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Indiana Middle School Family and Consumer Sciences
Comprehensive/Enrichment Framework - updated July 2005
Criteria for Curriculum Development
1. The curriculum framework for Indiana Middle School Family and Consumer Sciences shall be consistent with the national and state "Vision and Mission" statements for family and consumer sciences and with the National Standards for Family and Consumer Sciences Education (V-TECS 1998).
2. The curriculum framework for Indiana Middle School Family and Consumer Sciences (FACS) shall define FACS academic standards and baseline program standards to build a strong common identity among Middle School Family and Consumer Sciences 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 Family and Consumer Sciences shall support developmental characteristics, needs, and challenges of early adolescents.
4. The curriculum framework for Indiana Middle School Family and Consumer Sciences (FACS) shall clearly communicate the essential FACS 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 Family and Consumer Sciences (FACS) shall emphasize high-priority content and processes aligned to the four core curriculum areas for middle school FACS: developing self-concept, relating to others, becoming independent, and managing resources.
6. The curriculum framework for Indiana Middle School Family and Consumer Sciences 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 Family and Consumer Sciences (FACS) shall reflect the integrative nature of FACS 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 Family and Consumer Sciences 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 Family and Consumer Sciences 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, e.g., the rampant growth in percentages of overweight, unfit children; the 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 on the following two pages 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 family and consumer sciences (FACS) if they are limited to those sewing skills needed for completing a specific project. Such projects should focus on the high-priority FACS 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, family and consumer sciences 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.
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| Indiana Family & Consumer Sciences Middle School Curriculum Comprehensive/Enrichment Framework |
Pacing Guide Grades
6, 7, & 8 Total Days |
| Units of Study |
90 days |
180 days |
| 1. |
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
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5 days |
10 days |
| 2. |
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
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2 days |
5 days |
| 3. |
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
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3 days |
15 days |
| 4. |
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
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8 days |
15 days |
| 5. |
Relationships
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
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|
15 days |
22 days |
| 6. |
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
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|
2 days |
7 days |
| 7. |
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
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10 days |
15 days |
| 8. |
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
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10 days |
18 days |
| 9. |
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
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10 days |
18 days |
| 10. |
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
|
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3 days |
5 days |
| 11. |
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
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12 days |
20 days |
| 12. |
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
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8 days |
15 days |
| 13. |
Production
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
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2 days |
15 days |
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