FACS Competency rubrics

Competency 1: Students will demonstrate the knowledge and skills needed to manage individual and
family consumer resources

State Guidelines:
Examine how individuals and families make choices to satisfy needs and wants (FCS 2.1.2)
Examine behaviors that conserve, reuse, and recycle resources to maintain the environment. (FCS 2.2.3)
Examine state and federal policies and laws providing consumer protection. (FCS 2.3.1)
Examine skills used in seeking information related to consumer rights. (FCS 2.3.3)

4 exceeds expectations
in addition to 3

Compare consumer
protection standards
of our country with
those of other
countries.
Design a campaign
to increase
participation in local
recycling programs.

3 meets expectations

Notes:

Use multiple sources

to evaluate claims for
a consumer product.
Use product reviews
and other information
to critique
comparable products.
Examine the causes
that brought these
consumer protection
agencies into
existence.
Assess the
effectiveness of local
recycling efforts.

2 approaches
expectations

Connect
consumer choice
factors to your
familys spending
habits.
Explain the
function of local
and national
consumer
protection
agencies.
Describe the
recycling process
for at least 2
recyclable
materials.

1 beginning skills

List factors that

contribute to
consumer
choices.
Identify local and
national agencies
that protect
consumers.
Identify materials
that can be
recycled.

Competency 2: Students will demonstrate food and nutrition knowledge and skills that will enhance individual
and family well-being.
State Guidelines:
Determine nutrient requirements across the lifespan. (FCS 9.3.1)
Appraise and interpret nutritional data. (FCS 9.3.2)
Monitor recipe proportions and modifications for food production. (FCS 9.3.5)
Demonstrate food safety and sanitation procedures. (FCS 8.2)
Demonstrate selecting, using, and maintaining food production equipment. (FCS 8.3)
Apply menu-planning principles to develop and modify menus. (FCS 8.4.2)
Demonstrate commercial preparation for all menu categories to produce a variety of food products. (FCS 8.5)
4 exceeds expectations
in addition to 3

Modify an existing
menu to conform to
USDA
recommendations
Modify and prepare
a recipe to meet a
specific dietary
need..

3 meets expectations

Notes:

Construct a nutritionally
appropriate, varied 3day meal plan for an
individual following
USDA
recommendations
Draw conclusions
about differences in
food preferences
through examining
foods from another
country.
Modify the yield of and
prepare a recipe
independently.

2 approaches
expectations

Compare
nutritional content
of similar foods
Interpret
influences on food
choices
Prepare a recipe
with minimal
assistance
properly using
and cleaning all
kitchen
equipment.
Construct a
nutritionally
appropriate
personalized meal
plan for one day.

1 beginning skills

Identify the
nutritional
content of
foods using a
nutrition label
List influences
on food
preferences
Prepare a
recipe with
assistance.
List
procedures
that contribute
to serving safe
food.
List the USDA
food groups
and foods that
belong in each.

Competency 3: Students will demonstrate the knowledge and skills for clothing management.
State Guidelines:
Determine performance characteristics of fiber and textiles. (FCS 16.2.2)
Select appropriate procedures for care of textiles products. (FCS 16.2.5)
Use a variety of equipment, tools, and supplies for apparel and textiles construction, alteration, and repair. (FCS
16.4.1)
Demonstrate basic skills for producing and altering textiles products and apparel. (FCS 16.4.5)
4 exceeds expectations

Can plan and make

an advanced sewing
project which
includes buttons,
zippers, and other
notions using a
combination of
machine and handsewing techniques.

3 meets expectations

Explain the economic

impact of different
fabrics, clothing and their
care
Can plan and make an
intermediate sewing
project which includes
buttons, zippers, or other
notions independently
using a combination of
machine and handsewing techniques.

2 approaches
expectations

Notes:

Categorize
clothing care
based upon
clothing type
and material
Compare
source, care,
and function of
different fabrics
Plan and make
a basic sewing
project with
minimal
assistance.
Properly set up
a sewing
machine and
make a stitch
sampler using
the machine.

1 beginning skills

List ways to
care for
clothing
Plan and
make a basic
sewing project
with
assistance.
Perform
samples of
four basic
hand-stitches.
Identify parts
of a sewing
machine.