Family and Consumer Science (FACS)

Because this class is now grading students on their SUMMATIVE assessments (100% of the final grade), all FORMATIVE assignments help students learn, ask questions for clarification, practice the new skills and knowledge.  Then their SUMMATIVE assessments will be able to show what they know.

 Please check Schoology for the most up-to-date assignments due for this quarter! Schoology link

I have created COOKING TUTORIAL VIDEOS on YouTube to help students at home to cook safely with confidence.  Here is the link Cooking With Momma Bear 

IB MYP Course Syllabi at Highland: 

FAMILY & CONSUMER SCIENCE (F.C.S. :  Multi – Cultural Foods)

1. Course summary

 

This course intertwines both skills and content knowledge so that students understand Family & Consumer Science (F.C.S.) and prepares students for real work life skills.  Students are encouraged to think critically, work cooperatively & independently, as well as becoming an open minded, food risk taker!

 

In Multi-Cultural Foods class, students learn about several different cultures, as it relates to food.  They’ll learn about safety & sanitation, teamwork, kitchen math, nutrition, and vegetarianism all while practicing cooking techniques through a world cultures lens.  Students will be using the MYP Design Cycle while creating their food products.

 

1. Units of Study

 

Unit Title	Key Concept	Related Concept	Global Context	Inquiry Statement
Safety & Sanitation	Communication	Collaboration	Identities & Relationship	“Working together + great communication as a group, can positively impact others.”
Meal  Elements	Development	Collaboration	Fairness & Development	“When developing & creating foods, your group needs to be fair & share when using supplies, plus work together well to produce your delicoius foods.”
Nutrition	System	Roles	Identities & Relationships	“Food has many roles;  identifying your body systems & how they relate, helps your body to function at its best.”
Cultural Food Labs	Communities	Enviroments	Personal & Cultural Expression	“Looking at various community enviroments, people express their personal & cultural tastes through food.”

 

III. FCS Frameworks Standards and IB MYP Aims 

 

MN Middle School FCS Frameworks Standards	MYP Design Aims
MMSFACS 3.3.2 Food safety & food borne illnesses,  MMSFACS 3.4.1 Laboratory / kitchen safety & sanitiation practices	Act with integrity & honesty and take responsibility for their own actions developing effective working practices
MMSFACS 3.4.2 Cooking terms, equivalents, abbreaviation, measurements  MMSFACS 3.4.3 Reading & using recipes, Techniques & equipment for preparing & serving food	Develop an appreciation of the impact of design innovations for life, global society & environments
MMSFACS 3.2.1 Dietary guideline / MyPlate MMSFACS 3.2.3 Nutrients, nutritional label analysis	Develop respect for others’ viewpoints and appreciate alternative solutions to problems
MMSFACS 3.4.4  Techniques & equipment for preparing & serving food  MMSFACS 3.4.5 Teamwork in the laboratory setting & hands-on activities	Appreciate past, present and emerging design within cultural, political, social, historical and environmental contexts

 

1. Texts/Resources Discovering Food and Nutrition, Food, Nutrition & Wellness & internet + community resources

 

1. Methods of Assessment

At Highland Middle we will be using 100% summative grading policy.  Therefore we will be practicing and experimenting in class with different foods, spices and cooking techniques. Students will complete a variety of MYP food assessments. The various assessments will give students a chance to show their understanding and skills.  In my class, because we will only meet every other day, I will accept late work and make-up work up to the last two days of each quarter.   

 

For MYP assessments in this class, students are evaluated in four different areas with MYP rubrics:

Criteria “A”	Inquiry & Analyzing	Explain & prove why there is a need for the new product    Make a research plan.  Look at similar products for inspiration   Summarize what will be done and how it will be done
Criteria “B”	Developing Ideas	Collect data from target audience to figure out the success criteria  Draft designs with specific details on how to make it  Choose the best design & prove why that particular prototype is the best  Develop a detailed diagram of the chosen product.
Criteria “C”	Creating The Solution	Create a logical plan on how to make the product  Actually create / make the product using excellent technical skills.  Write down any changes made to the original plan
Criteria “D”	Evaluating	Develop a way to test the product & for the product to produce data. Describe how the product and process could have been done better. Describe how the product affected the target audience

 

IB MYP rubrics use an 8-point international scale, with 8 representing “excellent achievement” and 0-1 representing “limited achievement.”  These assessments will be converted to a standard A, B, C, D, N scale and the achievement level will appear on the rubric. Parents & guardians, please ask your student to share their rubrics with you.

 

1. Supplies & Communication

ThiS year, ALL cooking lab fees have been covered.  Therefore there is NOT a need to send any cash towards your child(ren) cooking this year! Due to state health laws, families are NOT permitted to donate food ingredients. As the cooking teacher, it is my goal that EVERY student cooks.  However, please note this is NOT a gluten free, peanut free, pork free environment. I work very hard to ensure to have substitute ingredients available for students with food restrictions.  Thank you so much for your understanding!  The best way to communicate with me is by email.  My email address is:  Michelle.wise@spps.org

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I have read this syllabus and understand what is being covered in this class.  I understand that my student is responsible for earning their own grade, respecting everyone & equipment, following ALL safety & clean-up rules.

 

___________________________________________ ___________________________________________

STUDENT’S FIRST Name & LAST NAME (class hour) Parent / Guardian Signature & date

Does this student have any food allergies?  YES or NO Parent / Guardian email address:

If so, what is it?

 

Is the student a VEGETARIAN? YES or NO Parent / Guardian contact phone number:

If so, which type?

 

I technically only need this form back from you if your child has any FOOD ALLERGIES and/or is a VEGETARIAN.

All Foods classes will be graded or assessed in the same way.

Units of Study

Kitchen Safety & Sanitation

• Inquiry Statement: “Working together + great communication as a group, can positively impact others”
• Key & Related Concepts: Communication & Collaboration
• Global Context: Identities & Relationships

Meal Elements

• Inquiry Statement: “When developing & creating foods, your group needs to be fair & share when using supplies, plus work together well to produce your delicoius foods."
• Key & Related Concepts: Development & Collaboration
• Global Context: Fairness & Development

Nutrition

• Inquiry Statement: “Food has many roles;  identifying your body systems & how they relate, helps your body to function at its best.”
• Key & Related Concepts: Systems & Roles
• Global Context: Identities & Relationships

Food Lab Preparations

• Inquiry Statement: “Looking at various community environments, people express their personal & cultural tastes through food."
• Key & Related Concepts: Communities & Environment
• Global Context: Personal & Cultural Reflection