Final Ms Facs Standards 6-11

Colorado Family and Consumer Sciences
Middle School Curriculum Standards
Colorado Community College System

Career and Technical Education
9101 E. Lowry Blvd
Denver, CO 80230
(303) 620-4000
June 2011
Family and Consumer Sciences Education empowers individuals and families across the
life span to manage the challenges of living and working in a diverse global society.
Our unique focus is on families, work, and their interrelationships.
Acknowledgements
The Middle School FACS curriculum standards Task Force was formed under direction of Katy
Blatnick-Gagn, FACS Program Director and coordinated by Susan Dolezal-Buckingham. The
Task Force met throughout the 2010-2011 school year with the following vision for the Middle
School FACS Standards document:
Work for all Colorado programs

Meet the needs of diverse schedules and course lengths
Keep Life Skills programs in tact
Provide strong standards leading to program credibility
Provide guidelines for middle school FACS teachers
Create a user-friendly document
Work for everyone
Is comprehensive
Includes careers
Will help sustain programs
The Task Force was comprised of the following teachers:

Mary Bradley
Ken Caryl Middle School
Milinda Carnahan
Woodland Park Middle School
Shannon Dreessen
Webber Middle School
Lindsey Leigh
Creighton Middle School
Barbara Mills
Goddard Middle School
Stephanie Richard
Walt Clark Middle School
Carla Sullivan
North Arvada Middle School
Katy Blatnick-Gagn
FACS Program Director
Colorado Community College System
9101 E. Lowry Blvd.
Denver, CO 80230
TABLE OF CONTENTS
Introduction..........................................................................................................................1
Colorado Career Cluster Model...........................................................................................4
Middle School Standards
Career Exploration.......................................................................................5
Child Development......................................................................................8
Foods and Nutrition...................................................................................13
Interior Design...........................................................................................22
Personal Development...............................................................................27
Personal Financial Literacy/Consumerism................................................33
Sewing/Textiles/Fashion............................................................................39
COURSE DESCRIPTION VOCABULARY
COLORADO FAMILY AND CONSUMER SCIENCES MIDDLE SCHOOL

ESSENTIAL UNITS OF STUDY AND STANDARDS
Family and Consumer Sciences (FACS) provides a comprehensive foundation for managing
individual, family, career, and community roles and responsibilities. Throughout middle school
FACS classes students will explore and practice Career Exploration, Child Development,
Foods/Nutrition, Interior Design, Personal Development, Personal Financial
Literacy/Consumerism, and Sewing/Textiles/Fashion... Students will acquire knowledge and
essential skills necessary for success in career pathways. They will also apply 21st century and
academic core knowledge as they learn about real life skills.
This document was created as a guide for middle school FACS teachers to develop a curriculum
in the study of Family and Consumer Sciences. Programs may differ in length of time and
grades taught, it is suggested that teachers create a curriculum that is continuous to further
students knowledge. The students must demonstrate adequate proficiency with the academic
standard to perform the technical skill. FACS National Standards are based on knowledge and
skills needed for home and family life as well as those needed to succeed in related careers.
1. FACS National Standards: FACS and Consumer Sciences Education present a vision for
the future and provide FACS educators with a structure for identifying what learners should
know and be able to do. The FACS National Standards components include Areas of Study,
Comprehensive Standards National Standards which are based on knowledge and skills needed
for home and family life as well as those needed to succeed in related careers.
2. Comprehensive Standard: Each Area of Study has a Comprehensive Standard that
provides a broad description to assist individuals in understanding the content of the area. These
standards are not designed for measurement, but to provide a general description and overall
direction.
3. Content Standard: Content standards relate to what individuals need to know and be able
to do, or what is expected of the learner. They are directly related to the body of knowledge,
skills and practices belonging to the FACS discipline.
4. Competencies/Objectives: Competencies/objectives specifically define knowledge, skills
and practices of the content standards and provide the basis for measurement criteria.
5. Sample Tasks: Examples and or ideas to aid teachers in instruction.
6. * (Asterisk): essential topics; should have priority if instructional time is limited
1
Colorado Middle School FACS Standards 2011/Introduction
7. Colorado CTE Career Cluster: A Career Cluster is a grouping of occupations and broad
industries based on commonalities. The Colorado Career Clusters organize academic and
occupational knowledge and skills into a coherent course sequence and identify Pathways from
secondary schools to two- and four-year colleges, graduate schools, and the workplace. Students
learn in school about what they can do in the future. This connection to future goals motivates
students to work harder and enroll in more rigorous courses.
8. FACS Career Pathways: Colorado Career and Technical Education identifies 17 Career
Clusters that have 52 Pathways with validated academic alignments. There are seven possible
Pathways in the FACS curriculum to help students determine areas for career exploration and
study. (See Colorado Career Cluster Model pg. #4)
9. 21st Century Skills
Colorado's description of 21st century skills is a synthesis of the essential abilities students must
apply in our fast changing world. These essentials skills are:
Critical thinking and reasoning (for example, but not limited to: problem solving,
analysis, logic, cause/effect)
Information literacy (for example, but not limited to: knowledge acquisition, source
discernment, systems management)
Collaboration (for example, but not limited to: synergy, team resourcing, social skills,
leadership
Self-direction (for example, but not limited to: adaptability, initiative, personal
responsibility, work ethics, self-advocacy)
Invention (for example, but not limited to: creativity, innovation, integration of ideas)
21st Century Skills and Readiness Competencies: Includes the following:
Inquiry Questions
Sample questions are intended to promote deeper thinking,

reflection and refined understandings precisely related to
the grade level expectation.
Relevance and Application:
Examples of how the grade level expectation is applied at

home, on the job or in a real-world, relevant context.
Nature of the Discipline:
The characteristics and viewpoint one keeps as a result of

mastering the grade level expectation.
10. Academic Standards: Throughout FACS units of study, alignment with Colorado
Academic Model Standards will be shown through following codes:
HPE Health & Physical Education
MAT Math
RWC- Reading, Writing and Comprehension
SCI Science
SST Social Studies
VA Visual Arts
FAMILY and CONSUMER SCIENCES

Colorado Career and Technical Education Career Cluster:
Hospitality, Human Services and Education
FACS Career Pathways: Seven possible pathways to help middle school students determine
areas for career exploration and study.
CAREER
CLUSTER
PATHWAY
SPECIALIZED Postsecondary &

CTE PATHWAY Workforce
Readiness
Consumer Services
HOSPITALITY,
HUMAN
SERVICES &
EDUCATION
Consumer Services
Family &
Community
Services
Hospitality &
Tourism
Consumer
ServicesVisual &
Design Arts
Counseling &
Mental Health
Services
Early Childhood
Development
FACS CONTENT AREAS

Middle School
High School
Teen Choices
Career Exploration
Personal Financial
Literacy/Consumeris
m
World of Work
Life Management
Food Science, Dietetics &
Nutrition
Foods and Nutrition
Nutrition and Wellness

Catering
Sewing/Textiles and
Fashion
Interior Design
Personal Development
Child Development
Culinary
Fashion Design and
Merchandising
Interior Design
Relationships
Child and Adolescent
Development
Colorado Middle School FACS Standards 2011/Colorado Career Cluster Model
CAREER EXPLORATION
CORE KNOWLEDGE & SKILLS
CAREER PATHWAY: Postsecondary &

Workforce Readiness
SCOPE and SEQUENCE Course Outline

I.
*Personal Career Selection
A. Aptitudes
B. Interests
C. Abilities
D. Career Pathways
II.
*Employability Factors
A. Responsibility
B. Teamwork
III.
*Work Readiness skills
A. Job applications
B. Resume writing
C. Job interview skills
D. 21st Century Skills
*Essential topics; should have priority if instructional time is limited

Colorado Middle School FACS Standards 2011/Career Exploration
COMPREHENSIVE STANDARD: Career, Community and Life Connections

N 1.0 Integrate multiple life roles and responsibilities in family, work
and community settings
CONTENT STANDARD: N1.2 Demonstrate transferable and employability skills in
school, community and workplace settings.
Unit I: Personal Career Selection
Inquiry: What skills are businesses looking for in my community?
COMPETENCIES/OBJECTIVES
SAMPLE TASKS
N 1.2.1 Analyze potential career choices to determine
College in Colorado website
the knowledge, skills, and attitudes associated with each
career. (HPE09-GR.6-S.3-GLE.1-EO.c) (MA09-GR.7-S.1-GLE.2Interest surveys, aptitude
EO.b) (RWC09-GR.7-S.3-GLE.2-EO.b, RWC09-GR.7-S.4-GLE.1tests
EO.a) (SS09-GR.6-S.3-GLE.1-EO.b)
N 1.2.2 Demonstrate job seeking and job keeping skills.

(RWC09-GR.6-S.1-GLE.1-RA.2)
N 1.2.3 Apply communication skills in school,

community and workplace settings.
N 1.2.4 Demonstrate teamwork skills in school,
community and workplace settings.(HPE09-GR.6-S.1GLE.2-EO.a)
N 1.2.5 Analyze strategies to manage the effects of

changing technologies in workplace settings.
N 1.2.8 Demonstrate work ethics and professionalism.
(RWC09-GR.7-S.3-GLE.1-EO.a)
Mock Interview
Using technology to create
resume
Career Fair
Guest Speakers
Compare hourly wages
versus salaries for multiple
jobs
ACADEMIC STANDARDS:
HPE09-GR.6-S.3-GLE.1-EO.c Explain appropriate ways to express needs, wants, and feelings (DOK 1-4)
HPE09-GR.6-S.1-GLE.2-EO.a Participate in and understand the value of initiative and cooperative activities (DOK
1-3)
MA09-GR.7-S.1-GLE.2-EO.b Add, subtract, multiply, and divide integers (DOK 1-2)
RWC09-GR.6-S.1-GLE.1-RA.2 The Internet offers search engines and library databases that help users identify
credible sources.
RWC09-GR.7-S.3-GLE.1-EO.a Use a variety of planning strategies to generate and organize ideas (such as
brainstorming, mapping, graphic organizers) (DOK 1-2)
RWC09-GR.7-S.3-GLE.2-EO.b Generate support from a variety of primary or secondary sources, such as
interviews, electronic resources, periodicals, and literary texts (DOK 1-3)
RWC09-GR.7-S.4-GLE.1-EO.a Identify a topic for research, developing the central idea or focus (DOK 2-3)
SS09-GR.6-S.3-GLE.1-EO.b Explore how different economic systems affect job and career options and the
population's standards of living (DOK 1-2)
COMPREHENSIVE STANDARD: Reasoning for Action

NRA 4.0 Use reasoning processes, individually and collaboratively, to

take responsible action in families, workplaces, and communities.
CONTENT STANDARD: NRA 4.0 Implement practical reasoning for responsible action in
families, workplaces and communities
Unit II: Employability Factors & Unit III: Work Readiness Skills
Inquiry: How do your values and goals affect your employability skills?
NRA 4.3 Select goals/valued ends to resolve a particular
concern. (RWC09-GR.6-S.3-GLE.2-EO.c)
SAMPLE TASKS
Create a career plan with long
and short-term goals.
NRA 4.6 Generate reasonable actions for reaching

goals/valued ends for a particular concern.
NRA 4.8 Evaluate potential short- and long-term
consequences of possible actions on self, others,
culture/society, and global environment.
NRA 4.11 Design a plan for accomplishing a selected
action. (HPE09-GR.6-S.1-GLE.2-EO.b) (RWC09-GR.6-S.4-GLE.1-
College in Colorado-goal
section
Career Investigations
(FCCLA)
EO.b)
ACADEMIC STANDARDS:
HPE09-GR.6-S.1-GLE.2-EO.b Develop a problem-solving skill assessment (DOK 3-4)
RWC09-GR.6-S.3-GLE.2-EO.c Write to pursue a personal interest, to explain, or to persuade (DOK 2-3)
RWC09-GR.6-S.4-GLE.1-EO.b Use a range of print and nonprint sources (atlases, data bases, reference materials,
online and electronic resources, interviews, direct observation) to locate information to answer research
questions (DOK 1-3)
CHILD DEVELOPMENT
CAREER CLUSTER: Hospitality and

Human Services & Education
CAREER PATHWAY: Early Childhood

Development

I.
*Child Care
A. Job Skills
1. Responsibilities
2. Problem Solving
3. Business aspects
B. Safety
1. Precautions & Hazards
2. First Aid
3. Shaken Baby Syndrome
C. Activities for Children
1. Infants
2. Toddlers
3. Preschoolers
II.
Child Development
A. Ages & Stages
1. Infant
2. Toddler
3. Preschoolers
B. Development Areas
1. Cognitive/Intellectual
2. Social
3. Emotional
4. Physical
C. Parenting
1. Positive Guidance & Discipline
2. Child Abuse
a. Physical
b. Emotional
c. Sexual
3. Birth Defects
4. Teen Parenting
* Essential topics; should have priority if instructional time is limited

COMPREHENSIVE STANDARD: Education and Early Childhood
10
N 4.0 Integrate knowledge, skills, and practices required for careers in

early childhood, education, and services
CONTENT STANDARD: N 4.1 Analyze career paths within early childhood education
and related services
UNIT I: Child Care
Inquiry: What do I need to know about the business side of babysitting?
N 4.1.2 Analyze opportunities for employment and
entrepreneurial endeavors (RWC09-GR.6-S.1-GLE.1-EO.e,
SAMPLE TASKS
Create a babysitting resume
RWC09-GR.6-S.1-GLE.1-N.1, RWC09-GR.6-S.3-GLE.2-RA.3,
RWC09-GR.8-S.1-GLE.1-EO.a)
Create a flyer or babysitting

business card
Interview potential employers
ACADEMIC STANDARDS:
RWC09-GR.6-S.1-GLE.1-EO.e Plan for and participate in group discussion (DOK 3)
RWC09-GR.6-S.1-GLE.1-N.1 Collaboration expands thinking and understanding by integration of others' ideas and
perspectives.
RWC09-GR.6-S.3-GLE.2-RA.3 Choosing the right words to communicate thoughts helps deliver a clear message.
RWC09-GR.8-S.1-GLE.1-EO.a Identify a central idea and prepare and ask relevant interview questions for
researching and developing ideas further (DOK 2-3)
CONTENT STANDARD: N 4.4 Demonstrate a safe and healthy learning environment for
children
UNIT I: Child Care
Inquiry: Why should you provide a healthy and safe environment for children?
N 4.4.1 Manage physical space to maintain a learning
environment that is safe and healthy and encourages
physical activity (HPE09-GR.6-S.4-GLE.4-EO.a, HPE09-GR.7-
SAMPLE TASKS
Create a poster listing potential
safety hazards in and outside the
home
S.4-GLE.1-EO.b, HPE09-GR.6-S.4-GLE.1-EO.d)(RWC09-GR.6-S.1GLE.1-EO.e, RWC09-GR.6-S.1-GLE.1-N.1, RWC09-GR.7-S.1GLE.2-EO.a, RWC09-GR.7-S.2-GLE.1-EO.f)
Create an age appropriate game
N 4.4.3 Implement strategies to teach children health,

safety, and sanitation habits. (HPE09-GR.7-S.4-GLE.2-EO.a,
First aid scenarios and case studies

of what to do in emergencies
HPE09-GR.7-S.4-GLE.2-EO.b, HPE09-GR.7-S.4-GLE.2-EO.c)
(RWC09-GR.6-S.1-GLE.1-EO.e, RWC09-GR.7-S.2-GLE.1-EO.f)
Prepare sample healthy snacks

11
N 4.4.4 Plan safe and healthy meals and snacks

(RWC09-GR.6-S.1-GLE.1-EO.e)
ACADEMIC STANDARDS:
HPE09-GR.6-S.4-GLE.4-EO.a Demonstrate the ability to identify and correct safety hazards at home, in school, and
in the community (DOK 1-3)
HPE09-GR.7-S.4-GLE.1-EO.b Review components of safe participation and what constitutes a safe
environment (DOK 1-2)
HPE09-GR.7-S.4-GLE.2-EO.a Describe first-response procedures needed to treat injuries and other
emergencies (DOK 1-2)
HPE09-GR.7-S.4-GLE.2-EO.b Identify accepted procedures for emergency care and lifesaving care (DOK 1-2)
HPE09-GR.7-S.4-GLE.2-EO.c Identify methods of preventing injuries, e.g. transportation, climate (DOK 1-2)
HPE09-GR.6-S.4-GLE.1-EO.d Differentiate between safe and unsafe participation and environment (DOK 1-3)
perspectives.
RWC09-GR.7-S.1-GLE.2-EO.a Contribute ideas, listen respectfully, and consider the views of all participants (DOK
1-2)
RWC09-GR.7-S.2-GLE.1-EO.f Make inferences and draw conclusions based on explicit and implied
information (DOK 2-3)
COMPREHENSIVE STANDARD: Human Development

early childhood, education, and services
CONTENT STANDARD: N 12.1 Analyze principles of human growth and development

across the lifespan
Unit II: Child Development
Inquiry: How does my development as a child affect the adult I will become?
N 12.1.1 Analyze physical, emotional, social spiritual
and intellectual development (RWC09-GR.6-S.2-GLE.1EO.b, RWC09-GR.6-S.3-GLE.2-EO.a, RWC09-GR.8-S.2-GLE.1EO.e,) (SC09-GR.8-S.2-GLE.2-EO.a)(VA09-GR.7-S.2-GLE.1-EO.b)
SAMPLE TASKS
Create flash cards of developmental
stages that students sort
Stations that represent the areas of
development with activities for each
Create a preschool play school for
kids to come visit
Design a children story for
appropriate age
Make flannel board stories

12
Observe kids in certain age groups

ACADEMIC STANDARDS:
RWC09-GR.6-S.2-GLE.1-EO.b Identify how the author uses dialogue and specific word choice to achieve an
effect (DOK 1-2)
RWC09-GR.6-S.3-GLE.2-EO.a Write multi-paragraph compositions that have clear topic development, logical
organization, effective use of detail, and variety in sentence structure
RWC09-GR.8-S.2-GLE.1-EO.e Use graphic organizers and note-taking formats while reading to map relationships
among implied or explicit ideas or viewpoints (DOK 2)
SC09-GR.8-S.2-GLE.2-EO.a Develop, communicate, and justify an evidence-based scientific explanation for how
genetic information is passed to the next generation (DOK 1-3)
VA09-GR.7-S.2-GLE.1-EO.b Discuss and debate the concepts and skills required to invent new ideas and
applications (DOK 3-4)
COMPREHENSIVE STANDARD: Parenting

N 15.0 Evaluate the effects of parenting roles and responsibilities on
strengthening the well being of individuals and families
CONTENT STANDARD: N 15.1 Analyze Roles and responsibilities of parenting

Inquiry: What would make an ideal parent?
N 15.1.2 Analyze expectations and responsibilities of
parenting (RWC09-GR.6-S.1-GLE.1-EO.e, RWC09-GR.6-S.4GLE.2-EO.d, RWC09-GR.7-S.1-GLE.2-EO.a) (SS09-GR.8-S.4GLE.2-EO.c)
SAMPLE TASKS
Skits on discipline practices
Infant simulators
Egg babies
Observe a parent and critique their
style
Survey parents on discipline
techniques or parenting advice
ACADEMIC STANDARDS:
RWC09-GR.6-S.4-GLE.2-EO.d Identify stereotypes, prejudices, biases, and distortions in self and thinking of
others (DOK 1-2)
1-2)
SS09-GR.8-S.4-GLE.2-EO.c Describe and engage in various means of conflict management (DOK 1-3)
CONTENT STANDARD: N 15.2 Evaluate parenting practices that maximize human growth
and development

13
Inquiry: What can parents do to maximize their childs development?

N 15.2.1 Choose nurturing practices that support
human growth and development (RWC09-GR.6-S.1-GLE.1-
SAMPLE TASKS
Have students practice reading
books in child friendly ways
EO.e, RWC09-GR.6-S.1-GLE.1-N.1, RWC09-GR.7-S.1-GLE.2EO.a, RWC09-GR.8-S.2-GLE.2-EO.f) (MA09-GR.7-S.1-GLE.2EO.b)
Teen parent guest speaker

Have a child abuse advocate or
police officer come in
Make PowerPoint or poster of birth
defects
Newspaper articles of Shaken Baby
Syndrome
Make healthy snacks
Interview parents their growing up
experience
Research the cost of an infant and
how the cost can change parenting
decisions
ACADEMIC STANDARDS:
perspectives.
1-2)
RWC09-GR.8-S.2-GLE.2-EO.f Find the gist of an article or factual text (DOK 1-3)

14
FOODS AND NUTRITION

CAREER PATHWAYS:
Consumer Services
Family & Community Services

I.
*Nutrition
A. USDA Food Guidelines
B. Nutrients and functions
C. Food Choice factors
1. Lifestyle
2. Dietary Needs
3. Culture
4. Technology
II.
Managing Nutritional needs
A. Shopping
B. Labels
C. Advertising
III.
Influences on wellness
A. Positive
1. Exercise
2. Nutrition
B. Negative
1. Inactivity
2. Poor nutrition
3. Eating disorders
IV. *Lab Management
A. Safety
B. Sanitation
C. Equipment
D. Lab Organization
V. *Kitchen Basics
A. Kitchen equipment/utensils
B. Cooking terms
C. Reading and using a recipe
D. Measuring techniques
E. Abbreviations and equivalents
F. Food Preparation
VI.
Meal Planning
VII.
Etiquette
A. Table Setting
B. Manners
C. Entertaining
D. Eating Out
VIII.
Careers
Colorado Middle School FACS Standards 2011/Foods and Nutrition
15
COMPREHENSIVE STANDARD: Nutrition and Wellness

N 14.0 Demonstrate nutrition and wellness practices that enhance
individual and family well-being.
COMPREHENSIVE STANDARD: Food Production and Services
CONTENT STANDARD: N 14.2 Evaluate the nutritional needs of individuals and
families in relation to health and wellness across the life span
Unit: Nutrition
Inquiry:
How would you develop a personal nutritional plan?
N 14.2.1 Analyze the effect of nutrients on health
appearance and peak performance
(HPE09-GR.6-S.2-GLE.4-EO.a)
N 14.2.4 Analyze sources of food and nutritional

information including food labels, related to health
and wellness (HPE09-GR.6-S.2-GLE.1-EO.b; HPE09-GR.6-
SAMPLE TASKS
Identify the six essential
nutrients and their functions
Compare and contrast food
labels
S.2-GLE.1-RA.3)
ACADEMIC STANDARDS:
HPE09-GR.6-S.2-GLE.4-EO.a Analyze the short and long-term benefits and consequences of healthy eating and
physical activity (DOK 1-4)
HPE09-GR.6-S.2-GLE.1-EO.b Evaluate the nutrition information on food labels to compare products (DOK 1-3)
HPE09-GR.6-S.2-GLE.1-RA.3 "Nutrition Facts" labels help to identify healthy food choices and eating behaviors.
CONTENT STANDARD: N 14.3 Demonstrate ability to acquire, handle, and use foods to
meet nutrition and wellness needs of individuals and families across the life span
Unit: Nutrition
Inquiry:
How do you use the dietary guidelines to prepare nutritional meal?
N 14.3.1 Apply various dietary guidelines in planning
to meet nutrition and wellness needs (HPE09-GR.6-S.2GLE.1-RA.3; HPE09-GR.6-S.2-GLE.4-EO.a)
N 14.3.3 Demonstrate the ability to select, store,

prepare and serve nutritious and aesthetically
pleasing foods (HPE09-GR.7-S.2-GLE.2-EO.a)
ACADEMIC STANDARDS:
SAMPLE TASKS
Use USDA Food Guidelines
to analyze current diet
Create a menu plan using the
meal appeal menu planning
guidelines
HPE09-GR.7-S.2-GLE.2-EO.a Develop strategies for making healthier food and beverage choices in a variety of
settings such as eating out, at home, with friends, or at school (DOK 1-3)
HPE09-GR.6-S.2-GLE.4-EO.a Explain the concepts of the food pyramid such as nutrient-rich foods being balanced
with physical activity (DOK 1-2)
16
COMPREHENSIVE STANDARD: Food Production and Services

food production and services
CONTENT STANDARD: N 8.1 Analyze career paths within the food production and food
services and industries
Unit: Careers
Inquiry: How would you explore the opportunities of becoming a chef?
N 8.1.1 Explain the roles, duties, and functions of
individuals engaged in food production and services
careers (RWC09-GR.7-S.1-GLE.2-EO.a)
N 8.1.2 Analyze opportunities for employment and
entrepreneurial endeavors (RWC09-GR.7-S.1-GLE.2-
SAMPLE TASKS
List of people that are
professionals in the food
industry-research a food
professional and then present
as that individual
EO.a)
ACADEMIC STANDARDS:
1-2)
CONTENT STANDARD: N3.5 Demonstrate skills needed for product development,

testing, and presentation.
Unit: Managing Nutritional Needs
Inquiry: How can you determine what the best buy for your money?
SAMPLE TASKS
N 3.5.6 Evaluate the labeling, packaging, and support Compare food labels
material of consumer goods (HPE09-GR.6-S.2-GLE.1-RA.3)
(MA09-GR.6-S.1-GLE.3-EO.c)
Unit pricing comparisons
ACADEMIC STANDARDS:
MA09-GR.6-S.1-GLE.3-EO.c Compute unit rates in real-world situations involving mixtures, concentrations, and
distance-time relationships (DOK 1-2)
17
CONTENT STANDARD: N. 8.2 Demonstrate food safety and sanitation procedures

Unit: Lab Management
Inquiry: What makes a safe kitchen?
N 8.2.1 Identify characteristics of major food borne
pathogens, their role in causing illness, foods involved
in outbreaks, and methods of prevention
SAMPLE TASKS
Local health departments
websites showing health
department ratings
N 8.2.5 Practice good personal hygiene/health

procedures, including dental health and weight
management, and report symptoms of illness
N 8.2.7 Demonstrate safe food handling and
preparation techniques that prevent cross
contamination from potentially hazardous foods,
between raw and ready-to-eat foods, and between
animal and fish sources and other food products
N 8.2.8 Analyze current types of cleaning materials
and sanitizers for proper uses and safety hazards
Glow germ
Agar petri dish growing
using different items such as
hair, door knobs, counter
tops, etc.
Food safety play
Food safety posters
Grow mold in different
temperatures
ACADEMIC STANDARDS:
CONTENT STANDARD: N 8.3 Demonstrate industry standards in selecting, using, and

maintaining food production and food service equipment
Inquiry: How would you determine what equipment you need in a kitchen?
N 8.3.6 Identify a variety of types of equipment for
food processing, cooking, holding, storing, and
serving including hand tools and small ware
SAMPLE TASKS
Scavenger hunt
ACADEMIC STANDARDS:
18
CONTENT STANDARD: N 8.4 Demonstrate menu planning principles and techniques

based on standardized recipes to meet customer needs
Unit: Meal Planning
Inquiry: What makes a meal appealing?
SAMPLE TASKS
N 8.4.1 Use computer based menu systems to develop

menus (RWC09-GR.7-S.2-GLE.1-N.2)
Dairy Council food cards to

create a meal
N 8.4.2 Apply menu-planning principles to develop

and modify menus
N 8.4.3 Analyze food, equipment, and supplies needed
for menus
N 8.4.4 Develop a variety of menu layouts, themes,
and design styles (RWC09-GR.8-S.2-GLE.3-RA.2)
ACADEMIC STANDARDS:
Power Point or pictures of

meals that have something
wrong and identify how to
improve the meals
Create a menu
RWC09-GR.7-S.2-GLE.1-N.2 Different readers respond differently to texts due to personal attitudes and beliefs
about events, ideas, and themes. Readers may or may not like a particular text and they can explain why.
RWC09-GR.8-S.2-GLE.3-RA.2 Consumers need to be able to read the difficult language in technical manuals (such
as rebuilding an engine, installing a new heating system, OSHA manuals, and corporate policy manuals).
CONTENT STANDARD: N 8.5 Demonstrate professional food preparation methods and

techniques for all menu categories to produce a variety of food products that meet
customer needs
Unit: Kitchen Basics
Inquiry: Why is it important to learn good food preparation techniques?
N 8.5.1 Demonstrate professional skills in safe
handling of knives, tools, and equipment
N 8.5.2 Demonstrate professional skill for a variety of
cooking methods including roasting, broiling, smoking,
grilling, sauting, pan frying, deep frying, braising,
stewing, poaching, steaming, and baking using
professional equipment and current technologies
N 8.5.3 Utilize weights and measurement tools to
demonstrate knowledge or portion control and proper
scaling and measurement techniques (MA09-GR.6-S.1-
SAMPLE TASKS
Cooking labs
Teacher
demonstration/students
write the recipe to repeat
Measuring stations
GLE.2-EO.a, MA09-GR.6-S.1-GLE.3-EO.a)
19
N 8.5.4 Apply the fundamentals of time, temperature,

and cooking methods to cooking, cooling, reheating,
and holding of variety of foods.
N 8.5.5 Prepare various meats, seafood, and poultry
using safe handling and professional preparation
techniques
N 8.5.7 Prepare various fruits, vegetables, starches,
legumes, dairy products, fats, and oils using safe
handling and professional preparation techniques
N 8.5.10 Prepare breads, baked goods, and desserts
using safe handling and professional preparation
techniques
8.5.11 Prepare breakfast meats, eggs, cereals, and
batter products using safe handling and professional
preparation techniques
N 8.5.14 Demonstrate cooking methods that increase
nutritional value, lover calorie and fat content, and
utilize herbs and spices to enhance flavor
ACADEMIC STANDARDS:
MA09-GR.6-S.1-GLE.2-EO.a Model and compute the addition, subtraction, multiplication and division of positive
fractions, decimals, and combinations of fractions and decimals (DOK 1-3)
MA09-GR.6-S.1-GLE.3-EO.a Apply the multiplicative identity to create equivalent fractions and to reduce fractions
to simplest form (DOK 1-2)
COMPREHENSIVE STANDARD: Food Science, Dietetics and Nutrition

food science, food technology, dietetics, and nutrition
CONTENT STANDARD: N 9.3 Evaluate nutrition principles, food plans, preparation
techniques and specialized dietary plans
Unit: Nutrition
Inquiry: What are the specialized dietary needs of teenagers?
N 9.3.1 Analyze nutrient requirements across the life
span addressing the diversity of people, culture, and
religions
SAMPLE TASKS
Create a flip chart or
foldable of six essential
nutrients
N 9.3.2 Analyze nutritional data

N 9.3.4 Assess the influence of socioeconomic and
psychological factors on food and nutrition and
behavior
Slide show of essential

nutrients
USDA Dietary Guidelines
20
N 9.3.5 Analyze recipe/formula proportions and

modifications for food production
N 9.3.6 Critique the selection of foods to promote a
healthy lifestyle (HPE09-GR.7-S.2-GLE.2-EO.a)
Create a chart that list the

six essential nutrients, the
food source, and function
Nutritional materials from
Dairy Council
Keep a food diary for a
week
ACADEMIC STANDARDS:
CONTENT STANDARD: N 9.5 Demonstrate use of current technology in food product

development and marketing
Unit: Nutrition
Inquiry: How could my I-Pod help me cook?
N 9.5.3 Prepare food for presentation and assessment
N 9.5.4 Maintain test kitchen/laboratory and related
equipment and supplies
SAMPLE TASKS
Follow lab management
procedures
Lab plans
Lab evaluations
ACADEMIC STANDARDS:
CONTENT STANDARD: N 9.6 Demonstrate food science, dietetics, and nutrition

management principles and practices
Unit: Nutrition
Inquiry: How does science affect food preparation?
N 9.6.1 Build menus to customer/client preferences
N 9.6.2 Implement food preparation, production, and
testing systems
N 9.6.3 Apply standards for food quality
N 9.6.4 Create standardized recipes
SAMPLE TASKS
Recipe reading
Recipe math
21
N 9.6.5 Manage amounts of food to meet needs of

customers, clients
N 9.6.9 Utilize food product codes of time,
temperature, date markings, cross contamination,
hand washing, and personal hygiene as criteria for
safe food preparation
ACADEMIC STANDARDS:
COMPREHENSIVE STANDARD: Nutrition and Wellness

N 14.0 Demonstrate nutrition and wellness practices that enhance
individual and family well-being
CONTENT STANDARD: N 14.1 Analyze factors that influence nutrition and wellness
practices across the life span
Unit: Influences on Wellness
Inquiry: How would choosing nutritional foods improve your health?
N 14.1.2 Analyze the effects of psychological, cultural,
and social influences on food choices and other
nutrition practices.
N 14.1.4 Analyze the effects of global and local events
and conditions on food choices and practices (RWC09-
SAMPLE TASKS
Slide show presentation and
cultural demonstrations
Current event articles
GR.8-S.2-GLE.1-EO.g)
ACADEMIC STANDARDS:
RWC09-GR.8-S.2-GLE.1-EO.g Identify personal attitudes and beliefs about events, ideas, and themes in text, and
explain how these shape their comprehension of text (DOK 3)
22
CONTENT STANDARD: N 14.2 Evaluate the nutritional needs of individuals and families
in relation to health and wellness across the life span
Unit: Influences on wellness
Inquiry: What nutritional choices could prevent obesity?
N 14.2.1 Analyze the effect of nutrients on health,
appearance, and peak performance (HPE09-GR.6-S.2-
SAMPLE TASKS
Guest speakers
GLE.1-RA.1, HPE09-GR.6-S.2-GLE.4-EO.a)
Informative brochures
N 14.2.3 Analyze the effects of foods and diet fads,

food addictions, and eating disorders on wellness
N 14.2.2 Analyze the relationship of nutrition and
wellness to individual and family health throughout
the lifespan (HPE09-GR.6-S.2-GLE.1-RA.3) ( HPE09-GR.7-S.2GLE.2-EO.a)
N 14.2.4 Analyze sources of food and nutrition

information, including food labels, related to health
wellness (HPE09-GR.6-S.2-GLE.1-EO.)
ACADEMIC STANDARDS:
HPE09-GR.6-S.2-GLE.1-RA.1 Individuals use the Internet to compare their personal wellness to national trends.
HPE09-GR.6-S.2-GLE.1-EO.b Evaluate the nutrition information on food labels to compare products (DOK 1-3)
HPE09-GR.6-S.2-GLE.4-EO.a Explain the concepts of the food pyramid such as nutrient-rich foods being balanced
with physical activity (DOK 1-2)
CONTENT STANDARD: N14.4 Evaluate factors that affect food safety from production
through consumption
Inquiry: How do I prevent food from becoming contaminated?
N 14.4.1 Analyze conditions and practices that
promote safe food handling
SAMPLE TASKS
Discussion on where food
comes from
N 14.4.2 Analyze safety and sanitation practices

throughout the food chain
N 14.4.5 Analyze food borne illness factors, including
causes, foods at risk, and methods of prevention
commercially and by individuals and families
Food safety play

Explore current events
ACADEMIC STANDARDS:
23
INTERIOR DESIGN
CAREER PATHWAY: Consumer

Services-Visual and Design Arts

I.
Elements of design
A. Space
B. Line
C. Shape
D. Texture
E. Color
1. Color wheel
2. Color moods
3. Color combination
II.
Principles of design
A. Balance
B. Harmony
C. Emphasis
D. Rhythm
E. Scale
F. Proportion
III.
*Room arrangement
A. Personal space
B. Furniture arrangement
1. Traffic patterns
2. Floor Plans
3. Furniture types and designs
IV.
V.
C. Background designs
D. Accessories
E. Drawing to Scale
Redecorating on a Budget
A. Repurposing already owned objects
B. Thrifty spending
Careers in Interior Design

Colorado Middle School FACS Standards 2011/Interior Design
22
COMPREHENSIVE STANDARD: Housing, Interiors and Furnishings

housing, interiors, and furnishings.
CONTENT STANDARD: N 11.2 Evaluate housing design concepts in relation to available

resources and options.
Units I and II: Elements and Principles of Design
Inquiry: How could design principles improve my room?
N 11.2.1 Apply the principles and elements of design
(VA09-GR.7-S.3-GLE.1-EO.a, VA09-GR.8-S.3-GLE.1-EO.a, VA09GR.8-S.3-GLE.2-EO.b)
N 11.2.3 Analyze the effects that the principles and

elements of design have an aesthetics and function.
(VA09-GR.7-S.3-GLE.1-EO.a, VA09-GR.8-S.3-GLE.1-EO.a, VA09GR.8-S.3-GLE.2-EO.b)
SAMPLE TASKS
Picture book illustrating different
design elements (with
architectural lettering)
Color Wheel
Color Board
Guest Speakers
Create a design on a budget
ACADEMIC STANDARDS:
VA09-GR.7-S.3-GLE.1-EO.a Recognize, utilize, and demonstrate form, function, and craftsmanship when creating
works of art (DOK 1-3)
VA09-GR.8-S.3-GLE.1-EO.a Create innovative works of art (DOK 3-4)
VA09-GR.8-S.3-GLE.2-EO.b Create works of art that are display-ready (DOK 1-3)
23
CONTENT STANDARD: N 11.4 Demonstrate computer-aided drafting design, blueprint

reading, and space planning skills required for the housing, interiors, and furnishings
industry.
Unit III: Room Arrangement
Inquiry: How could you use technology to help design a room?
N 11.4.1 Explain information provided on blue prints.
N 11.4.2 Evaluate floor plans for efficiency and safety
in areas including but not limited to zones, traffic
patterns, storage and electrical and mechanical
systems.
N 11.4.3 Draw an interior space to mathematically
accurate scale using correct architecture symbols and
drafting skills. ( MA09-GR.6-S.4-GLE.2-EO.b)
N 11.4.4 Arrange furniture placement with reference
to principles of design, traffic flow, activity, and
existing architectural features.
N 11.4.6 Create floor plans using computer design
software. (MA09-GR.6-S.4-GLE.2-EO.b, MA09-GR.7-S.1-
SAMPLE TASKS
Scale drawings of bedrooms
Using templates to practice
furniture arrangement.
Free designer room websites
available.
GLE.2-EO.b) (VA09-GR.7-S.3-GLE.1-EO.b, VA09-GR.8-S.3-GLE.1EO.a,VA09-GR.7-S.3-GLE.1-EO.a, VA09-GR.8-S.3-GLE.1-EO.a,

VA09-GR.8-S.3-GLE.2-EO.b)
ACADEMIC STANDARDS:
MA09-GR.6-S.4-GLE.2-EO.b Measure to the nearest sixteenth of an inch (DOK 1)
VA09-GR.7-S.3-GLE.1-EO.b Generate works of art based on selected themes or anticipated goals (DOK 1-4)
CONTENT STANDARD: 11.7 Apply design knowledge skill processes, and theories and
oral, written and visual presentation skill to communicate design ideas.
Unit III: Room Arrangement
Inquiry: What would the room of your dreams look like?
N 11.7.2 Demonstrate illustrative sketching,
presentation of color, materials, and furnishings in
preparation of renderings, elevations, and sketches.
SAMPLE TASKS
Create dream house or room
(HPE09-GR.8-S.3-GLE.2-EO.b) (RWC09-GR.7-S.3-GLE.1-EO.a)
24
N 11.7.3 Prepare visual presentations including

legends, keys and schedules. (HPE09-GR.8-S.3-GLE.2-EO.b)
(RWC09-GR.7-S.3-GLE.1-EO.a)
N11.7.6 Create floor plans using computer design
software. (HPE09-GR.8-S.3-GLE.2-EO.b) (MA09-GR.6-S.4GLE.2-EO.b, MA09-GR.7-S.1-GLE.2-EO.b) (VA09-GR.7-S.3GLE.1-EO.b,VA09-GR.8-S.3-GLE.1-EO.a,VA09-GR.7-S.3-GLE.1EO.a, VA09-GR.8-S.3-GLE.1-EO.a, VA09-GR.8-S.3-GLE.2-EO.b)
ACADEMIC STANDARDS:
HPE09-GR.8-S.3-GLE.2-EO.b Describe how personal and family values and feelings influence choices (DOK 1-4)
CONTENT STANDARD: 11.2 Evaluate housing design concepts in relation to available

resources and options.
Unit IV: Redecoration on a budget
Inquiry: How could you create a decorative object for your room without spending any
money?
COID1.0.1 Create an original decorative item for a
room on a budget by recycling existing resources.
SAMPLE TASKS
Create a unique decorative item
for your room.
(RWC09-GR.7-S.3-GLE.1-EO.a)(SC09-GR.6-S.3-GLE.3-EO.b)
(VA09-GR.7-S.2-GLE.1-EO.b, VA09-GR.7-S.3-GLE.1-EO.b, VA09- Repurpose furniture
GR.7-S.4-GLE.3-EO.a, VA09-GR.8-S.3-GLE.1-EO.a,
VA09-GR.7-S.3-GLE.1-EO.a, VA09-GR.8-S.3-GLE.1-EO.a, VA09GR.8-S.3-GLE.2-EO.b)
ACADEMIC STANDARDS:
SC09-GR.6-S.3-GLE.3-EO.b Identify and evaluate types and availability of renewable and nonrenewable
resources (DOK 1-2)
VA09-GR.7-S.2-GLE.1-EO.b Discuss and debate the concepts and skills required to invent new ideas and
applications (DOK 3-4)
VA09-GR.7-S.4-GLE.3-EO.a Rejuvenate and recycle art media (DOK 1-3)
25
CONTENT STANDARD: 11.1 Analyze career paths within the housing, interiors, and
furnishings industry.
Unit V: Careers in Interior Design
Inquiry: What skills does a person in the interior design industry need?
N11.1.1 Explain the roles and functions of individuals
engaged in housing interiors and furnishing careers.
SAMPLE TASKS
Create a power point
(RWC09-GR.7-S.3-GLE.1-EO.a, (RWC09-GR.7-S.3-GLE.2-EO.b,
RWC09-GR.8-S.1-GLE.1-EO)
Guest speaker
ACADEMIC STANDARDS:
RWC09-GR.7-S.3-GLE.2-EO.b Generate support from a variety of primary or secondary sources, such as
interviews, electronic resources, periodicals, and literary texts (DOK 1-3)
26
PERSONAL DEVELOPMENT
CORE KNOWLEDGE AND SKILLS
CAREER PATHWAY: Counseling and

Mental Health Services
CAREER PATHWAY: Postsecondary
and Workforce Readiness
SCOPE and SEQUENCE Content Outline

I.
*Individuality
A. Values
B. Goals
C. Decision Making
1. Risky Behaviors
2. Consequences
D. Self Esteem
1. Personality traits
2. Self respect
II.
Relationships
A. Friendships
B. Family
1. Structures
2. Roles and Responsibilities
C. Dating
1. Healthy vs. unhealthy
2. Etiquette
III.
Challenges
A. *Communication
1. Types
2. Verbal vs. non-verbal
3. Listening
4. Technology issues
B. *Peer Pressure
C. Conflict Resolution
1. Negotiation
2. Compromising
3. I-messages
D. Stress

Colorado Middle School Standards 2011/Personal Development
27

NNRA Use reasoning processes, individually and collaboratively, to take
responsible action in families, workplaces, and communities
CONTENT STANDARD: NRA.3 Analyze practical reasoning components
Unit I: Individuality
Inquiry: How do my values influence my life decisions?
SAMPLE TASKS
NRA 3.1 Differentiate types of knowledge needed for I Interview parents
reasoned action; value-ends, goals, contextual factors
and possible actions, and consequences.
Values T-Shirt (collage of values)
(RWC09-GR.6- S.1-GLE.1-EO.a, RWC09-GR.6-S.1- GLE.1-EO.e,
RWC09-GR.7-S.1-GLE.2-EO.a, RWC09-GR.7-S.1-GLE.2-EO.a)
Values Auction
NRA 3.2 Analyze short-term and long-term

consequences on self, family, culture/society, and
global environment (RWC09-GR.6-S.1-GLE.1-EO.a, RWC09GR.6-S.1-GLE.1-EO.e, RWC09-GR.7-S.1-GLE.2-EO.a)
ACADEMIC STANDARDS:
RWC09-GR.6-S.1-GLE.1-EO.a Frame and deliver messages that take into account the group purpose, values, prior
knowledge, and experience (DOK 1-4)
1-2)
CONTENT STANDARD: NRA 4 Implement practical reasoning for responsible action in

families, workplaces and communities
Unit I: Individuality
Inquiry: What goals would I prioritize in my life at this time?
NRA 4.3 Select goals/valued ends to resolve a
particular concern.
goals/valued ends for a particular concern.
NRA 4.8 Evaluate potential short- and long-term
consequences of possible actions on self, others,
culture/society, and global environment.
ACADEMIC STANDARDS:
SAMPLE TASKS
Goal Ladder
Create a visual aide such as,
mobile to represent short and
long-term goals.
28
COMPREHENSIVE STANDARD: Family

N 6.0 Evaluate the significance of family and its effects on the well being of
individuals and society.
CONTENT STANDARD: N 6.1 Analyze the effects of family as a system on individuals
and society.
Unit II: Relationships
Inquiry: Do my family expectations and structure affect my future societal role?
N. 6.1.1 Analyze family as the basic unit of society
( RWC09-GR.6-S.1-GLE.1-EO.a)
N 6.1.2 Analyze the role of family in transmitting

societal expectations. ( RWC09-GR.6-S.1-GLE.1-EO.a,
RWC09-GR.8-S.1-GLE.1-EO.a)
N 6.1.5 Analyze the role of family in developing

independence, interdependence, and commitment of
family members. ( RWC09-GR.6-S.1-GLE.1-EO.a, RWC09-
SAMPLE TASKS
Create a picture of family and
label family members and type
of family.
Interview family member
GR.8-S.1-GLE.1-EO.a)
ACADEMIC STANDARDS:
RWC09-GR.6-S.1-GLE.1-EO.a Frame and deliver messages that take into account the group purpose, values, prior
knowledge, and experience (DOK 1-4)
29
COMPREHENSIVE STANDARD: Interpersonal Relationships

N 13.0 Demonstrate respectful and caring relationships in the family,
workplace and community.
CONTENT STANDARD: N 13.1 Analyze function and expectations of various types of
relationships.
Unit II: Relationships and Challenges
Inquiry: How does my ability to manage stress affect my personal relationships?
N 13.1.1 Analyze processes for building and
maintaining interpersonal relationships. ( RWC09-GR.6-
SAMPLE TASKS
Identify unhealthy or healthy
characteristics in current media.
S.4-GLE.2-EO.a)
N. 13.1.4 Analyze factors that contribute to healthy

and unhealthy relationships.
(RWC09-GR.6-S.4-GLE.2-EO.a )
N 13.1.5 Analyze processes for handling unhealthy

relationships.(RWC09-GR.6-S.4-GLE.2-EO.a)
N 13.1.6 Demonstrate stress management strategies for
family, work, and community settings.
Role-play a stressful situation to

see how students mentally and
physically react.
Create stress relieving strategies
for students to utilize (stress
balls, music, exercise, diaries,
collage of ideas)
ACADEMIC STANDARDS:
RWC09-GR.6-S.4-GLE.2-EO.a Accurately identify own assumptions, as well as those of others (DOK 2-3)
CONTENT STANDARD: N 13.2 Analyze personal needs and characteristics and their
effects on interpersonal relationships.
Unit II: Individuality
Inquiry: Does my self esteem affect my success in life?
N 13.2.1 Analyze the effects of personal characteristics
on relationships.
N 13.2.2 Analyze the effect of personal need on
relationships.
N 13.2.3 Analyze the effects of self-esteem and selfimage on relationships.
SAMPLE TASKS
Bio poem
Collage about personal
characteristics
ACADEMIC STANDARDS:
30
CONTENT STANDARD: N 13.3 Demonstrate communication skills that contribute to

positive relationships.
Unit III: Challenges
Inquiry: What communication skills do I need to practice to have better relationships?
N 13.3.1 Analyze communication styles and their
effects on relationships.
N 13.3.2 Demonstrate verbal and nonverbal behaviors
and attitudes that contribute to effective
communication.
N 13.3.3 Demonstrate effective listening and feedback
techniques
N 13.3.4 Analyze strategies to overcome
communication barriers in family, community and
work settings. (RWC09-GR.7-S.1-GLE.2-EO.a)
N 13.3.7 Analyze the roles and functions of
communication in family, work, and community
settings. (RWC09-GR.7-S.1-GLE.2-EO.a )
SAMPLE TASKS
Skits illustrating any
communication skills or peer
pressure/refusal skills
Analyze media for
communication styles
(aggressive, passive-aggressive,
assertive, passive)
Charades
Two-way communication: sitting
back to back and explaining a
task or drawing.
Wright Family
communication game
I-message story board or comic
strip
Brainstorm list for
compromising conflicts
ACADEMIC STANDARDS:
1-2)
31
CONTENT STANDARD: N 13.4 Evaluate effective conflict prevention and management

techniques.
Unit III: Individuality and Challenges
Inquiry: What decisions am I making today that will affect me for the rest of my life?
N 13.4.3 Apply the roles of decision making and
problem solving in reducing and managing conflict.
N 13.4.4 Demonstrate nonviolent strategies that
address conflict.
SAMPLE TASKS
Scenarios, case studies, or skits
illustrating decision making
process
ACADEMIC STANDARDS:
CONTENT STANDARD: N 13.6 Demonstrate standards that guide behavior in
interpersonal relationships.
Unit III: Relationships
Inquiry: Who would be risky to date?
N 13.6.4 Demonstrate ethical behavior in family,
workplace, and community settings.
SAMPLE TASKS
Role play dating etiquette
ACADEMIC STANDARDS:
32
PERSONAL FINANCIAL LITERACY/ CONSUMERISM


Services

I.
*Money Management
A. Wants and Needs (values)
B. Cash
C. Checking
1. Writing checks
2. Check Register
3. Reconciling Register
D. Debit/Credit Cards
1. Types
2. Uses of credit
E. Online Banking
F. Budgeting
1. Planning Steps
a. Decision Making
b. Goal Setting
G. Savings
II.
*Consumer Skills
A. Purchasing Decisions
1. Unit Pricing
2. Name Brands vs. Store Brands
3. Comparison Shopping
B. Marketing Strategies
1. Advertising
2. Target Marketing
C. Identity Theft
D. Consumer Rights and Responsibilities

33
COMPREHENSIVE STANDARD: Consumer and Family Resources

N 2.0 Evaluate management practices related to human, economic, and
environmental resources
CONTENT STANDARD: N 2.1 Demonstrate management of individual and family
resources such as food, clothing, shelter, health care, recreation, transportation, time and
human capital
Unit I: Money Management
Inquiry: How do you determine a need versus a want?
SAMPLE TASKS
N 2.1.2 Analyze how individuals and families make
Identify wants and needs by making
choices to satisfy needs and wants (HPE09-GR.6-S.3-GLE.1- a poster
EO.c, HPE09-GR.8-S.3-GLE.2-EO.b (MA09-GR.8-S.1-GLE.2-EO.c)
(SS09-GR.6-S.3-GLE.2-EO.b, SS09-GR.6-S.3-GLE.2-EO.e, SS09GR.6-S.3-GLE.2-EO.f, SS09-GR.8-S.3-GLE.2-EO.a)
Record families expenditures for a

week and determine if they are
wants or need
ACADEMIC STANDARDS:
MA09-GR.8-S.1-GLE.2-EO.c Analyze how credit and debt impact personal financial goals (PFL) (DOK 2-4)
SS09-GR.6-S.3-GLE.2-EO.b Give examples of how saving and investing can improve financial well-being (DOK 12)
SS09-GR.6-S.3-GLE.2-EO.e Explain why saving is a prerequisite to investing (DOK 1)
SS09-GR.6-S.3-GLE.2-EO.f Explain how saving and investing income can improve financial well-being (DOK 1-2)
SS09-GR.8-S.3-GLE.2-EO.a Identify and differentiate between purposes and reasons for debt (DOK 1-2)
CONTENT STANDARD: N 2.3 Analyze policies that support consumer rights and
responsibilities
Unit II: Consumer Skills
Inquiry: How do you resolve an issue with a business?
N 2.3.3 Analyze skills used in seeking information to
consumer rights (RWC09-GR.6-S.2-GLE.2-EO.b,
RWC09-GR.6-S.3-GLE.3-EO.a, RWC09-GR.6-S.3-GLE.3-EO.f,
RWC09-GR.7-S.1-GLE.1-EO.b, RWC09-GR.8-S.4-GLE.1-EO.c)
(SS09-GR.8-S.4-GLE.2-EO.c)
SAMPLE TASKS
Create a PowerPoint explaining the
rights and responsibilities of
consumers.
Scenarios playing out consumer
rights and responsibilities.
34
ACADEMIC STANDARDS:
RWC09-GR.6-S.2-GLE.2-EO.b Organize the main idea and details to paraphrase key ideas or form a
summary (DOK 2)
RWC09-GR.6-S.3-GLE.3-EO.a Use punctuation correctly (apostrophes, commas after introductory words, phrases,
and clauses; and commas to punctuate a compound sentence) (DOK 1)
RWC09-GR.6-S.3-GLE.3-EO.f Use correct spelling for frequently used words (DOK 1)
RWC09-GR.7-S.1-GLE.1-EO.b Use visual aids to enhance presentation (such as charts, graphs, pictures, video, and
electronic tools) (DOK 1-2)
RWC09-GR.8-S.4-GLE.1-EO.c Organize and present research appropriately for audience and purpose (DOK 1-2)
SS09-GR.8-S.4-GLE.2-EO.c Describe and engage in various means of conflict management (DOK 1-3)
CONTENT STANDARD: N 2.4 Evaluate the effects of technology on individual and family
resources
Unit II: Consumer Skills
Inquiry: How does poor credit have an effect on what you can purchase?
N 2.4.1 Summarize types of technology that affect
family and consumer decision-making (MA09-GR.7-S.1-
SAMPLE TASKS
Have a guest speaker from the
banking industry come in.
GLE.2-EO.d) (SS09-GR.6-S.3-GLE.2-RA.2, SS09-GR.8-S.3-GLE.2RA.1, SS09-GR.8-S.3-GLE.2-RA.3)
Consumer Credit Council.
ACADEMIC STANDARDS:
MA09-GR.7-S.1-GLE.2-EO.d Solve problems involving percent of a number, discounts, taxes, simple interest,
percent increase, and percent decrease (PFL) (DOK 2-3)
SS09-GR.6-S.3-GLE.2-RA.2 Technology allows individuals and businesses to track investment earnings.
SS09-GR.8-S.3-GLE.2-RA.1 Technology aids in the research of purchases to find the lowest available cost, compare
sources of credit, and track debt.
SS09-GR.8-S.3-GLE.2-RA.3 Technology is used to research credit history, credit scores, and the variables that
impact a credit history to protect personal financial security.
CONTENT STANDARD: N 2.5 Analyze relationships between the economic system and
consumer actions
Unit I: Money Management Unit II: Consumer Skills
Inquiry: What are the benefits of creating a budget?
N2.5.1 Analyze the uses of resources in making choices
that satisfy needs and wants of individuals and families
SAMPLE TASKS
FCCLA project Life Events
(HPE09-GR.6-S.3-GLE.1-EO.c) (MA09-GR.8-S.1-GLE.2-EO.c)
(SS09-GR.6-S.3-GLE.2-EO.c, SS09-GR.6-S.3-GLE.2-EO.f, SS09GR.7-S.3-GLE.2-EO.e, SS09-GR.8-S.3-GLE.2-EO.b, SS09-GR.8S.3-GLE.2-EO.d)
Create budget
Comparison Shop using store
advertisements or the internet
35
N2.5.4 Analyze practices that allow families to

maintain economic self-sufficiency (HPE09-GR.6-S.3GLE.1-EO.c) (MA09-GR.6-S.1-GLE.1-EO.a, MA09-GR.7-S.1GLE.2-EO.b, MA09-GR.7-S.1-GLE.2-EO.d, MA09-GR.8-S.1GLE.2-EO.c) (SC09-GR.6-S.3-GLE.3-EO.b, SC09-GR.6-S.3-GLE.3EO.c, SC09-GR.6-S.3-GLE.3-EO.d) (SS09-GR.6-S.3-GLE.2-EO.b,
SS09-GR.6-S.3-GLE.2-EO.d, SS09-GR.8-S.3-GLE.2-EO.b)
ACADEMIC STANDARDS:
MA09-GR.6-S.1-GLE.1-EO.a Read, write, compare, convert and order positive rational numbers in a variety of
forms including proper and improper fractions, mixed numbers, decimals, and percents (DOK 1-3)
SC09-GR.6-S.3-GLE.3-EO.bIdentify and evaluate types and availability of renewable and nonrenewable
resources (DOK 1-2)
SC09-GR.6-S.3-GLE.3-EO.c Use direct and indirect evidence to determine the types of resources and their
applications used in communities (DOK 1-2)
SC09-GR.6-S.3-GLE.3-EO.d Research and critically evaluate data and information about the advantages and
disadvantages of using fossil fuels and alternative energy sources (DOK 2-3)
SS09-GR.6-S.3-GLE.2-EO.b Give examples of how saving and investing can improve financial well-being (DOK 12)
SS09-GR.6-S.3-GLE.2-EO.c Describe the advantages and disadvantages of saving for short- and medium-term
goals (DOK 1-2)
SS09-GR.6-S.3-GLE.2-EO.d Explain the importance of an emergency fund (DOK 1)
SS09-GR.7-S.3-GLE.2-EO.e Define resources from an economic and personal finance perspective (DOK 1-2)
SS09-GR.8-S.3-GLE.2-EO.b Analyze benefits and costs of credit and debt (DOK 1-2)
SS09-GR.8-S.3-GLE.2-EO.d Describe the components of a credit history (DOK 1)
CONTENT STANDARD: N 3.3 Analyze factors in developing a long-term financial

management plan
Unit II: Consumer skills
Inquiry: How does media influence your consumer decisions?
N 3.3.1 Explain the effects of the economy on personal
incomes, individual and family security and consumer
decisions (MA09-GR.6-S.1-GLE.1-EO.a, MA09-GR.7-S.1-GLE.2EO.b, MA09-GR.7-S.1-GLE.2-EO.d, MA09-GR.7-S.1-GLE.3-EO.d,
MA09-GR.8-S.1-GLE.2-EO.c) (RWC09-GR.7-S.2-GLE.2-EO.b,
RWC09-GR.7-S.3-GLE.2-EO.d, RWC09-GR.8-S.2-GLE.2-EO.c)
(SC09-GR.6-S.3-GLE.3-EO.b, SC09-GR.6-S.3-GLE.3-EO.d) (SS09GR.6-S.3-GLE.2-EO.a, SS09-GR.6-S.3-GLE.2-EO.f, SS09-GR.7-S.3GLE.1-EO.a, SS09-GR.7-S.3-GLE.1-EO.b, SS09-GR.7-S.3-GLE.1EO.c, SS09-GR.7-S.3-GLE.1-EO.e, SS09-GR.7-S.3-GLE.1-RA.2)
SAMPLE TASKS
Taste test generic vs. store brand
Compare prices and discuss income
impact
Newspaper current events
Examples of types of advertising.
Create their own ad
Store scavenger hunt on sale
gimmicks.
36
ACADEMIC STANDARDS
MA09-GR.7-S.1-GLE.3-EO.d Estimate and compute unit cost of consumables (to include unit conversions if
necessary) sold in quantity to make purchase decisions based on cost and practicality (PFL) (DOK 2-3)
RWC09-GR.7-S.2-GLE.2-EO.b Organize and synthesize information from multiple sources, determining the
relevance of information (DOK 4)
RWC09-GR.7-S.3-GLE.2-EO.d Reach an authentic audience with a piece of informational or persuasive
writing (DOK 3-4)
RWC09-GR.8-S.2-GLE.2-EO.c Make inferences and draw conclusions about relevance and accuracy of
information (DOK 2-3)
resources (DOK 1-2)
SC09-GR.6-S.3-GLE.3-EO.d Research and critically evaluate data and information about the advantages and
disadvantages of using fossil fuels and alternative energy sources (DOK 2-3)
SS09-GR.6-S.3-GLE.2-EO.a Differentiate between saving and investing (DOK 1-2)
SS09-GR.7-S.3-GLE.1-EO.a Define supply and demand (DOK 1)
SS09-GR.7-S.3-GLE.1-EO.b Identify factors that cause changes in supply and demand (DOK 1)
SS09-GR.7-S.3-GLE.1-EO.c Define and identify factors that impact price (DOK 1)
SS09-GR.7-S.3-GLE.1-EO.e Explain the function of profit in a market economy (DOK 1-2)
SS09-GR.7-S.3-GLE.1-RA.2 Technology is used as a tool to support global trade in a market economy. For
example, bar coding allows companies to keep close track of inventory and sales projections are used to make
predictions regarding production.

NRA Use reasoning processes, individually and collaboratively, to take
responsible action in families, workplaces and communities.
CONTENT STANDARD: NRA 4.0 Implement practical reasoning for responsible action in
families, workplaces, and communities.
Unit I: Money Management
Inquiry: How would you design a plan to save up for one of your wants?
goals/valued ends for accomplishing a selected action
(HPE09-GR.8-S.3-GLE.2-EO.b) (MA09-GR.6-S.1-GLE.1-EO.a)
(SC09-GR.6-S.3-GLE.3-EO.b (SS09-GR.6-S.3-GLE.2-EO.a, SS09GR.6-S.3-GLE.2-EO.c, SS09-GR.6-S.3-GLE.2-RA.1)
SAMPLE TASKS
Create a savings plan for a
financial goal
Discuss with an adult how they
save for financial goals.
37
NRA 4.11 Design a plan for accomplishing a selected

action (HPE09-GR.6-S.1-GLE.2-EO.b) (SS09-GR.6-S.3-GLE.2EO.a, SS09-GR.6-S.3-GLE.2-EO.c, SS09-GR.6-S.3-GLE.2-RA.1)
NRA 4.12 Implement and monitor a plan of action

based on established standards and valued ends
(HPE09-GR.6-S.1-GLE.2-EO.b) (MA09-GR.6-S.1-GLE.1-EO.a,
MA09-GR.7-S.1-GLE.2-EO.b, MA09-GR.7-S.1-GLE.2-EO.d,
MA09-GR.8-S.1-GLE.2-EO.c) (SS09-GR.6-S.3-GLE.2-EO.a, SS09GR.6-S.3-GLE.2-EO.d)
ACADEMIC STANDARDS:
HPE09-GR.6-S.1-GLE.2-EO.b Develop a problem-solving skill assessment (DOK 3-4)
resources (DOK 1-2)
SS09-GR.6-S.3-GLE.2-EO.a Differentiate between saving and investing (DOK 1-2)
SS09-GR.6-S.3-GLE.2-EO.c Describe the advantages and disadvantages of saving for short- and medium-term
goals (DOK 1-2)
SS09-GR.6-S.3-GLE.2-EO.d Explain the importance of an emergency fund (DOK 1)
SS09-GR.6-S.3-GLE.2-RA.1 It's important to understand why to save and invest for the future.
38
SEWING/TEXTILES/FASHION

Services-Visual and Design Arts

I. Intro to Fashion
A. History of Fashion
1. Eras (20s, 30s, 40s, etc)
2. Fashion trends and icons
B. Fashion Capitals
C. Fashion designers
D. Elements and principles of design
E. Dressing for your personal style
1. Body types
2. Skin tones
3. Accessories
F. Sketching
G. Up-cycling Fashion
H. Careers in Fashion
II. *Fundamentals of sewing
A. Sewing Safety
B. Patterns
1. Choosing a pattern
2. Symbols
3. Body measurements
C. Hand sewing
1. Types of stitches
2. Buttons
3. Repairs
III. Textile/Fiber Identification
A. Synthetic Fibers
B. Natural Fibers
C. Weave types
IV. Machine sewing
A. Parts of the machine
B. Care of the machine
V. *Laundry
A. Sorting
B. Stain removal
C. Fabric care

39
COMPREHENSIVE STANDARD: Textiles, Fashion and Apparel

COSTF 1.0 Analyze the historical aspects of fashion.
CONTENT STANDARD: COSTF 1.1 Explore fashion capitals, eras, and designers.
Unit I: Introduction to Fashion
Inquiry: What historical perspectives influence my fashion choices for today?
COSTF 1.1.1 Explain the influence of fashion
designers, capitals, and design eras on current
fashion trends. (RWC09-GR.8-S.4-GLE.1-EO.c) (SS09GR.6-S.1-GLE.2-EO.a, SS09-GR.7-S.1-GLE.1-EO.a ) (VA09GR.6-S.1-GLE.2-EO.a, VA09-GR.6-S.1-GLE.2-EO.c)
SAMPLE TASKS
PowerPoint on fashion capitals
Fashion era posters
Internet scavenger hunt on fashion
designers
ACADEMIC STANDARDS:
SS09-GR.6-S.1-GLE.2-EO.a Explain how people, products, cultures, and ideas interacted and are interconnected
over key eras in the Western Hemisphere (DOK 1-2)
SS09-GR.7-S.1-GLE.1-EO.a Determine and explain the interdependence of people around the world during
significant eras or events (DOK 1-3)
VA09-GR.6-S.1-GLE.2-EO.a Describe and discuss the general characteristics of a work of art from various
historical periods (DOK 1-3)
VA09-GR.6-S.1-GLE.2-EO.c Compare and contrast works of art from various historical periods and world cultures
by their components of style and design (DOK 2-4)
COMPREHENSIVE STANDARD: Textiles, Fashion and Apparel

textiles and apparels.
CONTENT STANDARD: N 16.1 Analyze career paths within textile apparel and design
industries.
Unit I: Introduction to Fashion
Inquiry: What careers in the fashion industry might match my skills and interests?
N 16.1.2 Analyze opportunities for employment
and entrepreneurial endeavors. (RWC09-GR.8-S.4-
SAMPLE TASKS
Career Portfolio
GLE.1-EO.c)
ACADEMIC STANDARDS:
40
CONTENT STANDARD: N 16.2 Evaluate fiber and textile products and materials.
Unit III: Textile/Fiber Identification and Laundry
Inquiry: How do different types of fibers affect the way my clothes fit and feel on my
body?
N 16.2.1 Apply appropriate terminology for
identifying, comparing, and analyzing the most
common generic textile fibers. (SC09-GR.8-S.1-GLE.3-
SAMPLE TASKS
Fiber station experiments
(burn, water, wrinkle, rip tests)
EO.b , SC09-GR.8-S.1-GLE.3-EO.b, SS09-GR.7-S.3-GLE.2-EO.c)
Fabric construction weaving

activity
N 16.2.4 Analyze effects of textile characteristics on

design, construction, care, use and maintenance of
products. (SS09-GR.7-S.3-GLE.2-EO.a)
N 16.2.5 Apply appropriate procedures for care of
textile products.
ACADEMIC STANDARDS:
At home laundry assignment
SC09-GR.8-S.1-GLE.3-EO.a Identify the distinguishing characteristics between a chemical and a physical

change (DOK 1)
SC09-GR.8-S.1-GLE.3-EO.b Gather, analyze, and interpret data on physical and chemical changes (DOK 1-2)
SS09-GR.7-S.3-GLE.2-EO.a Give examples that illustrate connections between resources and manufacturing (DOK
1-2)
SS09-GR.7-S.3-GLE.2-EO.c Compare and contrast the relative value and different uses of several types of
resources (DOK 2-3)
CONTENT STANDARD N 16.3 Demonstrate fashion, apparel, and textile design skills.
Unit: Introduction to Fashion
Inquiry: How do fashion choices reflect a persons character, values, and self concept?
N 16.3.1 Explain the ways in which fiber, fabric,
texture, pattern, and finish can affect visual
appearance.
N 16.3.2 Apply basic and complex color schemes and
color theory to develop and enhance visual effects.
SAMPLE TASKS
Elements and principles
picture book
Fashion Sketch Book
(VA09-GR.7-S.3-GLE.1-EO.b, VA09-GR.8-S.3-GLE.1-EO.a)
N 16.3.3 Utilize elements and principles of design in

designing, construction, and/or altering textile,
apparel, and fashion products. (VA09-GR.7-S.3-GLE.1EO.b, VA09-GR.8-S.3-GLE.1-EO.a)
Become a Personal Shopper to

dress various body types for
different occasions.
41
N 16.3.5 Generate design that takes into consideration

ecological, environmental, sociological, psychological,
technical, and economic trends and issues.
Skin tone stations (color

analysis)
(SC09-GR.6-S.3-GLE.3-EO.b) (VA09-GR.7-S.3-GLE.1-EO.b,
VA09-GR.7-S.3-GLE.2-EO.c, VA09-GR.7-S.4-GLE.3-EO.a, VA09GR.8-S.3-GLE.1-EO.a)
Revamp old clothing into new

stylish pieces
N 16.3.6 Apply elements and principles of design to

assist consumers and businesses in making decisions.
ACADEMIC STANDARDS:
resources (DOK 1-2)
VA09-GR.7-S.3-GLE.2-EO.c Research and communicate personal ideas and interests in works of art (DOK 3-4)
VA09-GR.7-S.4-GLE.3-EO.a Rejuvenate and recycle art media (DOK 1-3)
CONTENT STANDARD: N 16.4 Demonstrate skills needed to produce, alter, or repair

fashions, apparel, and textile products.
Unit II: Fundamentals of Sewing and Machine Sewing
Inquiry: Where and when will use my basic sewing skills?
N 16.4.1 Demonstrate professional skills in using a
variety of equipment, tools, and supplies for fashion,
apparel and textile construction, alteration, and repair.
SAMPLE TASKS
Create a sewing project (bags,
aprons, pajamas, pillows)
(MA09-GR.6-S.4-GLE.2-EO.b, MA09-GR.7-S.1-GLE.2-EO.b)
VA09-GR.7-S.3-GLE.1-EO.a, VA09-GR.8-S.3-GLE.1-EO.a,
Create a hand sewing project

(utilizing various stitching)
Sewing on buttons
N. 16.4.2 Explain production processes for creating

fibers, yarn, woven, and knit fabrics, and non-woven
textile products.
N 16.4.3 Use appropriate industry products and
materials for cleaning, pressing, and finishing textiles,
apparel, and fashion products.
N 16.4.5 Demonstrate basic skills for production and
altering textile products and apparel.
(MA09-GR.6-S.4-GLE.2-EO.b MA09-GR.7-S.1-GLE.2-EO.b)
(VA09-GR.7-S.3-GLE.1-EO.a ,VA09-GR.8-S.3-GLE.1-EO.a,
ACADEMIC STANDARDS:
43

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Colorado Family and Consumer Sciences

Middle School Curriculum Standards

Colorado Community College System

Work for all Colorado programs

The Task Force was comprised of the following teachers:

Ken Caryl Middle School

Woodland Park Middle School

Webber Middle School

Creighton Middle School

Goddard Middle School

Walt Clark Middle School

North Arvada Middle School

COURSE DESCRIPTION VOCABULARY

COLORADO FAMILY AND CONSUMER SCIENCES MIDDLE SCHOOL

Sample questions are intended to promote deeper thinking,

Relevance and Application:

Examples of how the grade level expectation is applied at

Nature of the Discipline:

The characteristics and viewpoint one keeps as a result of

Colorado Middle School FACS Standards 2011/Introduction

FAMILY and CONSUMER SCIENCES

SPECIALIZED Postsecondary &

FACS CONTENT AREAS

Foods and Nutrition

Nutrition and Wellness

Colorado Middle School FACS Standards 2011/Introduction

Colorado Middle School FACS Standards 2011/Colorado Career Cluster Model

CAREER PATHWAY: Postsecondary &

SCOPE and SEQUENCE Course Outline

*Essential topics; should have priority if instructional time is limited

COMPREHENSIVE STANDARD: Career, Community and Life Connections

N 1.2.2 Demonstrate job seeking and job keeping skills.

N 1.2.3 Apply communication skills in school,

N 1.2.5 Analyze strategies to manage the effects of

COMPREHENSIVE STANDARD: Reasoning for Action

NRA 4.0 Use reasoning processes, individually and collaboratively, to

NRA 4.6 Generate reasonable actions for reaching

CAREER CLUSTER: Hospitality and

CAREER PATHWAY: Early Childhood

SCOPE and SEQUENCE Course Outline

* Essential topics; should have priority if instructional time is limited

N 4.0 Integrate knowledge, skills, and practices required for careers in

Create a flyer or babysitting

S.4-GLE.1-EO.b, HPE09-GR.6-S.4-GLE.1-EO.d)(RWC09-GR.6-S.1GLE.1-EO.e, RWC09-GR.6-S.1-GLE.1-N.1, RWC09-GR.7-S.1GLE.2-EO.a, RWC09-GR.7-S.2-GLE.1-EO.f)

Create an age appropriate game

N 4.4.3 Implement strategies to teach children health,

First aid scenarios and case studies

Prepare sample healthy snacks

Colorado Middle School FACS Standards 2011/Career Exploration

N 4.4.4 Plan safe and healthy meals and snacks

COMPREHENSIVE STANDARD: Human Development

CONTENT STANDARD: N 12.1 Analyze principles of human growth and development

Colorado Middle School FACS Standards 2011/Career Exploration

Observe kids in certain age groups

COMPREHENSIVE STANDARD: Parenting

CONTENT STANDARD: N 15.1 Analyze Roles and responsibilities of parenting

Colorado Middle School FACS Standards 2011/Career Exploration

Inquiry: What can parents do to maximize their childs development?

EO.e, RWC09-GR.6-S.1-GLE.1-N.1, RWC09-GR.7-S.1-GLE.2EO.a, RWC09-GR.8-S.2-GLE.2-EO.f) (MA09-GR.7-S.1-GLE.2EO.b)

Teen parent guest speaker

Colorado Middle School FACS Standards 2011/Career Exploration

FOODS AND NUTRITION

SCOPE and SEQUENCE Course Outline