Module 9: Scope and Sequence Assignment

Course/Unit/Workshop Name: The Family Learning Environment: High School

Goal(s)/Standard(s): Analyze the effects of family as a system on individuals and society.

Learning Objectives/
Timeframe Assessment Evidence Instructional Activities
Competencies
1. Explain the Performance tasks: Begin with a hook question. What
6 weeks chronological Family types Brochure: students does a family look like?
development that create an illustrated brochure to
takes place in each show the various family forms in Introduce the essential questions
stage of the family the United States. and discuss the culminating unit
life cycle performance tasks (Case Study and
(Behavioral). Family life cycle infomercial: Meal Preparation).
students placed in groups and
2. Compare the major assign a stage of the family life Teacher pre-assesses students to
family forms in the cycle. Each group sell the determine their entry levels related
United States assigned life cycle as the best to the knowledge, understanding,
(Cognitive). stage of the family. and skills specified as essential for
the unit.
3. Conduct activities to Class activity Have students
demonstrate care of conduct a survey to find out the Key vocabulary terms are
the sick (Affective) number of students in the class introduced as needed by the
who belong to different family various learning activities and
4. Prepare simple types in order to make performance tasks.
nutritious meals for comparisons and discuss the
special groups reasons for the most Students read and discuss relevant
(Psychomotor. popular type identified, the handouts to support the learning
advantages and disadvantages.
 Case study
Students work in groups are
assign a special group of the
family. Research and create a
poster that illustrate factors to be
considered when caring for the
selected special group.
Meal Preparation: Work in groups
to plan and prepare meals for
selected groups using assigned
rubrics
Other Assessment Evidence to
Be Collected:
 Quiz 1 – Family types and
Stages of the Family Life
Cycle (Matching Items).
 Quiz 2 – Caring for the
sick at home (Short
Answers).
 Prompt: Describe two
nutritional needs of the
elderly and explain how these
needs can be met.
 Observations: Teacher
observations of students
during work on the
tasks and activities.
As an ongoing activity, students
write in their journal all the
important details learned at each
class.
Present lesson on the roles and
functions of the family. Students
differentiate roles and functions.
Write in their journals the roles of
various family members. Discuss
the roles in the class to show that
different families have different
roles. Compare roles in different
families
Introduce family types. Students
create brochures to illustrate the
various family types in the United
States.
Students conduct a survey to find
out the number of students in the
class who belong to different
family types in order to make
comparisons and discuss the
reasons for the most popular type
identified, the advantages and
disadvantages of each type.
Review and discuss the family life
 cycle. Discussion question: Does
performance tasks every family go through the stages
of the family life cycle.

Working in cooperative groups
 Students self -assessments. students prepare infomercial on an
assigned stage of the family and
- Self and peer present in class.
assessment of
brochure Give a quiz on the family types
and stages of the family life cycle
(Matching Items)
- Compare the roles
of different Students exchange brochures with
families. members of their group for a peer
assessment based on a rubric.
Allow students to make revisions
based on feedback.

Show and discuss the video –

“Caring for a sick person at
home.” Discuss important factors
to observe when caring a sick
person at home.

Students listen to and question a

guest speaker (Family and
Consumer Science teacher from
another school) about caring for
special groups.

Students respond to the following

written prompt. Describe two
nutritional needs of the elderly and
explain how these needs can be
met.

Give a quiz on caring for the sick

at home (Short Answers).

Students work in groups on Case

Study and Meal Planning and
Preparation for assigned special
group using rubrics.

At the conclusion of the unit,

students present their posters for
the Case Study and display the
Sample Meal prepared for the
assigned special group.

The posters and meals are part of

display for parent conference
Materials/Resources Used in this Course: Georgia Department of Education - Family and Community Engagement