Posted: Fri, 12/23/2011 - 1:29pm Updated: Fri, 05/19/2017 - 12:24pm


Background Information

Thirteen Units of Study

Criteria for the Middle School F&CS Comprehensive/Enrichment Framework

1. The curriculum framework for Indiana Middle School Family and Consumer Sciences (F&CS) shall be consistent with the national and state "Vision and Mission" statements for family and consumer sciences and with the National Standards for F&CS Education (V-TECS 1998).

2. The curriculum framework for Indiana Middle School F&CS shall define F&CS academic standards and baseline program standards to build a strong common identity among Middle School F&CS programs across the state of Indiana. At the same time, the framework shall provide sufficient flexibility to accommodate variances in local settings; instructional approaches; and student characteristics, interests, and needs.

3. The curriculum framework for Indiana Middle School F&CS shall support developmental characteristics, needs, and challenges of early adolescents.

4. The curriculum framework for Indiana Middle School F&CS shall clearly communicate the essential F&CS content and processes that every middle school student needs in order to manage their current lives and shall emphasize critical and emergent issues * facing young adolescents.

5. The curriculum framework for Indiana Middle School F&CS shall emphasize high-priority content and processes aligned to the four core curriculum areas for middle school F&CS: developing self-concept, relating to others, becoming independent, and managing resources.

6. The curriculum framework for Indiana Middle School F&CS shall facilitate instruction that enables students to assume increasing responsibility for their own learning and well being in school, at home, and in the community.

7. The curriculum framework for Indiana Middle School F&CS shall reflect the integrative nature of F&CS by blending content and processes from various family and consumer sciences areas of study. These are applied through projects and activities in which students engage in learning in active, concrete ways.

8. The curriculum framework for Indiana Middle School F&CS shall provide opportunities for students to apply abstract knowledge and skills of other subject areas in authentic and developmentally appropriate ways.

9. The curriculum framework for Indiana Middle School F&CS shall include opportunities for students to develop good citizenship and social responsibility by connecting to their community through service learning and student leadership activities.

*Critical and emergent issues for young adolescents - rampant growth in percentage of overweight, unfit children; alarming statistics regarding deficiencies in calcium and other nutrients vital for long-term health; the need for safety; the need to counteract violence and bullying.

Units of Study - Background Information

  • The chart that follows presents 13 "Units of Study" to be covered in every Indiana middle school family and consumer sciences program. Major topics are listed for each Unit of Study. These topics are further defined with a series of sub-topics (italicized in the following chart). The degree of emphasis on each sub-topic may vary according to local program structures and needs.
  • The pacing guide for the units of study is presented for two time allocations: 90 days and 180 days, with days of study based on 45-minute periods meeting 5 days per week, or their equivalent in other scheduling structures such as 60 or 90 minute periods.
  • The baseline allocation of a total of 90 instructional days overall for grades 6, 7, and 8 provides for minimal curriculum coverage, as shown in the "90 days" column.
  • Adequate curriculum coverage requires at least 180 days, as shown in the column on the far right. More extensive exploration of selected topics would require additional time.
  • Specific distribution of instructional days across grade levels will vary depending on local school scheduling. Examples of possible configurations for a minimum program include: at least six weeks of instruction each in grades 6, 7, and 8; at least nine weeks of instruction in each of two grade levels (6 and 7, 7 and 8, or 6 and 8); or at least 18 weeks of instruction at one grade level (6, 7, or 8). Additional time is strongly recommended.
  • The first two units, "Setting and Reaching Life Goals" and "Dynamic Leadership" are foundational. Topics from these units of study should begin instruction for each grade level. The sequence of the remaining units may be adjusted according to local program structures and needs.
  • Laboratory experiences and other types of student-centered, hands-on projects are expected in every unit of study. Laboratories and projects that include sewing can be effective in middle school F&CS if they are limited to those sewing skills needed for completing a specific project. Such projects should focus on the high-priority F&CS academic standards and should build student abilities for learning and for peer cooperation and support. Service learning and/or large-group product development are strongly recommended. Possible examples include:
    • Personal image: Simple clothing item or accessory remodeling or construction
    • Caring for the environment: Re-useable tote bags; recycled clothing or accessories
    • Personal space: Simple accessory such as locker pockets
    • Caring for children: Textile toys, simple child-care items or accessories
    • Production: Class/group-produced items, particularly as a component of service-learning and/or marketing or economics lessons

In conjunction with the listed topics, F&CS instruction:

  • Emphasizes thinking, communication, leadership and management processes
  • Builds connections between content and action through service learning, hands-on projects, production of goods and services, student research, projects and events of the "Family, Career and Community Leaders of America" youth organization, etc.
  • Enables authentic application of other content areas including technology, health, art, language arts, mathematics, science, social studies, etc.


Indiana Family & Consumer Sciences Middle School Curriculum Comprehensive/Enrichment Framework


Units of Study

90 days

180 days


Setting and Reaching Life Goals

Growing and Changing: Physical, emotional, and social development for early adolescents; Roles and responsibilities; Attitudes; Dealing with change

Getting to Know Yourself: Standards and ethics; Goals; Interests; Personal heritage

Decision Making, Problem Solving, and Critical Thinking: Decision-making steps and processes; Choices, options, and consequences; Evaluating information

Identifying and Using Resources: Personal and community resources; Time and money management; Product information; Consumerism; Advertising; Economics

Leisure Time and Hobbies: Building knowledge and skills; Exploring interests and opportunities; Taking action for leisure and recreation

5 days

10 days


Dynamic Leadership

Leadership for Life: Assuming responsibility for choices and actions; Citizenship; Service; Diversity and multiculturalism; Working with a group

Characteristics, Roles, and Responsibilities of Leaders: Leadership styles; Role models; Taking risks; Overcoming adversity; Resolving conflict

2 days

5 days


Career Exploration

Exploring Work: Why people work; Work and individual identity; Work ethics; Work, society, and the economy

Exploring Self, Family, and Community: Aptitudes, abilities, and interests; Adult roles, responsibilities, and life events; Career, community, and family connections

Exploring Careers: Career clusters; Career research; Job shadowing

3 days

15 days


Personal Image

Communication and Personal Presentation: Communication skills and styles; Behavior and manners; Personal appearance for the occasion

Clothing Selection: Fashion, fads, and trends; Consumer considerations; Textile characteristics; Wardrobe planning; Remodeling and production

Clothing Care: Clothing care labels; Clothing repairs; Stain removal; Laundry; Storage; Textile science applications

8 days

15 days



Quality Friendships: Choices; Diversity; Peer pressure; Conflict; Changing relationships; Male/female relationships

Positive Family Relationships: Roles and responsibilities; Family change; Conflicts; Cooperation

Relationships in the Community: School; Workplace; Youth activities; Public events; Multicultural and global awareness

15 days

22 days


Caring for the Environment

Source Reduction: Product selection and use; Ethical considerations

Solid Waste Management: Recycling; Disposal

Taking Action: Personal and community action plans; Influencing public policy

2 days

7 days


Nutrition and Wellness, Part I

Nutrition: Food groups; Comparing food intake to recommendations

Kitchen Safety: Cooking safety; Microwave safety; Food safety and sanitation; Kitchen rules and responsibilities

Cooking Techniques: Reading recipes; Cooking terms, abbreviations, measurements

Preparing Healthy Foods: Labs-simple preparations; Teamwork in the kitchen; Authentic application of knowledge and skills

10 days 15 days


Nutrition and Wellness, Part II

Food Guidelines: Food guide pyramid, Nutrition labels, Dietary guidelines
Healthy Lifestyles: Being active for fun and health; Dietary goals; Weight control

Tools and Skills for Food Preparation: Food preparation equipment and techniques; Kitchen safety and sanitation; Food science applications

Preparing Healthy Foods: Labs-preparation and production; Teamwork in the kitchen; Authentic application of knowledge and skills

10 days

15 days


Nutrition and Wellness, Part III

Nutrients: Protein; Fats; Carbohydrates; Minerals; Vitamins; Water
Healthy Food Choices: Selecting foods at home and away

Food and Wellness Issues: Calcium for healthy bones; Nutrition for sports and fitness; Eating disorders; Cultural foods; etc.

Tools and Skills for Food Preparation: Review

Preparing Healthy Foods: Labs-planning, managing, and evaluating; Teamwork in the kitchen; Authentic application and demonstration of knowledge and skills

10 days

18 days


Safety in Emergencies

Emergency Plans: Fire safety; Storm safety; Action plans

First Aid: General first aid techniques; Choking; First aid kits

Personal Safety: Refusal skills; Sexual and physical abuse; Unexpected situations

3 days

5 days


Caring for Children

Getting Ready: Understanding ages and stages; Caregiver responsibilities

Child Safety: Keeping kids safe; Handling emergencies

Healthy Food for Children: Nutrition for children; Preparing snacks for children

Child’s Play: Active play; Quiet play; Selecting and/or creating safe and appropriate toys

12 days

20 days


Personal Space

Choosing and Personalizing Your Space: Privacy; Self expression; Comfort; Design

Maintaining Your Space: Arranging and storing; Keeping things orderly and clean

Sharing Space: Respecting others’ privacy; Setting rules, compromising, cooperating

8 days

15 days



Providing Goods and Services: Individual, family, and community needs; Human and material resources; Supply and demand; Evaluating options, costs, and outcomes

Workplace skills: Work ethics; Tools of the trade; Operational safety

Product production: Research and development; Resource management; Manufacturing principles; Work patterns; Enhancing productivity

Marketing: Advertising; Inventory; Distribution; Entrepreneurship

2 days

15 days