The National Standards for Family and Consumer Sciences Education cited on this site are edition 3.0, in effect 2018 to 2028. They are the work of LEAD FCS Education (leadfcsed.org), whose terms of use require that credit, and it is given here and on every page that quotes them. The NYS module text is quoted from the June 2018 preliminary release of the New York State Middle Level CTE Family and Consumer Sciences modules, published at nyctecenter.org.
IGLR: Individual Growth and Life Readiness
20 lines. 20 have at least one lesson. 0 not yet taught.
| Line | Line text as the state printed it | Unit | Taught in |
|---|---|---|---|
| IGLR 1. Personal Development | |||
| IGLR 1. a) | Examine personal values | U2 (U0) | 2.1 2.3 |
| IGLR 1. b) | Discover and evaluate personality traits and strengths | U2 | 2.2 2.3 |
| IGLR 1. c) | Predict areas of personal interests relating to the future | U2 (U7) | 2.2 2.3 7.1 7.12 |
| IGLR 2. Goal Setting | |||
| IGLR 2. a) | Acknowledge the role of personal values and standards in goal setting | U2 | 2.1 2.4 |
| IGLR 2. b) | Differentiate between SMART and Stretch goals | U2 | 2.4 |
| IGLR 2. c) | Establish a goal for personal improvement | U2 (U3) | 2.5 |
| IGLR 2. d) | Design, implement, and evaluate a plan to attain a desired goal | U2 (U7) | 2.5 2.6 2.17 2.19 7.2 7.10 7.12 |
| IGLR 3. Employability | |||
| IGLR 3. a) | Explore employability skills | U2 (U7) | 2.20 7.3 7.4 |
| IGLR 3. b) | Show understanding of interpersonal dynamics | U0 (U2, U3) | 0.3 0.4 7.5 7.7 7.10 |
| IGLR 3. c) | Demonstrate effective communication skills | U0 (U2, U7) | 0.2 0.4 7.3 7.4 7.5 7.9 7.11 |
| IGLR 3. d) | Explore and implement strategies for career readiness | U7 (U2) | 2.22 7.1 7.2 7.4 7.5 7.11 7.12 |
| IGLR 4. Financial Readiness | |||
| IGLR 4. a) | Identify sources of income | U2 | 2.8 |
| IGLR 4. b) | Create and follow a budget | U2 (U1, U4, U5) | 2.7 2.9 2.14 2.19 7.6 7.8 |
| IGLR 4. c) | Explore options for money transfers | U2 | 2.10 2.13 |
| IGLR 4. d) | Examine how to balance a bank account | U2 | 2.10 |
| IGLR 4. e) | Determine ways for saving money | U2 | 2.12 2.14 2.15 2.16 2.17 2.18 2.19 |
| IGLR 4. f) | Compare and contrast different types of credit and loans | U2 | 2.11 |
| IGLR 4. g) | Evaluate the impact of various family transitions on personal finance | U2 (U3) | 2.9 |
| IGLR 5. Career Pathways | |||
| IGLR 5. a) | Explore various careers within the 16 national career clusters | U2 (U7) | 2.21 2.22 7.12 |
| IGLR 5. b) | Examine the skills needed to become an entrepreneur | U7 (U2) | 7.6 7.7 7.8 7.9 7.10 7.11 |
HDR: Human Development and Relationships
28 lines. 28 have at least one lesson. 0 not yet taught.
| Line | Line text as the state printed it | Unit | Taught in |
|---|---|---|---|
| HDR 1. Human Growth and Development Across the Lifespan | |||
| HDR 1. a) | Identify the stages of human growth and development across the lifespan | U3 | 3.1 3.4 |
| HDR 1. b) | Identify the relationships among and characteristics of the physical, emotional, social, and intellectual aspects of human growth and development | U3 | 3.1 3.2 3.3 3.4 |
| HDR 1. c) | Demonstrate understanding of procedures required for the care of an infant or young child | U3 | 3.2 3.17 3.18 |
| HDR 1. d) | Plan and implement experiences for young children which promote physical, social, emotional, and intellectual growth and development | U3 | 3.18 |
| HDR 2. Self-Concept and Self-Image | |||
| HDR 2. a) | Define the term self-concept and identify factors which affect the formation of self-concept | U3 (U2) | 3.4 3.5 |
| HDR 2. b) | Compare characteristics of a positive and a negative self-concept | U3 | 3.5 |
| HDR 2. c) | Identify ways that an individual's self-concept changes | U3 | 3.5 |
| HDR 2. d) | Describe ways personal image is projected to others through physical appearance, verbal and nonverbal communication, behavior, and action | U3 (U5) | 3.5 3.9 3.10 |
| HDR 2. e) | Assess the impact of first impressions on the development of relationships in social and work settings | U3 (U7) | 3.5 |
| HDR 3. Peer Influence and Stress Management | |||
| HDR 3. a) | Define the terms "pee" and "peer pressure" (state typo; PDF prints "pee") | U3 | 3.6 |
| HDR 3. b) | Compare the influence of family, peers, media, and others on decision-making | U3 (U0) | 3.6 |
| HDR 3. c) | Analyze positive and negative aspects of peer pressure and ways to assert individual choices within a peer group | U3 | 3.6 3.13 |
| HDR 3. d) | Recognize that adolescents experience common problems | U3 | 3.3 3.7 |
| HDR 3. e) | Identify the causes of stress and examine appropriate ways to manage stressors | U3 (U2) | 3.7 3.8 3.9 |
| HDR 4. Human Relationships | |||
| HDR 4. a) | Identify characteristics of healthy human relationships | U3 (U0) | 3.9 3.11 3.12 3.13 |
| HDR 4. b) | Identify characteristics of unhealthy human relationships | U3 | 3.12 |
| HDR 4. c) | Discuss strategies for strengthening human relationships | U3 (U0) | 3.10 3.11 3.13 |
| HDR 5. Family Role in Society | |||
| HDR 5. a) | Evaluate the significance of family and its impact on the well-being of individuals and society | U3 | 3.14 |
| HDR 5. b) | Examine "family" as the basic unit of society | U3 | 3.14 |
| HDR 5. c) | Investigate family structures and transitions | U3 (U2) | 3.14 |
| HDR 5. d) | Examine the role of the family in teaching cultural traditions and understanding of cultural diversity | U3 (U6) | 3.15 |
| HDR 5. e) | Discuss ways family influence can nurture or impede the development of an adolescent's self-concept, personality, and emerging independence | U3 | 3.15 |
| HDR 5. f) | Identify support groups, agencies, and community organizations which assist the family in carrying out its basic functions | U3 (U7) | 3.16 |
| HDR 6. Parenting | |||
| HDR 6. a) | Evaluate the impact of parenting roles and responsibilities on strengthening the well-being of individuals and families | U3 | 3.16 |
| HDR 6. b) | Identify roles and responsibilities of parenting | U3 | 3.16 |
| HDR 6. c) | Analyze physical, social, and emotional factors related to readiness for parenting | U3 | 3.16 |
| HDR 7. Career Pathways | |||
| HDR 7. a) | Investigate a career in human development or human services field and identify the pathways used to reach that career | U3 | 3.19 |
| HDR 7. b) | Assess personal knowledge, skills, and interest in careers in human development and human services and evaluate personal suitability for these careers | U3 (U2) | 3.19 |
ATPD: Apparel and Textile Production and Design
19 lines. 19 have at least one lesson. 0 not yet taught.
| Line | Line text as the state printed it | Unit | Taught in |
|---|---|---|---|
| ATPD 1. Selection | |||
| ATPD 1. a) | Determine personal needs, wants, and values | U5 (U2) | 5.1 5.3 |
| ATPD 1. b) | Identify appropriate clothing for individual roles and activities | U5 | 5.1 5.2 |
| ATPD 1. c) | Describe ways personal image and style is projected to others through clothing choices | U5 (U3) | 5.2 5.18 |
| ATPD 1. d) | Inventory personal wardrobe, noting condition and appropriateness of apparel items | U5 | 5.13 |
| ATPD 1. e) | Select wardrobe items based on personal clothing values and available resources | U5 | 5.12 |
| ATPD 1. f) | Select appropriate clothing for a variety of situations without exceeding financial and other resources | U5 (U2) | 5.12 |
| ATPD 2. Production | |||
| ATPD 2. a) | Identify common equipment and supplies used in hand and machine sewing | U5 | 5.5 5.6 5.10 5.11 |
| ATPD 2. b) | Demonstrate safe use and storage of equipment used in hand and machine sewing | U5 (U0) | 5.5 5.7 5.10 5.11 5.16 5.17 |
| ATPD 2. c) | Demonstrate basic hand and machine sewing techniques by creating or repairing a textile product | U5 | 5.6 5.7 5.8 5.9 5.11 5.16 5.17 5.18 |
| ATPD 2. d) | Develop sustainability practices for repurposing apparel items | U5 (U4) | 5.14 5.15 5.16 5.17 5.18 |
| ATPD 3. Maintenance | |||
| ATPD 3. a) | Identify care procedures which may extend the wear of an apparel item | U5 | 5.3 5.4 5.8 5.13 |
| ATPD 3. b) | Use care label information to select appropriate procedures for care of clothing and accessories | U5 | 5.4 |
| ATPD 3. c) | Identify daily, weekly, and seasonal care of clothing and accessories | U5 | 5.4 |
| ATPD 4. Consumer Resources and Finance | |||
| ATPD 4. a) | Compare and contrast the cost of constructing an apparel item versus purchasing one or repurposing one | U5 (U2) | 5.9 5.12 5.13 5.15 |
| ATPD 4. b) | Compare cost of similar apparel items when obtained from a variety of different types of vendors | U5 (U2) | 5.12 5.14 |
| ATPD 4. c) | Create a clothing budget | U5 (U2) | 5.14 |
| ATPD 4. d) | Describe ways that personal decisions regarding apparel and textile choices include a global responsibility | U5 (U6) | 5.14 |
| ATPD 5. Career Pathways | |||
| ATPD 5. a) | Identify career paths in the textiles and apparel field | U5 | 5.19 |
| ATPD 5. b) | Investigate a career in clothing or textiles and identify the pathways used to reach that career | U5 (U7) | 5.19 |
EDM: Environmental Design and Management
14 lines. 14 have at least one lesson. 0 not yet taught.
| Line | Line text as the state printed it | Unit | Taught in |
|---|---|---|---|
| EDM 1. Healthy, Safe, Sustainable Living Spaces | |||
| EDM 1. a) | Recognize that family, school, work, and community settings are all part of the individual's broader living space | U4 | 4.1 4.11 |
| EDM 1. b) | Identify common safety hazards found in living spaces and describe ways to minimize risks to individuals, families, and household members (wording per the NYSED 2023 copy; the 2018 PDF fused two phrases, see E.5) | U4 (U0) | 4.2 4.3 4.17 |
| EDM 1. c) | Formulate a safety plan for home, work, and community settings | U4 (U0) | 4.2 4.3 |
| EDM 1. d) | Investigate ways to conserve natural resources in family, school, work, and community settings | U4 (U6) | 4.4 4.5 |
| EDM 2. Environment and Interior Design | |||
| EDM 2. a) | Design shared environments and living space zones (for home, school, work, and/or community) which show respect for individual privacy needs and appreciation of large group social needs | U4 | 4.7 4.8 4.10 4.11 4.14 |
| EDM 2. b) | Create a floor plan designed to meet the needs of individuals, families, or communities | U4 | 4.10 4.12 |
| EDM 2. c) | Incorporate the elements and principles of design into a design plan | U4 (U5) | 4.6 4.7 4.8 4.9 4.10 4.12 4.15 4.17 |
| EDM 2. d) | Research how environmental and green home factors influence the design of functional, safe and aesthetic living spaces | U4 | 4.4 4.5 |
| EDM 2. e) | Predict future housing design incorporating technology and demographic data | U4 (U7) | 4.16 |
| EDM 3. Consumer Resources and Finance | |||
| EDM 3. a) | Construct a budget for implementation of a floor plan design | U4 (U2) | 4.13 4.15 4.17 |
| EDM 3. b) | Use consumer skills to select household items | U4 (U2) | 4.13 |
| EDM 4. Career Pathways | |||
| EDM 4. a) | Explain roles and functions of individuals engaged in environment, housing, and interior design careers | U4 | 4.16 |
| EDM 4. b) | Investigate education and training requirements and opportunities for career paths in environment, housing, and interior design fields | U4 | 4.16 |
| EDM 4. c) | Assess personal employability skills for careers in environment, housing, architecture, and interior design and evaluate personal suitability for these careers | U4 (U7) | 4.16 |
N&W: Nutrition and Wellness
18 lines. 18 have at least one lesson. 0 not yet taught.
| Line | Line text as the state printed it | Unit | Taught in |
|---|---|---|---|
| N&W 1. Culinary Management | |||
| N&W 1. a) | Identify common kitchen tools and equipment and the uses for each | U1 | 1.5 |
| N&W 1. b) | Demonstrate safety and sanitation procedures when handling food and equipment | U1 (U0, U6) | 1.1 1.2 1.3 1.4 1.5 1.8 1.13 1.20 |
| N&W 1. c) | Demonstrate accurate measuring of dry/solid, liquid, and small quantity ingredients | U1 | 1.6 1.8 |
| N&W 1. d) | Prepare a simple recipe | U1 (U6) | 1.7 1.8 1.13 1.20 |
| N&W 1. e) | Plan a nutritious meal | U1 | 1.14 1.18 1.19 |
| N&W 1. f) | Safely store food items | U1 (U6) | 1.17 |
| N&W 1. g) | Prepare and serve a simple meal | U1 (U6) | 1.13 1.20 6.17 |
| N&W 1. h) | Demonstrate appropriate table setting | U1 | 1.20 6.11 |
| N&W 1. i) | Practice food sharing behaviors that show consideration for other cultures and promote social acceptance | U1 (U6) | 1.21 6.10 6.11 6.17 |
| N&W 2. Nutrition Across the Lifespan | |||
| N&W 2. a) | Identify nutrient groups, common sources of nutrients, and nutrient requirements across the lifespan | U1 | 1.9 1.10 1.11 1.13 |
| N&W 2. b) | Describe the relationship of nutrition and physical activity to the wellness of individuals and families | U1 | 1.10 |
| N&W 2. c) | Identify sources of authentic and credible dietary information | U1 | 1.11 1.12 |
| N&W 2. d) | Identify psychological influences on nutrition and food choice relating to diet | U1 | 1.12 |
| N&W 3. Consumer Resources and Finance | |||
| N&W 3. a) | Create and organize a shopping list | U1 (U6) | 1.15 1.18 6.15 |
| N&W 3. b) | Describe and demonstrate food purchasing strategies that maximize the benefits of the food budget | U1 (U6, U2) | 1.15 1.16 1.18 1.19 |
| N&W 3. c) | Identify monetary influences on one's ability to select and purchase nutritious foods | U1 (U6) | 1.14 1.16 1.18 1.21 |
| N&W 4. Career Pathways | |||
| N&W 4. a) | Investigate careers in nutrition, wellness, and culinary arts and identify the pathways to reach them | U1 | 1.22 |
| N&W 4. b) | Assess personal knowledge, skills, and interest in careers in nutrition, wellness, and culinary arts and evaluate personal suitability for these careers | U1 (U7) | 1.22 |
FSP: Food Systems and Production
25 lines. 25 have at least one lesson. 0 not yet taught.
| Line | Line text as the state printed it | Unit | Taught in |
|---|---|---|---|
| FSP 1. Basic Culinary Skills | |||
| FSP 1. a) | Apply basic culinary and management skills to the preparation of nutritious food | U6 (U1) | 6.6 6.8 6.14 6.16 6.17 |
| FSP 1. b) | Identify common kitchen tools, equipment, and the uses for each | U6 (U1) | 6.6 |
| FSP 1. c) | Demonstrate safety and sanitation procedures when handling food and tools | U6 (U1, U0) | 6.8 6.12 6.14 6.16 |
| FSP 1. d) | Demonstrate accurate measuring of dry/solid, liquid, and small quantity ingredients | U6 (U1) | 6.7 6.13 |
| FSP 1. e) | Prepare a simple recipe | U6 (U1) | 6.7 6.8 6.9 6.16 |
| FSP 2. Food Preparation | |||
| FSP 2. a) | Identify specific foods from the region being studied | U6 | 6.2 6.10 |
| FSP 2. b) | Explore factors affecting regional food choices | U6 | 6.2 6.10 |
| FSP 2. c) | Prepare foods from the region being studied using ingredients common to the region | U6 | 6.9 |
| FSP 2. d) | Demonstrate the skills and techniques common to food preparation of the region | U6 | 6.6 6.7 6.11 |
| FSP 2. e) | Practice safety and sanitation practices and procedures in the preparation of food | U6 (U1) | 6.9 6.16 |
| FSP 3. Current Issues Related to Food in Global Societies | |||
| FSP 3. a) | Describe factors affecting the food supply, including but not limited to geography, climate, economics, transportation systems, farming methods, energy, population density, political systems, natural disasters, and food waste | U6 | 6.1 6.3 |
| FSP 3. b) | Identify how current laws, regulations, and policies affect the availability, selection, and preparation of food in various regions and countries | U6 | 6.4 |
| FSP 3. c) | Explore factors that create current food-related health concerns around the world | U6 | 6.4 |
| FSP 4. Future of Food in a Global Society | |||
| FSP 4. a) | Understand the components of sustainable food systems | U6 | 6.1 6.3 6.5 |
| FSP 4. b) | Explore the advantages and disadvantages of selecting and purchasing sustainable food products | U6 (U1) | 6.2 |
| FSP 4. c) | Evaluate the quality of foods produced through sustainable methods | U6 | 6.5 |
| FSP 4. d) | Identify the consequences of food scarcity and hunger on society | U6 (U3) | 6.4 |
| FSP 4. e) | Explore technological advances that affect the global food supply | U6 | 6.5 |
| FSP 5. Consumer Resources and Finance | |||
| FSP 5. a) | Demonstrate management of individual and family resources to select and purchase food | U6 (U1) | 6.12 6.13 6.15 |
| FSP 5. b) | Analyze decisions about providing safe and nutritious food for individuals and families | U6 (U1) | 6.12 |
| FSP 5. c) | Apply consumer skills to selecting and purchasing of food items | U6 (U1) | 6.4 6.12 6.13 6.15 |
| FSP 5. d) | Apply time management, organizational, and process skills to prioritize tasks and achieve goals | U6 (U1, U2) | 6.8 6.14 6.17 |
| FSP 6. Career Pathways | |||
| FSP 6. a) | Explain roles and functions of individuals engaged in food industry careers | U6 | 6.18 |
| FSP 6. b) | Investigate education, training requirements, and opportunities for career paths in global food industry | U6 | 6.18 |
| FSP 6. c) | Assess personal employability skills for careers in the global foods industry and evaluate personal suitability for said careers | U6 (U7) | 6.18 |
CTE theme lines
The theme module lines cited by the lessons on this site, grouped by theme. All six theme modules are carried.
CCO: Career and Community Opportunities
| Line | Line text | Units | Taught in |
|---|---|---|---|
| CCO 1. The Work World a) | Describe reasons for working in paid and unpaid work environments | U3 U7 | 3.16 7.6 |
| CCO 1. The Work World b) | Discuss the value of work as it relates to the individual and to society | U6 | 6.1 |
| CCO 1. The Work World c) | Compare the similarities and differences among home, school, community, and work environments | U0 U3 U5 | 0.1 3.15 5.1 |
| CCO 1. The Work World d) | Identify changes likely to occur in home, school, and community environments that will likely change work environments in the future | U4 | 4.16 |
| CCO 2. Career Clusters a) | Identify and use career resources to obtain information about careers and employment trends | U1 U4 U5 | 1.22 4.16 5.19 |
| CCO 2. Career Clusters c) | Examine the 16 national career clusters and their use in guiding initial career planning | U2 | 2.21 |
| CCO 2. Career Clusters d) | Identify clusters for further investigation based on personal interests | U2 U3 | 2.2 2.21 3.19 |
| CCO 3. Employability Skills a) | Identify personal characteristics such as abilities, interests, and values and examine how they might impact career choices | U1 U2 U7 | 1.22 2.1 7.1 7.4 |
| CCO 3. Employability Skills b) | Describe characteristics and behaviors that enable individuals to contribute to the success of a group in a variety of community and work situations | U0 | 0.4 |
| CCO 3. Employability Skills c) | List and describe employability skills and ways they benefit individuals in community and work situations | U2 U7 | 2.20 7.1 7.3 |
| CCO 3. Employability Skills d) | Demonstrate personal development of employability skills through practice of these skills in a variety of classroom applications | U2 U7 | 2.20 7.2 7.5 |
| CCO 4. Career Plans a) | Examine potential career choices to determine knowledge, skills, and abilities associated with each | U2 U5 U6 | 2.22 5.19 6.18 |
| CCO 4. Career Plans b) | Assess personal characteristics such as interests, abilities, and aptitudes in relation to characteristics associated with careers of interest | U2 U4 U7 | 2.2 2.22 4.16 7.12 |
| CCO 4. Career Plans d) | Formulate a personal career plan that includes short-term and long-term goals needed to carry out the career plan | U2 U7 | 2.4 2.5 7.12 |
| CCO 5. Community Needs Assessment a) | List and describe the typical needs of community members at each stage in the lifespan | U3 | 3.1 |
| CCO 5. Community Needs Assessment b) | Research community resources available to support individuals and families | U3 U6 | 3.16 6.4 |
| CCO 7. Career Pathways c) | Research ways social, economic, and technological changes have led to adaptations in work and community environments and expectations | U6 | 6.18 |
CIR: Communication and Interpersonal Relationships
| Line | Line text | Units | Taught in |
|---|---|---|---|
| CIR 1. Communication b) | Describe types of communication (e.g., oral, verbal, nonverbal, digital) | U1 U3 U5 | 1.6 1.21 3.9 5.2 |
| CIR 1. Communication c) | Examine communication styles and their effects on relationships | U5 | 5.2 |
| CIR 1. Communication e) | Understand the role of communication skills in establishing cooperation, compromise, and collaboration in relationships | U0 | 0.3 |
| CIR 1. Communication f) | Demonstrate personal development of communication skills through practice of these skills in a variety of classroom applications | U1 U2 U3 U4 U5 U7 | 1.21 2.3 2.19 3.10 3.13 3.18 4.15 5.18 7.3 7.9 7.11 |
| CIR 2. Listening b) | Distinguish between hearing and listening | U3 | 3.10 |
| CIR 2. Listening c) | Show understanding of active listening and feedback techniques | U0 U1 U3 U5 U7 | 0.2 1.19 3.10 5.18 7.5 7.8 |
| CIR 3. Workplace Communication a) | List the similarities and differences between personal and workplace communication and the uses of technology in each | U7 | 7.4 |
| CIR 3. Workplace Communication b) | Describe ways effective communication promotes workplace efficiency | U7 | 7.9 |
| CIR 3. Workplace Communication e) | Explain how to give and receive accurate reports in a variety of formats | U6 U7 | 6.14 7.2 |
| CIR 3. Workplace Communication f) | Demonstrate effective communication skills in a group setting to accomplish a task | U0 U1 U6 U7 | 0.4 1.8 1.20 6.8 6.9 6.14 6.16 7.10 |
| CIR 4. Relationships a) | Define the term "relationship" | U3 | 3.14 |
| CIR 4. Relationships b) | Analyze the functions and expectations of various types of relationships and how they may change over time | U3 | 3.4 3.14 |
| CIR 4. Relationships c) | Examine processes for building and maintaining relationships | U3 | 3.15 |
| CIR 4. Relationships e) | Demonstrate and practice behaviors that promote healthy relationships through a variety of classroom applications | U3 | 3.12 |
| CIR 5. Peer Relationships c) | Describe how self-esteem and self-image impact peer relationships | U3 | 3.5 |
| CIR 5. Peer Relationships d) | Analyze the influence of peers on personal development, choices, and relationships | U3 | 3.6 3.12 |
| CIR 5. Peer Relationships e) | Explain how individuals can assert personal choices within a peer group structure | U3 | 3.6 3.13 |
| CIR 6. Conflict Prevention and Management b) | List and describe factors that contribute to healthy and unhealthy relationships | U3 | 3.11 |
| CIR 6. Conflict Prevention and Management c) | Research conflict prevention and management techniques | U3 | 3.11 |
| CIR 6. Conflict Prevention and Management d) | Explore how similarities and differences among people affect conflict prevention and management | U3 U6 | 3.11 6.10 6.11 |
| CIR 6. Conflict Prevention and Management f) | Contribute to a classroom environment that encourages respect for the ideas, perspectives, and contributions of all | U0 U1 U6 U7 | 0.1 1.19 6.10 6.11 6.17 7.11 |
| CIR 7. Careers in the Communication and Human Services Field c) | Evaluate personal skills, abilities, and interests for employment in the communications and human services fields | U3 | 3.19 |
FCL: Financial and Consumer Literacy
| Line | Line text | Units | Taught in |
|---|---|---|---|
| FCL 1. Earning Income c) | Analyze factors that affect gross and net income | U2 | 2.8 |
| FCL 1. Earning Income d) | Explain basic information found on pay stubs | U2 | 2.8 |
| FCL 1. Earning Income e) | Analyze systems for recording income and documenting expenditures | U2 | 2.9 |
| FCL 2. Saving, Investing, and Sharing a) | Describe the purpose of saving money as it applies to their future goals | U2 | 2.12 |
| FCL 2. Saving, Investing, and Sharing b) | Define "investing" and explain how saving and investing are related | U2 | 2.14 |
| FCL 2. Saving, Investing, and Sharing c) | Explore different savings and investment tools and methods | U2 | 2.12 2.15 2.16 2.18 |
| FCL 2. Saving, Investing, and Sharing f) | Apply decision-making skills to saving, investing, and donating decisions | U2 | 2.18 2.19 |
| FCL 3. Protecting and Insuring a) | Identify various types of financial risk | U2 | 2.14 |
| FCL 4. Buying Goods and Services a) | Define the term "consumer" and describe the role of the consumer in the economy | U7 | 7.6 |
| FCL 4. Buying Goods and Services b) | Distinguish between needs, wants, values, and goals and tell how each impacts spending and savings decisions | U1 U2 | 1.16 2.7 |
| FCL 4. Buying Goods and Services c) | Develop a spending and savings plan (budget) based on income and expenses | U1 U2 U4 U5 U6 U7 | 1.14 1.18 2.9 4.13 5.14 6.12 7.8 |
| FCL 4. Buying Goods and Services d) | Explain the features of checking accounts and the roles of checking accounts in budgeting and consumer purchasing | U2 | 2.10 |
| FCL 4. Buying Goods and Services e) | Explain the influence of peers, advertising, technology, and the economy on consumer decisions | U1 | 1.11 1.12 |
| FCL 4. Buying Goods and Services f) | Apply a decision-making model to maximize consumer satisfaction when purchasing goods and services | U1 U2 U4 U5 U6 | 1.11 1.13 1.15 1.16 2.13 4.13 5.9 5.12 5.13 6.13 |
| FCL 4. Buying Goods and Services g) | Compare local, national, and global resources for obtaining goods and services | U5 U6 | 5.12 6.2 6.4 6.13 6.15 |
| FCL 4. Buying Goods and Services h) | Analyze consumer rights, responsibilities, and protections provided by local, state, federal, and global laws and policies | U5 | 5.4 |
| FCL 4. Buying Goods and Services i) | Demonstrate personal development of consumer skills through practice of these skills in a variety of classroom applications | U1 U6 | 1.15 6.15 |
| FCL 5. Payment Options and Credit a) | Explore and compare various payment options | U2 | 2.10 2.13 |
| FCL 5. Payment Options and Credit b) | Define the terms "credit" and "debt" | U2 | 2.11 |
| FCL 5. Payment Options and Credit c) | Examine factors that affect the choice to use credit, the costs and benefits of using credit, and the personal and legal responsibilities of using credit | U2 | 2.11 |
HSW: Health, Safety, and Wellness
| Line | Line text | Units | Taught in |
|---|---|---|---|
| HSW 1. Health Practices a) | Define physical health, social health, and mental/emotional health and describe how they interact as dimensions of overall wellness | U1 | 1.10 |
| HSW 1. Health Practices b) | Describe how personal health behaviors and practices impact an individual's body systems | U1 | 1.9 |
| HSW 1. Health Practices c) | Identify personal health practices that promote overall good health | U1 U2 | 1.9 1.10 2.6 |
| HSW 1. Health Practices f) | Describe how an individual's health status impacts performance of tasks at home, at school, and in workplace and community settings | U2 | 2.6 |
| HSW 2. Disease Prevention b) | Demonstrate the use of prevention measures such as hand washing, sanitation and waste disposal, proper food handling and storage, and environmental controls to reduce disease risk | U1 | 1.2 1.17 |
| HSW 3. Personal Safety c) | Summarize common causes of intentional and unintentional injury and describe associated prevention strategies | U3 U4 | 3.2 3.17 4.2 4.17 |
| HSW 3. Personal Safety d) | Explain how an orderly environment promotes reduction of accidents and injury | U4 | 4.1 |
| HSW 3. Personal Safety e) | Develop safety plans and practice emergency responses | U3 U4 | 3.17 4.2 |
| HSW 4. Classroom and Workplace Safety a) | List and describe the purpose of safety rules specific to classroom and workplace settings | U0 U1 U5 | 0.2 0.5 1.1 1.4 5.3 |
| HSW 4. Classroom and Workplace Safety b) | Recognize potential hazards and explain accident prevention strategies specific to classroom and workplace settings | U1 | 1.1 |
| HSW 4. Classroom and Workplace Safety c) | Apply safety practices when using tools, machines, and equipment | U1 U4 U5 U6 | 1.3 1.5 1.8 1.13 1.20 4.3 5.5 5.6 5.7 5.8 5.10 5.11 5.16 5.17 6.6 6.8 6.9 6.16 |
| HSW 4. Classroom and Workplace Safety d) | Wear appropriate protective clothing and gear when using tools, machines, and equipment | U1 U4 U5 | 1.3 1.8 4.3 5.1 |
| HSW 4. Classroom and Workplace Safety e) | Participate in housekeeping procedures that help to establish and maintain safe working conditions in the classroom or workplace | U1 U5 U6 | 1.4 1.8 1.13 1.20 5.5 5.17 6.8 6.9 6.16 6.17 |
| HSW 4. Classroom and Workplace Safety f) | Explain the purpose of Safety Data Sheets (SDS) for poisonous, toxic, or hazardous substances and know where to find them in the classroom or workplace | U1 | 1.3 |
| HSW 4. Classroom and Workplace Safety g) | Understand and follow preplanned procedures in the case of accident or emergency | U0 U1 U3 U4 | 0.5 1.3 3.17 4.2 |
| HSW 4. Classroom and Workplace Safety h) | List the components of an accident report and explain the importance of preparing a thorough report should an accident occur in the classroom or workplace | U1 | 1.3 |
| HSW 4. Classroom and Workplace Safety i) | Demonstrate development of workplace safety skills through practice of these skills in a variety of classroom applications | U1 U5 | 1.4 5.10 5.11 |
| HSW 5. Social-Emotional Learning a) | Discuss how personal habits, environment, and heredity affect social-emotional health | U3 U4 | 3.1 3.4 3.5 4.8 |
| HSW 5. Social-Emotional Learning c) | Label, understand, and apply strategies for managing emotions; feeling and showing empathy for others; making responsible decisions; and handling challenging situations | U3 | 3.3 |
| HSW 5. Social-Emotional Learning e) | Identify school personnel with whom to discuss social, emotional, or mental health issues | U3 | 3.9 |
| HSW 6. Stress Management a) | Define "stress" and identify situations that contribute to stress | U3 | 3.7 |
| HSW 6. Stress Management c) | Recognize signs of stress and take steps to reduce its impact on overall wellness | U2 U3 | 2.17 3.7 |
| HSW 6. Stress Management d) | Research and practice techniques to manage stressful situations | U3 | 3.8 |
| HSW 6. Stress Management e) | Assess the effectiveness of stress management techniques and determine steps to take to address stress if reduction is not achieved | U3 | 3.8 |
PSI: Problem Solving and Innovation
| Line | Line text | Units | Taught in |
|---|---|---|---|
| PSI 1. Problem Solving a) | Describe the scientific method of inquiry as it relates to real-world problem solving | U6 | 6.6 6.7 |
| PSI 1. Problem Solving d) | Define innovation as new applications for existing technologies and systems | U7 | 7.7 |
| PSI 1. Problem Solving e) | Demonstrate personal development of problem-solving skills through practice of these skills in a variety of classroom applications | U0 U1 U2 U6 U7 | 0.3 1.6 1.7 1.18 2.5 2.17 6.7 7.11 |
| PSI 2. Design Process (Proactive) a) | c. Defining constraints that must be adhered to | U1 U3 U4 U5 U6 U7 | 1.18 3.18 4.6 4.7 4.8 4.9 4.10 4.11 4.12 4.14 5.11 5.15 5.16 5.18 6.5 6.12 7.7 7.8 7.10 7.12 |
| PSI 2. Design Process (Proactive) b) | Demonstrate personal development of design skills through practice of these skills in a variety of classroom applications | U4 U5 | 4.6 4.9 4.10 5.6 5.7 |
| PSI 3. Troubleshooting Process (Reactive) a) | Implement a formal troubleshooting process to solve a given problem by a. Defining the problem being addressed; b. Identifying criteria and specifications for the desired outcomes or operation; c. Testing and evaluating to isolate the problem; d. Correcting the problem by implementing changes or repairs; e. Validating that the corrective action produced desired outcomes or operation; f. Identifying strategies to prevent future problems | U4 U5 | 4.3 5.9 5.17 |
| PSI 4. Research Applications in CTE b) | b. Evaluating the source to determine if the author(s) or publisher can be considered an authoritative source for the desired content | U1 U2 | 1.12 2.15 |
SUS: Sustainability
| Line | Line text | Units | Taught in |
|---|---|---|---|
| SUS 1. Resources a) | Define "sustainability" as it applies to resource use | U6 | 6.5 |
| SUS 1. Resources b) | Explain how sustainability can be a factor in decision making | U4 | 4.1 |
| SUS 1. Resources e) | Investigate practices that promote stewardship of environmental resources | U4 U5 U6 | 4.4 5.4 5.15 6.3 6.17 |
| SUS 1. Resources f) | Research the personal, environmental, and financial costs and benefits of sustainability-conscious decisions to individuals, families, schools, workplaces and communities | U5 | 5.13 5.14 |
| SUS 2. Environmental Management c) | Describe ways individuals can adjust behaviors to minimize the impact of their choices on the environment | U4 U6 | 4.5 6.3 |
| SUS 2. Environmental Management e) | Explain factors to consider when assessing the environmental impact of purchasing decisions for everyday goods | U5 | 5.3 5.14 |
| SUS 2. Environmental Management f) | Explain factors to consider when assessing the environmental impact of housing decisions | U4 | 4.5 4.14 |
| SUS 2. Environmental Management h) | Explain factors to consider when assessing the environmental impact of food choices | U1 U6 | 1.17 6.1 6.2 |
| SUS 2. Environmental Management j) | Examine the impacts of landfills, including toxins, leachate, and greenhouse gases, on the global community | U1 U5 | 1.17 5.14 |
| SUS 3. Energy Conservation c) | Understand and explain how individuals can limit the use of nonrenewable resources by reducing, reusing, and recycling | U5 | 5.8 |
| SUS 3. Energy Conservation d) | Define "conservation" as it applies to energy | U4 | 4.4 |
| SUS 3. Energy Conservation e) | List and describe methods for energy conservation in the home, workplace, and community | U4 | 4.4 4.17 |
| SUS 4. Careers Related to Sustainability a) | Investigate knowledge, skills, and practices needed for careers related to sustainability or for employment in settings that utilize sustainable practices | U6 | 6.18 |
| SUS 4. Careers Related to Sustainability b) | Analyze career paths within the natural resources, environmental management, and energy conservation fields | U5 | 5.19 |
NYS FACS learning standards (Intermediate)
The New York State Learning Standards for Health, Physical Education, and Family and Consumer Sciences, Intermediate level, FACS strand.
| Standard | Key idea and performance indicators as cited | Units | Taught in |
|---|---|---|---|
| NYS FACS Learning Standard 1 (Intermediate) | Key Idea: Students will use an understanding of the elements of good nutrition to plan appropriate diets for themselves and others. They will know and use the appropriate tools and technologies for safe and healthy food preparation.; Performance Indicator A: Students understand the relationships among diet, health, and physical activities; evaluate their own eating patterns; and use appropriate technology and resources to make food selections and prepare simple, nutritious meals.; Performance Indicator C: Students recognize the mental, social, and emotional aspects of good health. Performance indicators cited: A, B, C | U1 U6 | 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 1.10 1.11 1.12 1.13 1.14 1.17 1.20 6.2 6.6 6.7 6.8 6.9 6.10 6.11 6.16 6.17 |
| NYS FACS Learning Standard 2 (Intermediate) | Key Idea: Students will know the basic principles of home and community safety. They can demonstrate the skills necessary to maintain their homes and workplaces in a safe and comfortable condition. They can provide a safe and nurturing environment for themselves and others.; Performance Indicator: none of the three Standard 2 indicators names the family. The state assigns only Standard 2 to this module, so this lesson cites the key idea's last sentence and no PI. (Crosswalk Part E.3 notes that Standard 3 PI A, "Students understand how the family can provide for the economic, physical, and emotional needs of its members," fits this topic better; Sal can add it if he decides to cite outside the state's block.) | U0 U3 U4 U5 | 0.1 0.2 0.4 0.5 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9 3.10 3.11 3.12 3.13 3.14 3.15 3.16 3.17 3.18 3.19 4.1 4.2 4.3 4.6 4.7 4.8 4.9 4.10 4.11 4.12 4.14 4.15 4.17 5.1 5.2 5.3 5.4 5.5 5.6 5.7 5.8 5.9 5.10 5.11 5.14 5.15 5.16 5.17 5.18 |
| NYS FACS Learning Standard 3 (Intermediate) | Key Idea: Students will understand and be able to manage personal resources of talent, time, energy, and money and make effective decisions in order to balance their obligations to work, family, and self.; Performance Indicator: Students understand the resources available to them, make informed decisions about the use of those resources, and know some ways to expand resources. Also Performance Indicator: Students are able to budget their time and money. Performance indicators cited: A, B | U0 U1 U2 U4 U5 U6 U7 | 0.3 1.14 1.15 1.16 1.18 1.19 1.21 1.22 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11 2.12 2.13 2.14 2.15 2.16 2.17 2.18 2.19 2.20 2.21 2.22 4.4 4.5 4.13 4.16 5.12 5.13 5.19 6.1 6.3 6.4 6.5 6.12 6.13 6.14 6.15 6.18 7.1 7.2 7.3 7.4 7.5 7.6 7.7 7.8 7.9 7.10 7.11 7.12 |
CDOS: Career Development and Occupational Studies (Intermediate)
Standard 1 Career Development, Standard 2 Integrated Learning, and the Standard 3a universal foundation skills.
| Standard | Sub skill and text as cited | Units | Taught in |
|---|---|---|---|
| Standard 1 | Career Development. Career Development. Students will be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes, and abilities to future career decisions. | U1 U2 U3 U4 U5 U6 U7 | 1.22 2.2 2.21 2.22 3.19 4.16 5.19 6.18 7.1 7.12 |
| Standard 2 | Integrated Learning. Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings. | U1 U5 U6 U7 | 1.9 5.11 5.17 6.13 6.16 7.6 7.8 |
| Standard 3a | Basic Skills. Basic Skills (Students listen to and read the ideas of others and analyze what they hear and read | U0 U1 U2 U4 U5 U6 U7 | 0.2 1.6 1.7 1.16 2.8 2.11 2.12 2.18 4.10 4.12 4.17 5.3 5.4 5.6 5.7 5.13 6.3 6.13 6.15 7.4 7.8 |
| Standard 3a | Interpersonal Skills. Interpersonal Skills (Students demonstrate the ability to work with others, present facts that support arguments, listen to dissenting points of view, and reach a shared decision.) | U0 U1 U3 U4 U5 U6 U7 | 0.3 0.4 1.4 1.8 1.13 1.19 1.20 1.21 3.6 3.10 3.11 3.12 3.13 3.18 4.15 5.2 5.18 6.17 7.5 7.11 |
| Standard 3a | Managing Information. Managing Information. Students select and communicate information in an appropriate format (e.g., oral, written, graphic, pictorial, multimedia). | U1 U2 U3 U5 U6 U7 | 1.10 1.11 1.12 2.14 2.15 2.19 3.2 5.18 6.10 6.14 7.2 7.9 |
| Standard 3a | Managing Resources. Managing Resources. Students understand the material, human, and financial resources needed to accomplish tasks and activities. | U1 U2 U3 U4 U5 U6 U7 | 1.14 1.15 1.18 2.6 2.7 2.9 3.15 3.16 4.4 4.13 5.12 6.8 6.9 6.12 6.14 6.15 7.10 |
| Standard 3a | Personal Qualities. Personal Qualities (Students demonstrate an understanding of the relationship between individuals and society and interact with others in a positive manner.) | U0 U1 U2 U3 U4 U5 U6 U7 | 0.1 0.5 1.1 1.2 1.3 2.1 2.3 2.20 3.3 3.5 3.7 3.8 3.17 4.2 5.1 5.5 5.8 5.10 5.17 6.11 6.16 7.3 |
| Standard 3a | Systems. Systems | U1 U4 U6 | 1.17 4.5 6.1 6.5 |
| Standard 3a | Technology. Technology. Students select and use appropriate technology to complete a task. | U1 U2 U3 U4 U5 U6 | 1.5 2.10 3.9 4.3 4.14 5.10 5.11 6.6 |
| Standard 3a | Thinking Skills. Thinking Skills (Students evaluate facts, solve advanced problems, and make decisions by applying logic and reasoning skills.) | U0 U2 U3 U4 U5 U6 U7 | 0.3 2.4 2.5 2.13 2.16 2.17 3.1 3.4 3.14 3.18 4.1 4.6 4.7 4.8 4.9 4.11 5.9 5.14 5.15 5.16 6.2 6.4 6.7 7.7 |
| Standard 3a | acquire and use information from a variety of sources. acquire and use information from a variety of sources | U0 U5 U6 U7 | 0.2 5.3 5.4 5.6 5.7 6.13 6.15 7.4 7.8 |
| Standard 3a | and apply a combination of mathematical operations to solve problems in oral or written form. and apply a combination of mathematical operations to solve problems in oral or written form.) | U0 U5 U6 U7 | 0.2 5.3 5.4 5.6 5.7 6.13 6.15 7.4 7.8 |
National FCS 3.0 competencies
125 competencies from the National Standards for Family and Consumer Sciences Education 3.0 are cited by name on this site. Numbers with two parts are content standards cited at the content standard level.
| Number | Text as cited | Units | Taught in |
|---|---|---|---|
| 1.1.6 | Build a life plan that lays out how to gain what a person must know and be able to do to reach personal, family, and career goals. | U2 U7 | 2.22 7.12 |
| 1.2.1 | Examine possible careers to find what each one requires and offers in knowledge, skills, attitudes, and openings. | U1 U2 U3 U4 U5 U6 | 1.22 2.2 2.3 2.21 2.22 3.19 4.16 5.19 6.18 |
| 1.2.2 | Show the skills used to find a job and to keep one. | U7 | 7.1 7.2 7.4 7.5 |
| 1.2.4 | Work productively on teams at school, at work, and in the community, including with people different from yourself. | U0 U7 | 0.3 0.4 7.7 7.10 |
| 1.2.6 | Show leadership in school, work, and community settings. | U7 | 7.9 |
| 1.2.7 | Examine what keeps school, work, and community settings safe and healthy. | U0 U1 U4 U5 | 0.5 1.3 4.1 4.2 5.5 |
| 1.2.8 | Show the work habits, ethics, and professional conduct employers expect. | U2 U7 | 2.20 7.1 7.3 7.11 |
| 2.1.1 | Use time management, organization, and step-by-step process skills to rank tasks and reach goals. | U2 U6 U7 | 2.1 2.4 2.5 2.6 6.14 7.10 |
| 2.1.2 | Examine how people and families choose among needs and wants. | U2 | 2.1 2.5 2.7 2.17 |
| 2.1.3 | Examine the decisions behind providing food that is safe and nourishing for individuals and families. | U1 U6 | 1.15 1.16 6.12 6.13 6.15 |
| 2.1.4 | Use consumer skills when buying and caring for clothing. | U5 | 5.1 5.8 5.12 |
| 2.1.5 | Use consumer skills in choices about housing, utilities, and furnishings. | U4 | 4.13 |
| 2.2.1 | Examine the part individuals and families play in current environmental trends and issues. | U5 | 5.14 |
| 2.2.3 | Practice habits that conserve, reuse, and recycle so resources and the environment last. | U4 U5 U6 | 4.4 4.5 5.15 6.5 |
| 2.4.3 | Weigh how technology use affects quality of life. | U2 | 2.10 |
| 2.5.1 | Examine how resources get used when individuals, families, and communities choose among needs and wants. | U1 U2 U6 U7 | 1.16 2.13 6.2 7.6 7.8 |
| 2.5.2 | Examine the parts individuals and families play in the economy. | U7 | 7.6 |
| 2.6.1 | Judge why personal and family financial planning matters. | U2 | 2.12 |
| 2.6.2 | Use sound money management principles in personal and family finances. | U1 U2 U5 U7 | 1.15 2.8 2.9 2.10 2.13 2.19 5.14 7.8 |
| 3.1.2 | Examine openings for jobs and for starting a business. | U7 | 7.6 7.7 |
| 3.1.5 | Put together a portfolio that shows the skills consumer services careers call for. | U7 | 7.2 7.12 |
| 3.3.1 | Explain how the economy shapes personal income, family security, and consumer choices. | U2 | 2.8 |
| 3.3.3 | Examine how using credit affects money plans in the short run and the long run. | U2 | 2.11 |
| 3.3.4 | Compare different ways to save and invest. | U2 | 2.12 2.14 2.15 2.16 2.18 2.19 |
| 3.3.8 | Examine what builds or damages a credit rating and how that rating changes the rates and terms offered for credit and insurance. | U2 | 2.11 |
| 3.4.1 | Look into where homes and businesses get energy and water, how waste is handled, and where pollution comes from. | U4 | 4.5 |
| 3.4.3 | Try out different ways to save energy and cut waste. | U4 U6 | 4.4 6.3 |
| 3.5.6 | Judge the labels, packaging, and support materials that come with consumer goods. | U1 | 1.11 |
| 5.2 | Demonstrate planning, organizing, and maintaining an efficient operation of residential or commercial facilities. (content standard; Area 5 is confirmed only at the content-standard level in the web research file) | U4 | 4.3 |
| 6.1.1 | Examine why the family is society's basic unit. | U3 | 3.14 |
| 6.1.4 | Examine how families pass on culture and traditions across a lifetime. | U3 | 3.15 |
| 6.1.5 | Examine how families build independence, interdependence, and commitment in their members. | U3 | 3.15 |
| 6.1.6 | Examine how change and life transitions affect people over the life course. | U3 | 3.14 |
| 6.2.4 | Treat people of every age, gender, culture, and background with respect and fairness. | U6 | 6.10 6.11 |
| 7.1.1 | Explain what people in family and human services careers do. | U3 | 3.19 |
| 8.1.1 | Explain what people in food production and food service careers do. | U6 | 6.18 |
| 8.1.3 | Sum up the education and training that food production and service career paths require and where they lead. | U6 | 6.18 |
| 8.2.6 | Show correct purchasing, receiving, storage, and handling of raw and prepared foods. | U1 | 1.17 |
| 8.2.7 | Show safe food handling and preparation that keeps hazardous foods from cross contaminating others. (Confirmed in the 3.0 text in 02 Standards/STANDARDS SOURCES - web research.md, Area 8; cited in the crosswalk's FSP 2. e) row.) | U6 | 6.16 |
| 8.3.6 | Name the kinds of equipment used to process, cook, hold, store, and serve food. | U1 | 1.5 |
| 8.4.2 | Use menu-planning principles to build and adjust menus. (Confirmed in the 3.0 text in 02 Standards/STANDARDS SOURCES - web research.md, Area 8. It is not printed in the FSP module's own Standards Addressed block, so it is cited as a secondary competency.) | U6 | 6.12 |
| 8.4.3 | Work out the food, equipment, and supplies a menu needs. (Confirmed in the 3.0 text in 02 Standards/STANDARDS SOURCES - web research.md, Area 8; not printed in the FSP block, so it is a secondary citation.) | U6 | 6.14 |
| 8.4.7 | Use measurement, portion control, conversions, food costing, menu terms, and pricing when planning a menu. (Confirmed in the 3.0 text in 02 Standards/STANDARDS SOURCES - web research.md, Area 8; not printed in the FSP block, so it is a secondary citation.) | U6 | 6.13 |
| 8.5.2 | Cook with professional skill across a range of methods, from roasting and grilling to braising, poaching, steaming, and baking, on professional equipment. | U6 | 6.6 |
| 8.5.3 | Show portion control and correct scaling and measuring. (Confirmed in the 3.0 text; cited in the crosswalk's FSP 1. d) row.) | U1 U6 | 1.6 1.8 6.13 |
| 8.5.7 | Prepare fruits, vegetables, starches, legumes, dairy, fats, and oils safely and with professional technique. | U6 | 6.8 6.9 |
| 8.5.10 | Prepare breads, baked goods, and desserts safely and with professional technique. | U6 | 6.7 |
| 8.5.12 | Plate, garnish, and present food to a professional standard. (Confirmed in the 3.0 text in 02 Standards/STANDARDS SOURCES - web research.md, Area 8; cited in the crosswalk's N&W 1. h) row.) | U6 | 6.11 6.17 |
| 8.5.13 | Build sustainability into food work, from menu planning and buying through preparation, service, storage, recycling, and waste. (Confirmed in the 3.0 text; cited in the crosswalk's FSP 4. a) row.) | U6 | 6.3 6.5 6.17 |
| 8.5.14 | Cook in ways that raise nutritional value, cut calories and fat, and use herbs and spices for flavor. | U6 | 6.6 |
| 8.6.1 | Use sound purchasing, receiving, and storage practice in a food service operation. (Confirmed in the 3.0 text in 02 Standards/STANDARDS SOURCES - web research.md, Area 8; not printed in the FSP block, so it is a secondary citation.) | U6 | 6.15 |
| 9.1.1 | Explain what people in food science, food technology, dietetics, and nutrition careers do. | U1 | 1.22 |
| 9.1.3 | Sum up the education and training that food science, dietetics, and nutrition career paths require. | U6 | 6.18 |
| 9.5.6 | Run sensory evaluations of food products. | U6 | 6.7 |
| 11.1.1 | Explain what people in housing and interior design careers do. | U4 | 4.16 |
| 11.2 | Evaluate housing and design concepts and theories, including sustainability and universal design, in relation to available resources and options. (content standard, printed in the EDM module block; 3.0 wording) | U4 | 4.1 |
| 11.2.1 | Judge how the elements and principles of design are used in homes and in commercial and residential interiors. | U4 | 4.6 4.7 4.8 4.9 4.17 |
| 11.2.2 | Examine how design elements and principles affect how a person feels in a space. | U4 | 4.8 |
| 11.2.3 | Examine how design elements and principles shape how a space looks and how it works. | U4 | 4.6 4.8 4.9 |
| 11.2.4 | Design housing, interiors, and furnishings around how people behave, move, and measure. | U4 | 4.10 4.11 |
| 11.3.1 | Examine product information for floor and wall coverings, textiles, window treatments, furniture, lighting, and kitchen and bath fixtures and equipment. | U4 | 4.9 |
| 11.3.5 | Examine how housing, interiors, and furnishings affect public health, safety, and welfare. | U4 | 4.2 4.3 |
| 11.4.2 | Judge floor plans for efficiency and safety: zones, traffic patterns, storage, and the electrical, plumbing, ventilation, and heating systems. | U4 | 4.10 |
| 11.4.3 | Draw an interior space to scale using architectural symbols. | U4 | 4.10 4.12 |
| 11.4.4 | Place furniture with design principles, traffic flow, activity, and the room's architecture in mind. | U4 | 4.7 4.12 4.14 |
| 11.5.5 | Predict where design in architecture, interiors, and furnishings is heading. | U4 | 4.16 |
| 11.6.1 | Work out what money and resources an interior improvement needs. | U4 | 4.13 4.17 |
| 11.6.4 | Critique a design plan against the client's needs, goals, and resources. | U4 | 4.15 |
| 11.6.5 | Defend design choices in terms of the client's needs, including diversity and culture, and the design process. | U4 | 4.11 4.15 |
| 11.9.1 | Show the knowledge and skill to recycle and redesign. | U4 | 4.14 |
| 12.1.1 | Examine physical, emotional, social, moral, and cognitive development. | U3 | 3.1 3.3 3.18 |
| 12.1.2 | Examine how the physical, emotional, social, moral, and cognitive sides of development affect one another. | U3 | 3.2 |
| 12.1.3 | Examine current research on human growth and development, brain research included. | U3 | 3.3 |
| 12.2.1 | Examine how heredity and environment shape growth and development. | U3 | 3.4 |
| 12.2.2 | Examine how social, economic, and technological forces shape individual growth and development. | U3 | 3.5 3.6 |
| 13.1.4 | Examine what makes relationships healthy and what makes them unhealthy. | U3 | 3.9 3.12 |
| 13.1.5 | Examine ways to handle an unhealthy relationship. | U3 | 3.12 |
| 13.1.6 | Show ways to manage stress at home, at work, and in the community. | U3 | 3.7 3.8 |
| 13.2.1 | Examine how personal characteristics affect relationships. | U2 | 2.2 |
| 13.2.3 | Examine how self-esteem and self-image affect relationships. | U3 | 3.5 |
| 13.2.5 | Explain how personal standards and behavior affect relationships with others. | U3 | 3.6 |
| 13.3.2 | Show the spoken and unspoken behaviors and attitudes that make communication work. | U0 U3 U7 | 0.2 3.10 7.3 7.4 7.9 7.11 |
| 13.3.3 | Show how to listen well and give useful feedback. | U0 U3 U7 | 0.2 3.10 3.13 7.5 |
| 13.3.6 | Examine how technology changes communication at home, at work, and in the community. | U3 | 3.9 |
| 13.4.3 | Use decision making and problem solving to reduce and manage conflict. | U3 | 3.11 |
| 13.4.4 | Show nonviolent ways to deal with conflict. | U3 | 3.11 3.13 |
| 13.5.1 | Build a group climate where everyone's ideas, perspectives, and contributions are welcomed and respected. | U0 | 0.1 0.4 |
| 13.5.7 | Show how to cooperate, compromise, and collaborate. | U0 | 0.3 |
| 14.1.1 | Explain the physical, emotional, social, psychological, cultural, and spiritual sides of individual and family wellness. | U3 | 3.7 |
| 14.1.2 | Look into how psychology, culture, and social pressure shape food choices and nutrition habits. | U1 U6 | 1.12 1.21 6.10 |
| 14.1.3 | Look into how government, the economy, and technology shape food choices and practices. | U6 | 6.4 |
| 14.1.4 | Examine how events and conditions, local to global, change what people eat. | U6 | 6.2 6.10 |
| 14.1.5 | Examine laws and regulations that touch nutrition and wellness. | U6 | 6.4 |
| 14.2.1 | Judge how nutrition affects health, wellness, and performance. | U1 | 1.9 1.10 |
| 14.2.2 | Examine how nutrition and wellness connect to individual and family health at every stage of life. | U1 | 1.9 |
| 14.2.4 | Examine sources of food and nutrition information, food labels included, for what they say about health. | U1 | 1.11 1.12 1.13 |
| 14.3.1 | Use current dietary guidelines to plan for nutrition and wellness needs. | U1 | 1.10 1.14 1.18 1.19 |
| 14.3.3 | Show the ability to select, store, prepare, and serve food that is nourishing and looks good on the plate. | U1 U6 | 1.5 1.7 1.8 1.13 1.17 1.18 1.20 6.8 6.9 6.11 6.16 6.17 |
| 14.3.4 | Judge policies and practices that affect food security, sustainability, food integrity, and family nutrition. | U6 | 6.1 6.4 |
| 14.4.1 | Examine the conditions and habits that keep food safe to eat. | U1 U6 | 1.1 1.2 1.3 1.4 6.16 |
| 14.4.2 | Examine safety and sanitation practice. | U6 | 6.8 6.16 |
| 14.4.3 | Examine how changes in food production and distribution, sustainability, organic farming, and genetically modified foods included, shape the food supply. | U6 | 6.1 |
| 14.4.5 | Examine what causes foodborne illness, which foods are risky, and how to prevent it. | U1 | 1.2 |
| 14.5.1 | Look into how advances in science and technology change the nutrients, availability, and safety of food. | U6 | 6.5 |
| 15.1.2 | Examine what parents are expected to do and answer for. | U3 | 3.16 |
| 15.2.1 | Examine the nurturing habits that support a child's growth and development. | U3 | 3.2 3.17 3.18 |
| 15.2.4 | Examine what abuse and neglect do to children and families, and how prevention works. | U3 | 3.17 |
| 15.3.1 | Examine the resources and services a community offers families. | U3 | 3.16 |
| 16.1.1 | Explain what people in textiles, fashion, and apparel careers do. | U5 | 5.19 |
| 16.1.2 | Examine openings for jobs and for starting a business. | U5 | 5.19 |
| 16.1.3 | Sum up the education and training that textile, fashion, and apparel career paths require. | U5 | 5.19 |
| 16.2 | Evaluate textiles, fashion, and apparel products and materials and their use in diverse settings. | U5 | 5.1 |
| 16.2.1 | Use correct terms to identify, compare, and examine the common generic textile fibers and fabrics. | U5 | 5.3 |
| 16.2.2 | Judge how textile fibers and fabrics perform. | U5 | 5.3 |
| 16.2.3 | Examine textile laws, standards, and labeling in a global economy. | U5 | 5.4 |
| 16.2.4 | Examine how a textile's components affect its design, construction, care, use, upkeep, and disposal or recycling. | U5 | 5.3 |
| 16.2.5 | Show the right way to care for textile products and to dispose of or recycle them, keeping local and global needs in mind. | U5 | 5.4 5.15 5.18 |
| 16.2.6 | Judge fibers and fabrics on sustainability. | U5 | 5.14 |
| 16.2.7 | Judge the construction quality and fit of textiles, fashion, and apparel. | U5 | 5.7 5.11 5.13 |
| 16.3.1 | Explain how fiber, fabric, texture, pattern, and finish change how a garment looks. | U5 | 5.2 |
| 16.3.3 | Use the elements and principles of design when designing, making, or altering textiles and apparel. | U5 | 5.16 |
| 16.4.1 | Work skillfully with traditional and newer equipment, tools, and supplies to construct, alter, repair, and recycle textiles and apparel. | U5 | 5.5 5.6 5.10 5.11 5.17 |
| 16.4.3 | Use the right industry products and materials to clean, press, and finish textiles and apparel. | U5 | 5.4 |
| 16.4.5 | Show the basic skills for making, altering, repairing, and recycling textiles and apparel. | U5 | 5.6 5.7 5.8 5.9 5.11 5.16 5.17 5.18 |
| 16.5.2 | Examine what it costs to construct, manufacture, distribute, alter, repair, or recycle textiles, fashion, and apparel. | U5 | 5.9 5.12 5.13 |
Where these lines come from
The full crosswalk behind this map, including the state typos kept verbatim and the numbers that could not be confirmed, is in the project file below.