Introduction to FACS

Course Description

This introductory course is designed to introduce students to the various areas within the Family and Consumer Sciences (FACS). It is designed to present foundational subject matter in the following areas of FACS and experiences in the following areas: foods/cooking/nutrition, fashion, interior design, consumer and leadership skills, child development, as well as various career opportunities & pathways associated with the different areas.  

Grade Level(s): 9th preferred

Related Standards (State &/or National): National Standards for Family Consumer Sciences Education

Essential Questions

• How do you utilize elements and principles of design in designing, constructing, and/or altering textiles, fashion, and apparel?
• How are different elements and principles of design considered and applied in the creation of a product or the design of a space? 
• What are the different parts of a food service kitchen and how are they used for a variety of food preparation and/or storage purposes?
• How do you prepare different foods in different ways using both appropriate equipment and safe handling and professional preparation techniques? 
• How do you assess and address the specific, individual developmental needs of children?
• How do you design and implement an activity for children that encourages physical activity, exploration, and discovery while also being developmentally appropriate and safe?
• In what ways can someone pursue entrepreneurial careers in the family and human services?
• What pathways exist for someone looking to pursue a career in the food production and food service industries, the textiles, fashion, apparel, and design industries, and/or the early childhood and education service fields?

Enduring Understandings/Big Ideas

As a result of their coursework and experience in the Introduction to FACS semester course, students will be able to:

• Identify the knowledge, skills, and practices required for careers in the food production and food services industries, interior design, textiles, fashion, and apparel industries, and the early childhood, education and related service industries.
• Develop and demonstrate the skills needed to produce, alter, or repair textiles, fashion, and apparel. 
• Develop and demonstrate basic textile, fashion, and/or apparel design skills. 
• Address the specific developmental needs of children based on assessment of their abilities.
• Establish effective, developmentally appropriate, and safe activities for children of various ages.
• Support the sound physical, intellectual, emotional, and social development of children.
• Safely, accurately, and efficiently prepare different foods using a variety of techniques and equipment.
• Prepare various types of food using safe handling and professional preparation techniques.
• Identify, apply, and/or manipulate different elements and principles of design for a specific purpose.
• Identify and evaluate careers and entrepreneurial options related to different areas within the family and human services.

Course-Level Scope & Sequence (Units &/or Skills)

Unit 1: Exploring Culinary Arts

• Students will demonstrate how to safely navigate a kitchen; that is, how to prevent kitchen accidents, how to properly sanitize, clean, and organize a kitchen, and how to maintain food safety.
• Students will demonstrate how to choose tools, appliances, and equipment in a way that makes food preparation convenient, safe, and efficient.
• Students will identify and measure ingredients of different quantities (tsp, tbsp, oz, etc.) correctly.
• Students will prepare different foods using a variety of cooking techniques.
• Students will utilize appropriate terminology to read and accurately follow a recipe.
• Students will prepare assigned recipes in the allotted time.
• Students will demonstrate proper food preparation techniques such as beating, whipping, stirring, whisking, etc.

Unit 2: Exploring Principles & Elements of Design

• Students will identify and apply different elements of design (line, shape, space, size, texture, color, and value).
• Students will identify and apply different principles of design (balance/symmetry, repetition/rhythm, contrast, harmony, dominance/emphasis, unity).
• Students will design a textile for use in the creation of an apparel accessory.
• Students will explain how elements of design can be applied to create the principles of design.
• Students will analyze real-world products (a living space, a logo, an article of clothing, etc.) as products of elements and principles of design.
• Students will apply elements and principles of design to manipulate the appearance and aesthetic of a living space.

Unit 3: Exploring Fashion Construction

• Students will demonstrate basic fashion construction skills, such as:
  • How to thread a sewing machine
  • How to measure and cut material
  • How to lay out pattern pieces and follow sewing instructions
  • How to sew, press, and finish basic seams
• Students will identify and explain the purpose of sewing tools.
• Students will be able to use accurate measurements when sewing.
• Students will apply design concepts and techniques and use appropriate materials and tools to design, construct, and/or alter a final product.

Unit 4: Exploring Child Development

• Students will analyze physical, emotional, social, and cognitive development in children of varying ages.
• Students will identify and explain how different influences (environment, culture, etc.) impact development of the child.
• Students will design, plan, and share activities that meet the developmental needs of children.
• Students will explain and justify why different children act in different ways.
• Students can create a learning activity that encourages play.
• Students will work with their peers to share responsibility in creating activities for young children.
• Students will apply interpersonal skills that promote positive and productive relationships with their peers and their teacher(s).
• Students will explain how the various developmental domains are interrelated (i.e. - a child’s physical actions may be in response to their emotional development).
• Students will analyze how role models (adults, teachers, older peers, etc.) can prepare developmentally appropriate, relevant learning opportunities (i.e. - crafts, stations, activities) to best meet the intellectual, physical, social, and emotional needs of a child.

Unit 5: Exploring Entrepreneurship & Career Pathways in FACS

• Students will relate skills & personality to entrepreneurial interests and roles.
• Students will assess personal characteristics and professional requirements for entrepreneurial occupations in family and human services.
• Students will investigate interpersonal skills (such as teamwork) in workplace settings.
• Students will analyze potential career choices to determine the knowledge, skills, attitudes, and opportunities associated with each career.
• Students will demonstrate creativity, generate innovative ideas, and utilize technology and other resources to research entrepreneurial opportunities.
• Students will analyze typical characteristics & character traits of an entrepreneur.
• Students will identify and evaluate careers and entrepreneurial options related to different areas within the family and human services.
• Students will research procedures necessary to initiate an entrepreneurial business.
• Students will compare and contrast the advantages and disadvantages of being an entrepreneur.
• Students will examine ethical, legal, and professional issues and responsibilities affecting entrepreneurship.
• Students will demonstrate professional behaviors, skills, and knowledge in providing family and human services.
• Students will examine risks and assess the impact of society on entrepreneurship.
• Students will develop strategies & skills relevant and applicable to employability and entrepreneurship (i.e. - integrity, teamwork, organization, communication, problem solving, salesmanship & marketing, etc.).

Course Resources & Materials:  TBD

Date Last Revised/Approved: 2022