects.
*Demonstrate the different types of form.
*Explain how space is used in design.
*Show appropriate color schemes in rooms and explain why they work.
*Determine how proportion and scale are related to objects.
*Explain how emphasis creates a focal point.
*Give examples of sensory design. / Description of Activities:
-Class Discussions
-Color Theory Pictures
-Color Scheme Collages
-Various Worksheets
-PowerPoints
Assessments: Elements and Principles PowerPoint, Visual Design Project
Interdisciplinary Connections:
Art, Drafting and Engineering / Additional Resources:
Worksheets, PowerPoints, notes
Subject:Consumerism, Housing, And Interior Design / Grades:10, 11, 12 / Suggested Timeline:6 periods per cycle, 1 semester
Unit Title: Furniture And Accessories
Unit Overview/Essential Understanding:
Furniture, lighting, and accessories are important things to finish a room, and can make or break the final look and feel of a room. All of the styles and different kinds work together to finish out the design and make it whole.
Unit Objectives:
- Be able to identify common furniture styles.
- Examine common furniture styles associated with different types of houses.
- Plan rooms and furniture arrangements.
- Identify the importance of examining traffic patterns in the home as they relate to room plans.
- Identify commonly used wall coverings in the home.
- Identify and evaluate placement of accessories in the home.
Focus Standards Addressed in this Unit:
Pennsylvania Family and Consumer Sciences Academic Standards:
11.2.12.D- Based on efficiency, aesthetics, and psychology, evaluate space plans (e.g., home, office, work areas) for their ability to meet a variety of needs including those of individuals with special needs.
Important Standards Addressed in this Unit:
Pennsylvania Family and Consumer Sciences Academic Standards:
11.2.12.E- Assess the availability of emerging technology that is designed to do the work of the family and evaluate the impact of its use on individuals, families, and communities.
Misconceptions:
-Any type of furniture can fit into a room and all work together.
-Furniture arrangement isn’t that important and doesn’t have to be thought about.
Concepts/Content:
*Identify common furniture styles in the home.
*Discuss the relationship between certain furniture styles and certain types of homes.
*Identify commonly used wall coverings in the home and compare and contrast them.
*Identify and evaluate placement of accessories in the home. / Competencies/Skills:
*Demonstrate the ability to plan a room keeping in mind the arrangement of furniture.
*Demonstrate the ability to plan rooms based on traffic patterns and placement.
*Design a complete room keeping in mind the elements, principles, architectural styles, furniture and accessory choices, etc. all covered throughout the entire class. / Description of Activities:
-Class discussions
-Various worksheets
-PowerPoints
Assessments: Bedroom Design Final Project
Interdisciplinary Connections:
Art, Drafting and Engineering / Additional Resources:
Worksheets, PowerPoints