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13.3 Demonstrate communication skills that contribute to positive relationships
13.3.1 Analyze communication styles and their effects on relationships
13.3.5 Apply ethical principles of communication in family, community and work settings
13.3.6 Analyze the effects of technology on communications in family, work, and community settings

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By the end of the unit, students will be able to:
- define communication
- compare and contrast verbal and non-verbal communication with specific examples
- analyze the influence that technology has on verbal and non-verbal communication
- identify roadblocks in communication and productive ways to alleviate them
- explain and develop listening skills
- identify the differences in passive, aggressive, and assertive communication

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1. Teacher directed guided notes covering Chapter 9 of textbook
2. Self-Survey and reflection "Am I a Good Communicator?"
3. Non-Verbal Communication Activity and self-reflection
4. Basics of Sign Language
5. Technology influence on communication whole group discussion and Article Review Assignment
6. Study Guide & review of content
7. Summative Assessment - Quiz

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All students will need their Chromebook and a charger for every class. Google Classroom is also utilized in every class.
1. Google Slides, Google Doc for note taking, Today's Teen textbook, teacher's desktop computer, SMARTboard or projector
2. PDF of the "Am I a Good Communicator?" self-survey, printed for each student (100 copies)
3. Google Slides with activity directions and reflection questions; Individual white boards, dry-erase markers, and cloth erasers for group of 4 students. List of scenes or objects to be drawn (think Pictionary but without using verbal communication!) No technology used for this activity.
4. Ideally, I would love to have a Speech Pathologist or another professional who uses ASL to come in and teach the alphabet and a few basic terms. If this plan doesn't work, I will have instructional videos on ASL prepared.
5. Student and teacher curated questions on how technology influences their communication skills and style; Google Doc with Article Review instructions; reliable sources chart; Google Doc for student response
6. Google Doc & Quizziz
7. Google Forms

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Article Review: How Technology Has Changed Communication

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Article Review: How Technology Has Changed Communication

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The Article Review activity requires students to locate an article from a reliable online source, read the article, then write a personal review. Students will be asked to find an article on how technology has influenced or changed how we communicate with each other in some form.

After reading, students create a written response in which they: summarize the article in their own words; state their personal opinions supported with examples and thoughts; correlate the article with what they are learning in class; discuss how the article adds to their learning experience; reflect on new realizations or thoughts they had while reading; how this information could be beneficial to them in the future.

We reconvene as a whole-group to discuss their findings, opinions, and thoughts.

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1.2 Demonstrate transferable knowledge, attitudes, and technical and employability skills in school, community, and workplace settings
1.2.1 Analyze potential career choices to determine the knowledge, skills, attitudes, and opportunities associated with each career.

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By the end of the unit, students will be able to:
- define career and job related vocabulary terms
- explain the connection between school and work
- investigate potential career options by considering personal interests, values, knowledge, and skills
- identify and develop workplace foundational skills
- identify and develop workplace competencies

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1. Teacher directed guided notes covering Chapters 5 & 6 of textbook
2. Open class discussion on what is valued in a career
3. Investigating potential career choices individually
4. Presenting findings of career choice research
5. Study Guide & review of content
6. Summative Assessment - Quiz

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All students will need their Chromebook and a charger for every class.
1. Google Slides, Google Doc for note taking, Today's Teen textbook, projector, SMARTboard or projector
2. Teacher and student procured questions about what is important to look for or think about when considering a career
3. An account on Illinois WorkNet, Google Doc of instructions, grading rubric for project
4. Completed digital presentation that is turned in on Classroom
5. Google Doc & Quizziz
6. Google Forms

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1.3a Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.

1.3b Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.

1.3d Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.

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Jump$tart Standards
Spending:
1a: Identify their short-term and long-term financial goals
1b: ​​Develop a budget to allocate current income to necessary and desired spending, including estimates for both fixed and variable expenses
4a: List different ways retailers advertise the prices of their products
5c: Analyze social media marketing and advertising techniques designed to encourage spending
2b: Describe a process for making an informed consumer decision
3a: Explain the factors to evaluate when buying a durable good
Saving:
9a: Explain how external influences (e.g. peers, family, or social media) can impact personal savings decisions

NFCSS:
2.5.1 Analyze the use of resources in making choices that satisfy needs and wants of individuals, families, and communities.
2.7.2 Analyze how education, income, career, and life choices relate to achieving financial goals.
2.7.3 Manage money effectively by developing financial goals and budgets.

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8.2 Demonstrate food safety and sanitation procedures.
8.2.1 Identify characteristics of major foodborne pathogens, their role in causing illness, foods involved in outbreaks, and methods of prevention.
8.2.2 Employ food service management safety/sanitation program procedures, including CPR and first aid.
8.2.5 Practice standard personal hygiene and wellness procedures.
8.2.7 Demonstrate safe food handling and preparation techniques that prevent cross contamination from potentially hazardous foods and food groups.

9.2 Apply risk management procedures to food safety, food testing, and sanitation.
9.2.1 Analyze factors that contribute to foodborne illness
9.2.5 Demonstrate practices and procedures that assure personal and workplace health and hygiene

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9.3 Evaluate nutrition principles, food plans, preparation techniques and specialized dietary plans
9.3.2 Analyze nutritional data
9.3.5 Analyze recipe/formula proportions and modifications for food production
9.3.6 Critique the selection of foods to promote a healthy lifestyle
14.2 Examine nutritional needs of individual and families in relation to health and wellness across the lifespan
14.2.1 Evaluate the effects of nutrition on health, wellness and performance
14.2.3 Analyze the effects of food and diet fads, food addictions, and eating disorders on wellness
14.2.4 Analyze sources of food and nutrition information, including food labels, related to health and wellness

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8.5 Demonstrate professional food preparation methods and techniques for all menu categories to produce a variety of food products that meet customer needs
8.5.1 Demonstrate professional skills in safe handling of knives, tools, and equipment
8.5.3 Demonstrate knowledge of portion control and proper scaling and measurement techniques
8.5.4 Apply the fundamentals of time, temperature, and cooking methods to cooking, cooling, reheating, and holding of a variety of foods
8.5.10 Prepare breads, baked goods and desserts using safe handling and professional preparation techniques

13.5 Demonstrate teamwork and leadership skills in the family, workplace, and community.
13.5.5 Demonstrate ways to organize and delegate responsibilities.
13.5.7 Demonstrate processes for cooperating, compromising, and collaborating.

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For students to investigate potential career pathways for each of them individually, I use Illinois WorkNet. Students are asked to complete an activity that helps them compare and contrast the cost of living in different parts of the state in relation to the average household income of the same part of the state. This is called the "Reality Check". Students record their results in a Google Doc that I have created and will reflect on the results of this Reality Check later in the project.

Students then move on to completing 3 different surveys: Interest Profiler, Work Importance Locator, and Work Career Cluster Inventory. These surveys are meant to match students with career paths that best fit their answers. After completing the surveys and saving their results, WorkNet portal creates a 'Combined Report of Assessments' where student can see which careers are the best matches for them based on their answers to the surveys.

When viewing their report, students then choose 3 of the careers they matched with and are most interested in. They then record the following information on the Doc for each of the careers: overview/description; wages & how does this compare with the 'Total Salary Needed' from the Reality Check?; settings, growth rate; helpful high school courses; preparation & education; working conditions.

Finally, students are then directed to make a presentation on their careers and the information they found using the WorkNet portal. They are given the options to use Google Slides, Google Drawings, Canva, Prezi, or NearPod.

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For this unit, we will be utilizing the resources provided through Next Gen Personal Finance in the Money & Me Mini Unit. I will be posting all necessary resources via Google Classroom.

The student activity packet for each lesson can be digital or printed. The Google Forms exit tickets will also be used and can be printed as well. The students will be using tech resources for all of the instructional activities listed, except to play The Bean Game and The Ultimatum Game.

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1.1a Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.

1.3d Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions

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Money Management Unit: NGPF Activities & Resources

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Money Management Unit: NGPF Activities & Resources

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1.3d Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions

1.6c Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

1.7c Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.

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Food Safety & Sanitation Unit: Flipgrid Videos

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Food Safety & Sanitation Unit: Flipgrid Videos

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1.1c Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

1.6d Students create original works or responsibly repurpose or remix digital resources into new creations.

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By the end of the unit, students will be able to:
- Identify different ways that they relate to money
- Assess their own personal values that shape how they make financial decisions
- Understand how social media can influence spending habits
- Analyze marketing techniques from social media and advertising that encourage spending
- Understand how context of various situations can affect the financial decisions they make
- Define economic terms about the paradox of value
- Assess which of their personal values most affect how they interact with money

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Lesson 1 Your Values and Money
1. Small group discussion then whole group
2. Activity: The Bean Game
3. Article and reflection questions
4. Exit Ticket

Lesson 2:
1. Question of the Day and discussion
2. Video and comprehension questions
3. Article and reflection questions
4. Activity: Analyze the Influence of Social Media
5. Exit Ticket

Lesson 3:
1. Small group discussion then whole group
2. Activity: EdPuzzle & comprehension questions
3. Activity: Play The Ultimatum Game
4. Activity: Life Values Quiz & reflection questions
5. Exit Ticket

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Lesson 1 Materials
Student Activity Packet for Responses (digital or printed)
1. Discussion Prompts
2. The Bean Game Teacher Guide, The Bean Game student worksheet, and a lot of dry beans... Each student gets 20 to "budget" with
3. Article: "What Do You Value?" from Smart About Money
4. Google Form Exit Ticket

Lesson 2 Materials
Student Activity Packet for Responses (digital or printed)
1. Question of the Day Slides
2. Video: Brands Lean on 'Influencers' to Hook Gen Z from Reuters TV
3. Article: The Influence of Instagram from Visual Capitalist
4. Digital Student Worksheet and Terms of the Trade resource from Humble Dollar
5. Google Forms

Lesson 3 Materials
Student Activity Packet for responses (digital or printed)
1. Discussion Prompt Slides
2. EdPuzzle The Paradox of Value from TedED
3. Teacher guide for the game, printed student worksheets for the game, Slide Deck with instructions, and candy instead of cash
4. Life Values Quiz from Smart About Money via Interact
5. Google Forms

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For this project, students work together in small groups to create a video via FlipGrid.
Each group will select a category of hazards (like “pets in the kitchen”) and create a video clip that shows safe practices for the kitchen.  At least 3 hazards from that category must be identified and explained in the video clip. Students are also asked to show or explain what to do instead of the poor practice. Student groups are also given a Checki checklist that helps them collaborate more equally.

After reading through the instructions and grading rubric, I walk them through the process of creating a Flipgrid account and joining the class. I show them the example video (above) I created so they have a better understanding of what I'm looking for!

Once the videos have been completed and submitted, as well as the checklist, we watch them together in class.

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Nutrition Unit: Eat for Health Infographic

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Nutrition Unit: Eat for Health Infographic

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1.3a Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.

1.3d Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.

1.6b Students create original works or responsibly repurpose or remix digital resources into new creations.

1.6c Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

1.6d Students publish or present content that customizes the message and medium for their intended audiences.

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Students will work individually or in pairs to research and create an infographic on a health condition and how nutrition can be one of the treatments or prevention methods for the condition. Students are provided instructions, a list of possible conditions, and research questions that their infographic needs to cover. The infographics will be created via Canva.

These will be printed and displayed in the hallways for everyone to check out!

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In the past, each student group in the kitchen has a Head Chef, a Runner, a Dishwasher, and a Host. In almost every lab, the host runs out of things to do. I also struggle to remember to take photos of all the groups during each lab, so I've decided to change some responsibilities around in order help both of us. We will now have a Head Chef, a Runner, a Dishwasher, and a Food Journalist.

The Food Journalist will be responsible for taking photos to document each step of the lab process, take videos of specific skills for each lab, and snap a photo of the plated dish with all group members present. When the lab is complete, they will edit the pictures and video where needed and submit as part of the group's lab grade. This will provide visible evidence of mastery of different skills throughout the labs.

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Food Safety & Sanitation Learning Targets

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Food Safety & Sanitation Learning Targets

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By the end of the unit, students will be able to:
- explain and demonstrate proper sanitation and safety procedures when working in the kitchen
- identify and explain proper knife handling procedures
- explain how to prevent/avoid burns and electrical shock when working in the kitchen
- explain how to prevent and manage fires in the kitchen
- identify bacterial, viral, parasitic, and mold foodborne pathogens
- explain the symptoms of foodborne pathogens
- demonstrate practices to prevent cross contamination of hazardous foods and materials

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1. Teacher directed guided notes covering Food Safety & Sanitation
2. Identify the Hazards activity
3. Kitchen Safety & Sanitation Video
4. Teacher directed guided notes covering Foodborne Pathogens
5. Foodborne Illness WebQuest
6. Foodborne Illness Outbreak "Breakout Box"
7. Study guide and review
8. Summative assessment - Quiz

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How Nutrients Work & MyPlate Learning Targets

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How Nutrients Work & MyPlate Learning Targets

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By the end of the unit, students will be able to:
- Define the six key nutrients, calories, nutrient density
- Identify what foods are healthy sources of each nutrient
- Explain nutrient deficiencies
- Describe the digestive system and its role in nutrition
- Calculate caloric intake of fats, carbohydrates, and proteins
- Explain the advantages and disadvantages of MyPlate vs. My Food Pyramid
- Identify healthier food options in meal plans
- Critique and modify meal plans to meet MyPlate guidelines

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All students will need their Chromebook and a charger for every class. Google Classroom is used for every class as well.
1. Google Slides, Google Doc for note taking (printed for student's with IEP's), teacher's desktop computer, and SMARTboard or projector
2. Identify the Hazards activity is a 3 page print of difference scenarios in which the students have to color in/notate the hazardous behavior then explain why it is not best practice
3. Flipgrid account and access to the class Flipgrid. Additional resources include a Checkli checklist of what needs to be completed for the project, Google Doc of instructions and grading rubric.
4. Google Slides, Google Slides, Google Doc for note taking (printed for student's with IEP's), teacher's desktop computer, and SMARTboard or projector
5. Google Doc
6. Google Forms and printed Slides of information/keys
7. Google Doc & GimKit
8. Google Forms

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1. Teacher directed guided notes covering Chapter 28: How Nutrients Work
2. Eat the Rainbow Scattegories
3. Eat for Health Project
4. Teacher directed guided notes covering MyPlate
5. MyPlate Meal Planning
6. Study guide and review
7. Summative Assessment - Quiz

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By the end of the semester, students will be able to do the following with confidence:
- Demonstrate how to correctly measure dry and liquid ingredients.
- Identify and use basic measurement equivalents
- Calculate measurement modifications
- Define common recipe terms
- Demonstrate knowledge of recipe terms
- Identify and explain the use of common kitchen equipment
- Demonstrate proper skills and safe handling of knives, appliances, and equipment
- Demonstrate time management skills
- Demonstrate collaboration and skills working in a team
- Demonstrate proper safety and sanitation practices while working in the kitchen

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All students will need their Chromebook and a charger for every class. Google Classroom is used for every class as well.
1. Google Slides, Google Doc for note taking (printed for student's with IEP's), teacher's desktop computer, and SMARTboard or projector
2. Piece of notebook paper, writing utensil, Google Slides to for instructions and examples
3. Google Doc for instructions and grading rubric, Google Docs for research documentation, Canva to create the infographic
4. Google Slides, Google Doc for note taking (printed for student's with IEP's), teacher's desktop computer, and SMARTboard or projector
5. Google Doc
6. Google Doc & GimKit
7. Google Forms

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Before participating in the Foods Labs, students are required to earn a 75% or better on the Sanitation and Safety Summative Assessment. This ensures that everyone is well versed on how to complete tasks in the kitchen labs.

Before the first lab day, we spend some time preparing in the classroom. Students learn how to complete a lab plan, the jobs of each person in the kitchen, and how to properly clean and sanitize the kitchen at the end of the lab.

The students learn how to prepare basic dishes such as cake mix cookies, chicken stir-fry, holiday sides (green bean casserole, corn casserole, or stuffing), and blondies.

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Other than the kitchen, equipment in the kitchen, and food to make the dishes with...

Each kitchen has a folder that contains the following resources: the completed lab plan that is stapled to their recipe, a cleaning checklist, a description of the job titles and their duties, and the grading rubric/sheet I use for evaluation.

Students and staff who work in the kitchens are required to wear aprons and hairnets. We also have clean masks available for people who choose to wear one, as well as gloves that are used when handling raw meat. Several clean towels and rags are needed for each kitchen, as are spray bottles of sanitizing solution and dish soap.

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1.3c Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

1.7c Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.