Full year, daily, 40-minute periods, 180 instructional days. Draft of 2026-09-11, built on the working assumptions in 00 _admin/DECISIONS.md. [Sal: the sequence and day counts are yours to change. Everything downstream is built so a unit can move or shrink without rewriting the others.]
The year at a glance
| Unit | Title | NYS content module | Days | Marking period | Project (rubric scored) |
|---|---|---|---|---|---|
| 0 | Welcome to the FACS Room | (Launch; themes only) | 5 | 1 | Room and Lab Agreement, signed |
| 1 | Kitchen Skills and Smart Eating | Nutrition and Wellness | 30 | 1 | Feed a Family of Four on $40: Budget Meal Lab and menu card |
| 2 | Me, My Goals, My Money | Individual Growth and Life Readiness | 30 | 1 to 2 | ClassroomStreet Investor Report and Personal Budget |
| 3 | Growing Up, Getting Along | Human Development and Relationships | 25 | 2 | Babysitter's Activity Kit and Family Showcase |
| 4 | Spaces We Live In | Environmental Design and Management | 25 | 2 to 3 | Design a Room: scale plan, model, and pitch |
| 5 | Make It, Mend It, Wear It | Apparel and Textile Production and Design | 28 | 3 | Upcycle Challenge and hand-sewn item |
| 6 | From Farm to Table | Food Systems and Production | 24 | 3 to 4 | Feed the Class: multi-kitchen meal priced from a real circular |
| 7 | Launch: Career Readiness and FACS Shark Tank | Capstone (IGLR Career Pathways plus every module's careers thread) | 13 | 4 | Resume, STAR interview, and Shark Tank pitch |
| Total | 180 |
Marking periods of 45 days: MP1 days 1 to 45 (Unit 0, Unit 1, first 10 days of Unit 2); MP2 days 46 to 90 (rest of Unit 2, Unit 3); MP3 days 91 to 135 (Unit 4, Unit 5 through day 20); MP4 days 136 to 180 (rest of Unit 5, Unit 6, Unit 7). The 180-day calendar in 02 Year Calendar.md places every day.
Why this order
- Kitchen first. Sal's own reflection: the first cooking lab is what won the class. Safety and sanitation come before any lab, so Unit 1 opens with the safety contract and reaches a first lab by day 9.
- Finance and careers second, before winter break. His strongest content and his own simulation, when the class already trusts him.
- Human development in the middle of the year, when peer dynamics in the room are visible and worth talking about.
- Design and apparel back to back: both use the elements and principles of design, so the second builds on the first.
- Food systems late, after students already have kitchen skills, so the labs can be bigger (four kitchens at once) and the thinking can go beyond the recipe.
- A capstone that shows your school what is different about this teacher: a resume, an interview, and a pitch.
Threads that run all year: careers (every module has a Career Pathways topic; every unit has at least one careers day), consumer and financial literacy (every content module except HDR has a Consumer Resources and Finance topic), safety (Health, Safety, and Wellness theme topic 4), communication and teamwork (roles in every lab and project), and decision making (the five-step model from Unit 0 comes back in every project).
Unit 0: Welcome to the FACS Room (5 days)
Purpose: routines, trust, teamwork, and the decision-making model the whole year uses. No content module; themes carried: Communication and Interpersonal Relationships, Problem Solving and Innovation, Health, Safety, and Wellness.
| Day | Topic | What students do | Check |
|---|---|---|---|
| 1 | What is FACS and who is in this room | Do now on the board; course tour; the six modules as a year map; "what I hope we cook" card | Exit card |
| 2 | How this room works | Room and lab tour, zones, the reset cue, role cards explained; Draw/See/Hear communication game | Observation checklist |
| 3 | Decisions, step by step | Plane Crash decision simulation: rank survival items alone, then as a team; the five-step decision model | Team ranking sheet |
| 4 | Teamwork under pressure | Silent Measurement Challenge preview (no ingredients yet: water and rice); team norms written | Team contract |
| 5 | The agreement | Room and Lab Agreement read, discussed, signed; pre-assessment quiz on food safety and nutrition (for Unit 1) | Signed agreement, pre-assessment |
Unit 1: Kitchen Skills and Smart Eating (30 days)
Module: Nutrition and Wellness (N&W). Themes: Health, Safety, and Wellness (primary), Financial and Consumer Literacy, Problem Solving and Innovation, Communication and Interpersonal Relationships, Sustainability (lab waste), Career and Community Opportunities (careers day).
| Topic | Days | Lessons (a lesson can span days) | Formal check |
|---|---|---|---|
| 1.1 Safe and Clean: Kitchen Safety and Sanitation | 5 | 1.1 Hazards in a kitchen (hunt the hazard); 1.2 Handwashing, the danger zone, cross contamination; 1.3 Fire, burns, cuts, and what to do; 1.4 Write the class Kitchen Safety Contract | Kitchen Safety Exam (must pass to cook) |
| 1.2 Tools, Measuring, and Recipes | 7 | 1.5 Tools and equipment and what each is for; 1.6 Measuring dry, liquid, and small amounts (Silent Measurement Challenge); 1.7 Reading a recipe: yield, abbreviations, steps, doubling and halving; 1.8 First lab: Mug Cake with hand-whipped cream (grade 6 version) or Scrambled Egg Tacos | Tools and Measuring performance check; Lab 1 rubric |
| 1.3 Nutrients, MyPlate, and Labels | 7 | 1.9 The six nutrients and what they do (pre-assessed; coordinate with health); 1.10 MyPlate beyond the food groups: portions and a real plate; 1.11 Reading a Nutrition Facts label (Label Detective); 1.12 Is this food video true? Credible sources; 1.13 Lab 2: Sheet Pan Nachos with a label discussion while it bakes | Label Reading Quiz; Lab 2 rubric |
| 1.4 Plan, Shop, Cook: Meals on a Budget | 11 | 1.14 Planning a meal for a family: needs, likes, cost; 1.15 Shopping lists and store circulars; 1.16 Unit price and comparison shopping; 1.17 Storing food safely and reducing waste; 1.18 Project launch: Feed a Family of Four on $40 (plan and price); 1.19 Peer math check and MyPlate check; 1.20 Budget Meal Lab (cook one dish from the plan); 1.21 Menu card, pitch, and tasting gallery; 1.22 Careers in nutrition and culinary arts (careers day) | Project rubric (plan, math, nutrition, lab, pitch); Unit 1 test |
No-kitchen alternative for every lab: a measuring and recipe-scaling station lab with dry goods and water, a no-cook recipe (overnight oats, trail mix, salsa with pre-cut vegetables), or a paper "plate build" with food cards.
Unit 2: Me, My Goals, My Money (30 days)
Module: Individual Growth and Life Readiness (IGLR). Themes: Financial and Consumer Literacy (primary), Career and Community Opportunities, Problem Solving and Innovation, Communication and Interpersonal Relationships, Health, Safety, and Wellness (stress and money), Sustainability (consumer choices).
| Topic | Days | Lessons | Formal check |
|---|---|---|---|
| 2.1 Who I Am | 5 | 2.1 Values and what matters to me; 2.2 Traits, strengths, interests (Holland code style quiz); 2.3 All About Me one-pager | All About Me product |
| 2.2 Goals and Decisions | 4 | 2.4 SMART goals; 2.5 Short and long term goals, and the five-step decision model applied to a real choice; 2.6 Time and energy as resources | Goal plan |
| 2.3 Money Basics | 8 | 2.7 Needs vs wants showdown; 2.8 Where money comes from: paychecks and deductions (Paycheck Detective); 2.9 Budget Like a Boss: a personal budget; 2.10 Ways to pay: cash, check, debit, credit, apps; 2.11 Credit vs debit and what interest costs; 2.12 Saving and the magic of compound growth; 2.13 The Skittles Market Game: fees and who gets paid | Money Basics Quiz |
| 2.4 ClassroomStreet Investor Challenge | 10 (plus 10-minute trading windows during Topic 2.5) | 2.14 Risk and reward, safe vs risky; 2.15 Reading the news: why prices move; 2.16 Diversification; 2.17 The crisis and panic selling; 2.18 Buying low, rebalancing, return math; 2.19 Results, the reveal, and the Investor Report | Investor Report and rubric |
| 2.5 Work and Careers | 3 | 2.20 Employability: soft skills superpower; 2.21 The 16 career clusters and my top three; 2.22 Education roadmap and a career research card (Career Box preview) | Career research card |
The project is the ClassroomStreet Investor Report plus the personal budget from 2.9, revised after the simulation. [Sal: if the ClassroomStreet budgeting mode exists, 2.9 through 2.11 run inside it.]
Unit 3: Growing Up, Getting Along (25 days)
Module: Human Development and Relationships (HDR). Themes: Communication and Interpersonal Relationships (primary), Health, Safety, and Wellness, Career and Community Opportunities, Problem Solving and Innovation.
| Topic | Days | Lessons | Formal check |
|---|---|---|---|
| 3.1 Growing Across the Lifespan | 5 | 3.1 Stages from infant to older adult: what changes; 3.2 Ages and stages of young children (object permanence demo); 3.3 Adolescence: what is changing and why it is normal; 3.4 Heredity, environment, and who I am becoming | Lifespan Stages Quiz |
| 3.2 Self-Concept, Peers, and Stress | 6 | 3.5 Self-concept and self-image, media and the filtered life; 3.6 Peer influence: pressure, refusal skills, skits; 3.7 Stress: what it is, my stress map; 3.8 Stress management toolkit (tested in class); 3.9 Digital footprint and online relationships | Stress Plan |
| 3.3 Communication, Conflict, Relationships | 6 | 3.10 Listening and I-messages; 3.11 Conflict: prevent, manage, repair (role plays); 3.12 Healthy vs unhealthy relationships: the signs; 3.13 Friendship, dating, and boundaries at this age | Communication performance task |
| 3.4 Families and Caring for Others | 8 | 3.14 Types of families and how families change; 3.15 Roles and responsibilities at home, chores and contributions; 3.16 What parents and caregivers do; 3.17 Babysitting basics: safety, safe sleep, never shake a baby, what to do in an emergency; 3.18 Project: Babysitter's Activity Kit (design and build an age-appropriate activity for a young child, test it, present it); 3.19 Careers in human services and education | Project rubric; Unit 3 test |
Coordinate with health: puberty and reproductive health stay in health class; FACS covers self-concept, stress, relationships, family, and child care.
Unit 4: Spaces We Live In (25 days)
Module: Environmental Design and Management (EDM). Themes: Sustainability (primary), Problem Solving and Innovation, Health, Safety, and Wellness, Financial and Consumer Literacy, Career and Community Opportunities.
| Topic | Days | Lessons | Formal check |
|---|---|---|---|
| 4.1 Safe, Healthy, Sustainable Homes | 7 | 4.1 Housing needs across the lifespan and types of housing; 4.2 Home safety hunt: hazards by room, emergency plans; 4.3 Simple maintenance and repairs (change a bulb, unclog a drain, reset a breaker); 4.4 Conserving energy and water at home (the home energy audit); 4.5 Green choices: waste, reuse, materials | Home Safety and Conservation Quiz |
| 4.2 Design: Elements, Principles, Color | 8 | 4.6 Elements of design in a real room; 4.7 Principles: balance, focal point, rhythm, proportion; 4.8 Color in the Home (frosting color mixing and room cards); 4.9 Texture, pattern, and mood boards; 4.10 Reading and drawing a floor plan to scale (daily floor plan do now starts here) | Design Vocabulary Check; Color rubric |
| 4.3 Design a Room project | 8 | 4.11 The client brief (a family member with a need); 4.12 Plan: scale drawing and traffic flow; 4.13 Furnish it on a budget (price furnishings from real listings); 4.14 Build: shoebox or foam board model; 4.15 Pitch and gallery walk | Project rubric; Unit 4 test |
| 4.4 Careers | 2 | 4.16 Careers in housing, interior design, and sustainability; 4.17 Unit review | (in test) |
Unit 5: Make It, Mend It, Wear It (28 days)
Module: Apparel and Textile Production and Design (ATPD). Themes: Sustainability (primary), Financial and Consumer Literacy, Problem Solving and Innovation, Health, Safety, and Wellness (tool safety), Communication and Interpersonal Relationships (what clothing says), Career and Community Opportunities.
| Topic | Days | Lessons | Formal check |
|---|---|---|---|
| 5.1 What We Wear and Why | 5 | 5.1 Clothing for roles, activities, weather, and safety; 5.2 What clothing communicates (and what is okay to say about it); 5.3 Fibers: natural and manufactured, the burn and stretch tests (teacher demo); 5.4 Care labels and laundry: sort, wash, dry, fold | Fibers and Care Quiz |
| 5.2 Hand and Machine Sewing Skills | 11 | 5.5 Sewing tools and safety (needle, pins, scissors, seam ripper); 5.6 Threading, knotting, the running stitch; 5.7 Backstitch and whipstitch; 5.8 Sewing on a button; 5.9 Repair Clinic: hem, seam, patch; 5.10 Meet the machine: parts, safety, threading, and paper drills (three days); 5.11 Build the drawstring bag on the machine (three days) [no working machines: the archived hand build replaces 5.10 and 5.11] | Stitch sampler performance check; item rubric |
| 5.3 Smart Apparel Consumers | 4 | 5.12 Comparing the same item across stores, secondhand, and online; 5.13 Cost per wear and quality checks; 5.14 Fast fashion and where clothes go when we are done | Consumer comparison task |
| 5.4 Upcycle Challenge project | 6 | 5.15 Design brief: turn a used textile into something useful; 5.16 Plan and prototype; 5.17 Make (two days); 5.18 Fashion-show gallery and reflection | Project rubric; Unit 5 test |
| 5.5 Careers | 2 | 5.19 Careers in textiles, apparel, and design; unit review | (in test) |
Unit 6: From Farm to Table (24 days)
Module: Food Systems and Production (FSP). Themes: Sustainability (primary), Financial and Consumer Literacy, Health, Safety, and Wellness, Career and Community Opportunities, Problem Solving and Innovation, Communication and Interpersonal Relationships.
| Topic | Days | Lessons | Formal check |
|---|---|---|---|
| 6.1 Where Food Comes From | 6 | 6.1 Trace a food from farm to plate (supply chain trace); 6.2 Local, seasonal, and global; 6.3 Food waste audit in our own room; 6.4 Food scarcity and food deserts, here and elsewhere; 6.5 Sustainable food methods: gardens, composting, packaging | Food Systems Quiz |
| 6.2 Food Preparation Methods and Science | 8 | 6.6 Cooking methods: dry heat, moist heat, and why; 6.7 Quick bread science lab (leavening experiment); 6.8 Lab: Cheesy Pasta Marinara with role cards; 6.9 Lab: Black Bean Quesadillas; 6.10 Global foods: one dish, three cultures; 6.11 Table setting and food sharing across cultures | Lab rubrics; Methods check |
| 6.3 Feed the Class project | 8 | 6.12 Menu options and constraints (no knives, budget, allergies); 6.13 Scale the recipe and cost it from the real circular; 6.14 Build the master flowchart; 6.15 Shopping list and unit price check; 6.16 Cook day (four kitchens); 6.17 Serve, eat, clean, reflect | Project rubric; Unit 6 test |
| 6.4 Careers | 2 | 6.18 Careers in food systems, from farm to restaurant; unit review | (in test) |
Unit 7: Launch: Career Readiness and FACS Shark Tank (13 days)
Capstone. Modules: IGLR Employability and Career Pathways, plus the careers threads of every unit. Themes: Career and Community Opportunities (primary), Communication and Interpersonal Relationships, Problem Solving and Innovation, Financial and Consumer Literacy.
| Topic | Days | Lessons | Formal check |
|---|---|---|---|
| 7.1 Present Yourself | 5 | 7.1 The resume: the three-part bullet; 7.2 Build your resume; 7.3 ACT FAST: think on your feet; 7.4 How to talk about yourself in an interview (STAR); 7.5 Mock interviews with peer feedback | Resume and interview rubric |
| 7.2 FACS Shark Tank | 8 | 7.6 What a business is: problem, customer, product, price; 7.7 Big Idea Factory: a product or service from any FACS module; 7.8 Know your customer and price it (price, cost, margin); 7.9 The elevator pitch; 7.10 Build the pitch and prototype (two days); 7.11 Shark Tank Showdown (two days); 7.12 Year reflection and portfolio | Pitch rubric; year reflection |
Flex versions
- 30 weeks daily (150 days): drop Unit 7 (fold the resume and STAR lessons into Unit 2 Topic 2.5, adding 3 days), cut Unit 1 to 26, Unit 2 to 26, Unit 3 to 22, Unit 4 to 21, Unit 5 to 24, Unit 6 to 21 by removing the marked flex lessons (listed in each unit plan). Total 5 + 26 + 26 + 22 + 21 + 24 + 21 + 5 (careers and STAR) = 150.
- One semester daily (90 days): Unit 0 (3), Unit 1 (20: safety, tools, one lab, labels, the $40 project), Unit 2 (20: who I am, money basics, a 10-day ClassroomStreet run), Unit 3 (12: lifespan, stress, communication, babysitting basics), Unit 4 (10: safety and conservation, color, a floor plan), Unit 5 (15: fibers and care, hand sewing, a small item), Unit 6 (10: where food comes from, one lab, a scaled shopping task). Every module still appears.
- Every other day for a year (90 meetings): same as the semester plan, with the ClassroomStreet trading windows and the daily floor plan do now run as homework or on the off days.
- Two-year spiral (if students take FACS in both grade 7 and grade 8): Year A = Units 0, 1, 2, 3; Year B = Units 4, 5, 6, 7, with Unit 1's safety exam repeated at the start of Year B.
What each unit must contain when written
Unit plan (module, days, enduring understandings and essential questions, knowledge and skills, objectives, topics with day counts and activity lines, themes with a sentence each, standards block, project and rubric, assessment plan, materials and budget, no-kitchen or no-machine alternative, connections block, translation-ready vocabulary list), a Monday to Friday calendar, every lesson on the one template, the project sheet, the rubric, the topic assessments with answer keys, slides, and handouts.
The 180 day calendar
Day numbers and teaching weeks, not dates. A teaching week is five meetings. Map the day numbers onto your school's calendar; a holiday pushes every later day back one meeting, and the day numbers and the order do not change.
Marking periods: MP1 days 1 to 45, MP2 days 46 to 90, MP3 days 91 to 135, MP4 days 136 to 180.
| Day | Week | MP | Unit | Lesson | Title | Day of lesson |
|---|---|---|---|---|---|---|
| 1 | 1 | 1 | U0 | 0.1 | What is FACS and who is in this room | 1 of 1 |
| 2 | 1 | 1 | U0 | 0.2 | How this room works (Draw/See/Hear) | 1 of 1 |
| 3 | 1 | 1 | U0 | 0.3 | Decisions, step by step (Plane Crash simulation) | 1 of 1 |
| 4 | 1 | 1 | U0 | 0.4 | Teamwork under pressure (Silent Measurement preview, team norms) | 1 of 1 |
| 5 | 1 | 1 | U0 | 0.5 | The Room and Lab Agreement; Unit 1 pre-assessment | 1 of 1 |
| 6 | 2 | 1 | U1 | 1.1 | Hunt the hazard: kitchen safety | 1 of 1 |
| 7 | 2 | 1 | U1 | 1.2 | Handwashing, the danger zone, cross contamination | 1 of 1 |
| 8 | 2 | 1 | U1 | 1.3 | Fire, burns, cuts, and what to do | 1 of 1 |
| 9 | 2 | 1 | U1 | 1.4 | Write the class Kitchen Safety Contract; Kitchen Safety Exam | 1 of 2 |
| 10 | 2 | 1 | U1 | 1.4 | Write the class Kitchen Safety Contract; Kitchen Safety Exam | 2 of 2 |
| 11 | 3 | 1 | U1 | 1.5 | Tools and equipment and what each is for | 1 of 2 |
| 12 | 3 | 1 | U1 | 1.5 | Tools and equipment and what each is for | 2 of 2 |
| 13 | 3 | 1 | U1 | 1.6 | Measuring dry, liquid, and small amounts (Silent Measurement Challenge) | 1 of 2 |
| 14 | 3 | 1 | U1 | 1.6 | Measuring dry, liquid, and small amounts (Silent Measurement Challenge) | 2 of 2 |
| 15 | 3 | 1 | U1 | 1.7 | Reading a recipe: yield, abbreviations, doubling and halving | 1 of 1 |
| 16 | 4 | 1 | U1 | 1.8 | Lab 1: Mug Cake with hand-whipped cream (or Scrambled Egg Tacos) | 1 of 2 |
| 17 | 4 | 1 | U1 | 1.8 | Lab 1: Mug Cake with hand-whipped cream (or Scrambled Egg Tacos) | 2 of 2 |
| 18 | 4 | 1 | U1 | 1.9 | The six nutrients and what they do | 1 of 1 |
| 19 | 4 | 1 | U1 | 1.10 | MyPlate beyond the food groups: portions and a real plate | 1 of 1 |
| 20 | 4 | 1 | U1 | 1.11 | Label Detective: reading a Nutrition Facts label | 1 of 2 |
| 21 | 5 | 1 | U1 | 1.11 | Label Detective: reading a Nutrition Facts label | 2 of 2 |
| 22 | 5 | 1 | U1 | 1.12 | Is this food video true? Credible sources | 1 of 1 |
| 23 | 5 | 1 | U1 | 1.13 | Lab 2: Sheet Pan Nachos with a label discussion | 1 of 2 |
| 24 | 5 | 1 | U1 | 1.13 | Lab 2: Sheet Pan Nachos with a label discussion | 2 of 2 |
| 25 | 5 | 1 | U1 | 1.14 | Planning a meal for a family: needs, likes, cost | 1 of 1 |
| 26 | 6 | 1 | U1 | 1.15 | Shopping lists and store circulars | 1 of 1 |
| 27 | 6 | 1 | U1 | 1.16 | Unit price and comparison shopping | 1 of 1 |
| 28 | 6 | 1 | U1 | 1.17 | Storing food safely and reducing waste | 1 of 1 |
| 29 | 6 | 1 | U1 | 1.18 | Project launch: Feed a Family of Four on $40 (plan and price) | 1 of 2 |
| 30 | 6 | 1 | U1 | 1.18 | Project launch: Feed a Family of Four on $40 (plan and price) | 2 of 2 |
| 31 | 7 | 1 | U1 | 1.19 | Peer math check and MyPlate check | 1 of 1 |
| 32 | 7 | 1 | U1 | 1.20 | Budget Meal Lab | 1 of 2 |
| 33 | 7 | 1 | U1 | 1.20 | Budget Meal Lab | 2 of 2 |
| 34 | 7 | 1 | U1 | 1.21 | Menu card, pitch, and tasting gallery | 1 of 1 |
| 35 | 7 | 1 | U1 | 1.22 | Careers in nutrition and culinary arts; Unit 1 test | 1 of 1 |
| 36 | 8 | 1 | U2 | 2.1 | Values and what matters to me | 1 of 1 |
| 37 | 8 | 1 | U2 | 2.2 | Traits, strengths, interests | 1 of 2 |
| 38 | 8 | 1 | U2 | 2.2 | Traits, strengths, interests | 2 of 2 |
| 39 | 8 | 1 | U2 | 2.3 | All About Me one-pager | 1 of 2 |
| 40 | 8 | 1 | U2 | 2.3 | All About Me one-pager | 2 of 2 |
| 41 | 9 | 1 | U2 | 2.4 | SMART goals | 1 of 1 |
| 42 | 9 | 1 | U2 | 2.5 | Short and long term goals; the five-step decision model on a real choice | 1 of 2 |
| 43 | 9 | 1 | U2 | 2.5 | Short and long term goals; the five-step decision model on a real choice | 2 of 2 |
| 44 | 9 | 1 | U2 | 2.6 | Time and energy as resources | 1 of 1 |
| 45 | 9 | 1 | U2 | 2.7 | Needs vs Wants Showdown | 1 of 1 |
| 46 | 10 | 2 | U2 | 2.8 | Paycheck Detective: where money comes from | 1 of 1 |
| 47 | 10 | 2 | U2 | 2.9 | Budget Like a Boss: a personal budget | 1 of 2 |
| 48 | 10 | 2 | U2 | 2.9 | Budget Like a Boss: a personal budget | 2 of 2 |
| 49 | 10 | 2 | U2 | 2.10 | Ways to pay: cash, check, debit, credit, apps | 1 of 1 |
| 50 | 10 | 2 | U2 | 2.11 | Credit vs debit and what interest costs | 1 of 1 |
| 51 | 11 | 2 | U2 | 2.12 | Saving and compound growth | 1 of 1 |
| 52 | 11 | 2 | U2 | 2.13 | The Skittles Market Game: fees and who gets paid; Money Basics Quiz | 1 of 1 |
| 53 | 11 | 2 | U2 | 2.14 | ClassroomStreet launch: risk and reward, safe vs risky | 1 of 2 |
| 54 | 11 | 2 | U2 | 2.14 | ClassroomStreet launch: risk and reward, safe vs risky | 2 of 2 |
| 55 | 11 | 2 | U2 | 2.15 | Reading the news: why prices move | 1 of 2 |
| 56 | 12 | 2 | U2 | 2.15 | Reading the news: why prices move | 2 of 2 |
| 57 | 12 | 2 | U2 | 2.16 | Diversification | 1 of 1 |
| 58 | 12 | 2 | U2 | 2.17 | The crisis and panic selling | 1 of 2 |
| 59 | 12 | 2 | U2 | 2.17 | The crisis and panic selling | 2 of 2 |
| 60 | 12 | 2 | U2 | 2.18 | Buying low, rebalancing, and return math | 1 of 1 |
| 61 | 13 | 2 | U2 | 2.19 | Results, the reveal, and the Investor Report | 1 of 2 |
| 62 | 13 | 2 | U2 | 2.19 | Results, the reveal, and the Investor Report | 2 of 2 |
| 63 | 13 | 2 | U2 | 2.20 | Employability: soft skills superpower | 1 of 1 |
| 64 | 13 | 2 | U2 | 2.21 | The 16 career clusters and my top three | 1 of 1 |
| 65 | 13 | 2 | U2 | 2.22 | Education roadmap and a career research card; Unit 2 test | 1 of 1 |
| 66 | 14 | 2 | U3 | 3.1 | Stages from infant to older adult | 1 of 1 |
| 67 | 14 | 2 | U3 | 3.2 | Ages and stages of young children (object permanence demo) | 1 of 1 |
| 68 | 14 | 2 | U3 | 3.3 | Adolescence: what is changing and why it is normal | 1 of 1 |
| 69 | 14 | 2 | U3 | 3.4 | Heredity, environment, and who I am becoming; Lifespan Quiz | 1 of 2 |
| 70 | 14 | 2 | U3 | 3.4 | Heredity, environment, and who I am becoming; Lifespan Quiz | 2 of 2 |
| 71 | 15 | 2 | U3 | 3.5 | Self-concept, self-image, and the filtered life | 1 of 1 |
| 72 | 15 | 2 | U3 | 3.6 | Peer influence: pressure, refusal skills, skits | 1 of 2 |
| 73 | 15 | 2 | U3 | 3.6 | Peer influence: pressure, refusal skills, skits | 2 of 2 |
| 74 | 15 | 2 | U3 | 3.7 | Stress: what it is, my stress map | 1 of 1 |
| 75 | 15 | 2 | U3 | 3.8 | Stress management toolkit, tested in class | 1 of 1 |
| 76 | 16 | 2 | U3 | 3.9 | Digital footprint and online relationships; Stress Plan due | 1 of 1 |
| 77 | 16 | 2 | U3 | 3.10 | Listening and I-messages | 1 of 1 |
| 78 | 16 | 2 | U3 | 3.11 | Conflict: prevent, manage, repair (role plays) | 1 of 2 |
| 79 | 16 | 2 | U3 | 3.11 | Conflict: prevent, manage, repair (role plays) | 2 of 2 |
| 80 | 16 | 2 | U3 | 3.12 | Healthy vs unhealthy relationships: the signs | 1 of 1 |
| 81 | 17 | 2 | U3 | 3.13 | Friendship, dating, and boundaries; communication performance task | 1 of 2 |
| 82 | 17 | 2 | U3 | 3.13 | Friendship, dating, and boundaries; communication performance task | 2 of 2 |
| 83 | 17 | 2 | U3 | 3.14 | Types of families and how families change | 1 of 1 |
| 84 | 17 | 2 | U3 | 3.15 | Roles and responsibilities at home | 1 of 1 |
| 85 | 17 | 2 | U3 | 3.16 | What parents and caregivers do | 1 of 1 |
| 86 | 18 | 2 | U3 | 3.17 | Babysitting basics: safety, safe sleep, emergencies | 1 of 1 |
| 87 | 18 | 2 | U3 | 3.18 | Project: Babysitter's Activity Kit (design, build, test, present) | 1 of 3 |
| 88 | 18 | 2 | U3 | 3.18 | Project: Babysitter's Activity Kit (design, build, test, present) | 2 of 3 |
| 89 | 18 | 2 | U3 | 3.18 | Project: Babysitter's Activity Kit (design, build, test, present) | 3 of 3 |
| 90 | 18 | 2 | U3 | 3.19 | Careers in human services and education; Unit 3 test | 1 of 1 |
| 91 | 19 | 3 | U4 | 4.1 | Housing needs across the lifespan and types of housing | 1 of 1 |
| 92 | 19 | 3 | U4 | 4.2 | Home safety hunt and emergency plans | 1 of 1 |
| 93 | 19 | 3 | U4 | 4.3 | Simple maintenance and repairs | 1 of 2 |
| 94 | 19 | 3 | U4 | 4.3 | Simple maintenance and repairs | 2 of 2 |
| 95 | 19 | 3 | U4 | 4.4 | Conserving energy and water: the home energy audit | 1 of 2 |
| 96 | 20 | 3 | U4 | 4.4 | Conserving energy and water: the home energy audit | 2 of 2 |
| 97 | 20 | 3 | U4 | 4.5 | Green choices: waste, reuse, materials; Safety and Conservation Quiz | 1 of 1 |
| 98 | 20 | 3 | U4 | 4.6 | Elements of design in a real room | 1 of 1 |
| 99 | 20 | 3 | U4 | 4.7 | Principles: balance, focal point, rhythm, proportion | 1 of 2 |
| 100 | 20 | 3 | U4 | 4.7 | Principles: balance, focal point, rhythm, proportion | 2 of 2 |
| 101 | 21 | 3 | U4 | 4.8 | Color in the Home (frosting color mixing and room cards) | 1 of 2 |
| 102 | 21 | 3 | U4 | 4.8 | Color in the Home (frosting color mixing and room cards) | 2 of 2 |
| 103 | 21 | 3 | U4 | 4.9 | Texture, pattern, and mood boards | 1 of 1 |
| 104 | 21 | 3 | U4 | 4.10 | Reading and drawing a floor plan to scale; Design Vocabulary Check | 1 of 2 |
| 105 | 21 | 3 | U4 | 4.10 | Reading and drawing a floor plan to scale; Design Vocabulary Check | 2 of 2 |
| 106 | 22 | 3 | U4 | 4.11 | Project: the client brief | 1 of 1 |
| 107 | 22 | 3 | U4 | 4.12 | Plan: scale drawing and traffic flow | 1 of 2 |
| 108 | 22 | 3 | U4 | 4.12 | Plan: scale drawing and traffic flow | 2 of 2 |
| 109 | 22 | 3 | U4 | 4.13 | Furnish it on a budget | 1 of 1 |
| 110 | 22 | 3 | U4 | 4.14 | Build the model | 1 of 3 |
| 111 | 23 | 3 | U4 | 4.14 | Build the model | 2 of 3 |
| 112 | 23 | 3 | U4 | 4.14 | Build the model | 3 of 3 |
| 113 | 23 | 3 | U4 | 4.15 | Pitch and gallery walk | 1 of 1 |
| 114 | 23 | 3 | U4 | 4.16 | Careers in housing, interior design, and sustainability | 1 of 1 |
| 115 | 23 | 3 | U4 | 4.17 | Unit 4 review and test | 1 of 1 |
| 116 | 24 | 3 | U5 | 5.1 | Clothing for roles, activities, weather, and safety | 1 of 1 |
| 117 | 24 | 3 | U5 | 5.2 | What clothing communicates | 1 of 1 |
| 118 | 24 | 3 | U5 | 5.3 | Fibers: natural and manufactured; burn and stretch tests (demo) | 1 of 1 |
| 119 | 24 | 3 | U5 | 5.4 | Care labels and laundry; Fibers and Care Quiz | 1 of 2 |
| 120 | 24 | 3 | U5 | 5.4 | Care labels and laundry; Fibers and Care Quiz | 2 of 2 |
| 121 | 25 | 3 | U5 | 5.5 | Sewing tools and safety | 1 of 1 |
| 122 | 25 | 3 | U5 | 5.6 | Threading, knotting, the running stitch | 1 of 1 |
| 123 | 25 | 3 | U5 | 5.7 | Backstitch and whipstitch | 1 of 1 |
| 124 | 25 | 3 | U5 | 5.8 | Sewing on a button | 1 of 1 |
| 125 | 25 | 3 | U5 | 5.9 | Repair Clinic: hem, seam, patch | 1 of 1 |
| 126 | 26 | 3 | U5 | 5.10 | Meet the machine: parts, safety, threading, paper drills | 1 of 3 |
| 127 | 26 | 3 | U5 | 5.10 | Meet the machine: parts, safety, threading, paper drills | 2 of 3 |
| 128 | 26 | 3 | U5 | 5.10 | Meet the machine: parts, safety, threading, paper drills | 3 of 3 |
| 129 | 26 | 3 | U5 | 5.11 | Build the drawstring bag; stitch sampler check | 1 of 3 |
| 130 | 26 | 3 | U5 | 5.11 | Build the drawstring bag; stitch sampler check | 2 of 3 |
| 131 | 27 | 3 | U5 | 5.11 | Build the drawstring bag; stitch sampler check | 3 of 3 |
| 132 | 27 | 3 | U5 | 5.12 | Comparing the same item across stores, secondhand, and online | 1 of 1 |
| 133 | 27 | 3 | U5 | 5.13 | Cost per wear and quality checks | 1 of 1 |
| 134 | 27 | 3 | U5 | 5.14 | Fast fashion and where clothes go; consumer comparison task | 1 of 2 |
| 135 | 27 | 3 | U5 | 5.14 | Fast fashion and where clothes go; consumer comparison task | 2 of 2 |
| 136 | 28 | 4 | U5 | 5.15 | Upcycle Challenge: design brief | 1 of 1 |
| 137 | 28 | 4 | U5 | 5.16 | Plan and prototype | 1 of 1 |
| 138 | 28 | 4 | U5 | 5.17 | Make | 1 of 2 |
| 139 | 28 | 4 | U5 | 5.17 | Make | 2 of 2 |
| 140 | 28 | 4 | U5 | 5.18 | Fashion-show gallery and reflection | 1 of 2 |
| 141 | 29 | 4 | U5 | 5.18 | Fashion-show gallery and reflection | 2 of 2 |
| 142 | 29 | 4 | U5 | 5.19 | Careers in textiles, apparel, and design; Unit 5 review and test | 1 of 2 |
| 143 | 29 | 4 | U5 | 5.19 | Careers in textiles, apparel, and design; Unit 5 review and test | 2 of 2 |
| 144 | 29 | 4 | U6 | 6.1 | Trace a food from farm to plate | 1 of 1 |
| 145 | 29 | 4 | U6 | 6.2 | Local, seasonal, and global | 1 of 1 |
| 146 | 30 | 4 | U6 | 6.3 | Food waste audit in our room | 1 of 1 |
| 147 | 30 | 4 | U6 | 6.4 | Food scarcity and food deserts | 1 of 1 |
| 148 | 30 | 4 | U6 | 6.5 | Sustainable food methods: gardens, composting, packaging; Food Systems Quiz | 1 of 2 |
| 149 | 30 | 4 | U6 | 6.5 | Sustainable food methods: gardens, composting, packaging; Food Systems Quiz | 2 of 2 |
| 150 | 30 | 4 | U6 | 6.6 | Cooking methods: dry heat, moist heat, and why | 1 of 1 |
| 151 | 31 | 4 | U6 | 6.7 | Quick bread science lab | 1 of 2 |
| 152 | 31 | 4 | U6 | 6.7 | Quick bread science lab | 2 of 2 |
| 153 | 31 | 4 | U6 | 6.8 | Lab: Cheesy Pasta Marinara with role cards | 1 of 1 |
| 154 | 31 | 4 | U6 | 6.9 | Lab: Black Bean Quesadillas | 1 of 1 |
| 155 | 31 | 4 | U6 | 6.10 | Global foods: one dish, three cultures | 1 of 2 |
| 156 | 32 | 4 | U6 | 6.10 | Global foods: one dish, three cultures | 2 of 2 |
| 157 | 32 | 4 | U6 | 6.11 | Table setting and food sharing across cultures | 1 of 1 |
| 158 | 32 | 4 | U6 | 6.12 | Feed the Class: menu options and constraints | 1 of 1 |
| 159 | 32 | 4 | U6 | 6.13 | Scale the recipe and cost it from the circular | 1 of 2 |
| 160 | 32 | 4 | U6 | 6.13 | Scale the recipe and cost it from the circular | 2 of 2 |
| 161 | 33 | 4 | U6 | 6.14 | Build the master flowchart | 1 of 1 |
| 162 | 33 | 4 | U6 | 6.15 | Shopping list and unit price check | 1 of 1 |
| 163 | 33 | 4 | U6 | 6.16 | Cook day (four kitchens) | 1 of 2 |
| 164 | 33 | 4 | U6 | 6.16 | Cook day (four kitchens) | 2 of 2 |
| 165 | 33 | 4 | U6 | 6.17 | Serve, eat, clean, reflect | 1 of 1 |
| 166 | 34 | 4 | U6 | 6.18 | Careers in food systems; Unit 6 review and test | 1 of 2 |
| 167 | 34 | 4 | U6 | 6.18 | Careers in food systems; Unit 6 review and test | 2 of 2 |
| 168 | 34 | 4 | U7 | 7.1 | The resume: the three-part bullet | 1 of 1 |
| 169 | 34 | 4 | U7 | 7.2 | Build your resume | 1 of 1 |
| 170 | 34 | 4 | U7 | 7.3 | ACT FAST: think on your feet | 1 of 1 |
| 171 | 35 | 4 | U7 | 7.4 | How to talk about yourself in an interview (STAR) | 1 of 1 |
| 172 | 35 | 4 | U7 | 7.5 | Mock interviews with peer feedback | 1 of 1 |
| 173 | 35 | 4 | U7 | 7.6 | What a business is: problem, customer, product, price | 1 of 1 |
| 174 | 35 | 4 | U7 | 7.7 | Big Idea Factory | 1 of 1 |
| 175 | 35 | 4 | U7 | 7.8 | Know your customer and price it | 1 of 1 |
| 176 | 36 | 4 | U7 | 7.9 | The elevator pitch | 1 of 1 |
| 177 | 36 | 4 | U7 | 7.10 | Build the pitch and prototype | 1 of 2 |
| 178 | 36 | 4 | U7 | 7.10 | Build the pitch and prototype | 2 of 2 |
| 179 | 36 | 4 | U7 | 7.11 | Shark Tank Showdown | 1 of 1 |
| 180 | 36 | 4 | U7 | 7.12 | Year reflection and portfolio | 1 of 1 |
Unit day counts
| Unit | Title | Days | First day | Last day |
|---|---|---|---|---|
| U0 | Welcome to the FACS Room | 5 | 1 | 5 |
| U1 | Kitchen Skills and Smart Eating | 30 | 6 | 35 |
| U2 | Me, My Goals, My Money | 30 | 36 | 65 |
| U3 | Growing Up, Getting Along | 25 | 66 | 90 |
| U4 | Spaces We Live In | 25 | 91 | 115 |
| U5 | Make It, Mend It, Wear It | 28 | 116 | 143 |
| U6 | From Farm to Table | 24 | 144 | 167 |
| U7 | Launch: Career Readiness and FACS Shark Tank | 13 | 168 | 180 |