Prescribed Learning Outcomes
It is expected that students will:
- identify challenges that individuals or families may face in meeting their needs and wants
- propose ways to address challenges that might be faced when meeting needs and wants
- describe how technology influences the ways that families meet their needs and wants
- identify issues associated with adolescence and evaluate their impact on the family
- identify careers related to skills learned in home economics
To view the prescribed learning outcomes for Addressing Needs and Wants in other grades click on an icon below.
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Suggested Instructional Strategies
- Divide students into groups representing different family configurations (e.g., single working parent with two teens). Have each group list daily family chores and responsibilities. Develop a Time and Energy plan to show how the activities can be done, leaving room for leisure and volunteer pursuits. Ask: How are the sociological needs and wants of each family member addressed? How could each member contribute to the work of the family?
- Present scenarios in which families must manage their resources‹time, skills, money, energy, and materials‹to meet a challenge (e.g., a child with special needs, a change in family income). Have students outline long- and short-term proposals for meeting the challenge. (Long-term plans might include joining support groups or furthering education.)
- Ask students to research lifestyles of families around the world and compare the technologies they use to feed, clothe, and house themselves.
- Have students look at a modern process used to produce a particular food or clothing product and compare it with the process used 200 years ago.
- Present case studies of adolescents dealing with issues (e.g., a girl decides to become a vegetarian, a boy wants to wear expensive brand-name clothing, a non-smoker discovers that her son or daughter is smoking). Have students suggest how each situation might affect other family members.
- Ask students to create scrapbooks, computer graphics, or mind maps to illustrate career opportunities in home economics and their related skill requirements. Examples could include theatre costume designer (wardrobe planning), upholsterer (sewing and drafting), conference planner (managing money and time), and caterer (meal planning). People working in these career areas could also be invited as guest speakers.
Suggested Assessment Strategies
- Work with students to develop criteria for assessing their proposals to help families meet resource management challenges. Criteria might include:
- identifies, describes, and analyses the nature of the challenge
- shows empathy and understanding
- considers more than one approach or solution
- proposes actions that are ethical, relevant to the challenge, and tailored to what is known about the family
- Have students report on their research about technologies used by families around the world. Assess the extent to which they:
- use up-to-date, credible sources of information
- develop a comprehensive list of technologies used in each culture or region
- identify similarities and differences across cultures or regions
- draw conclusions about reasons for similarities and differences and about the impact of technology on lifestyle
- Before students analyse case studies of adolescents dealing with issues, identify assessment criteria and the requirements for their case studies. For example, the following components might be required:
- an analysis of the decision or issue
- a list of possible approaches or solutions
- an outline of the potential consequences, good and bad, of each approach or solution
- a description of how the decision or issue might affect each family member identified in the scenario
- a letter offering advice to the adolescent involved
Each component of the assignment might be assessed in terms of criteria such as:
- thoroughness and detail
- logic and relevance
- insight and empathy
Recommended Learning Resources
Print Materials
- Building Blocks to Better Relationships
- The Issues Collection
- The Living Family: A Canadian Perspective
Video
- Credit Cards: Living With Plastic
- Going Green: How to Reduce Your Garbage
- Work vs. Family
(Note: It is anticipated that existing classroom and school materials will also be used to support the learning outcomes until additional learning resources are identified as part of Continuous Submission.)
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