1. Family and Consumer Sciences
Standard 2.0
Assess the importance of making positive choices for your
family, health, and relationships.
Cathy Jones
Lakeside High School
Revised 2015

2. Terms
1. attitude- a person's basic outlook on life or a specific topic or issue 2. binge- indulging in something to excess, such as eating or drinking 3. body language- The expression of thoughts, feelings, and emotions through body movements, such as facial expressions, gestures, and body motions 4. cliques- a group of people who exclude others from their circle 5. compromise- a give and take method of resolving differences where both people give in a little to reach a solution that is satisfactory to both 6. date rape- forced sexual intercourse that takes place in a dating situation 7. drug- chemical substance which causes changes in mind and body functions 8. empathy - the ability to understand what someone else is experiencing 9. environment - a person's surroundings and everything in them, including both human and non-human factors

3. 10. etiquette - manners established by society
11. habit - regular repetition of acquired behavior pattern
12. health - combined state of physical, mental, and social well being
13. heredity - the sum of all the qualities a person inherits from his or her parents at birth
14. hygiene - practices that promote good health and prevention of disease, such as cleanliness and maintenance of skin, hair and nails
15. infatuation - an intense emotional involvement that begins with a sudden strong attraction based on physical appearance or other obvious traits
 16. mediation- the act of resolving a conflict by a third party
17. negative self-concept - the mental picture you have of yourself as not being equal with other people
18. non-verbal communication - expressing ideas to others by use of facial expressions, gestures, eye contact, posture, and tone of voice without using spoken words

4. 19. peer pressure - persuasion to conform to by people in your age group
20. peers - people in a person's age group
21. personality - the characteristics that make a person unique
22. positive self-concept - the mental picture you have of yourself as being equal with other people
23. stalking - to pursue obsessively and to the point of harassment
24. stress - physical or psychological tension and strain
25. substance abuse - misuse of drugs that damages an individual's health and ability to function
26. sympathy - the ability to share another person's trouble or suffering
27. tolerance - the ability to overlook or accept things you do not agree with; accepting and respecting other people's customs and beliefs
28. verbal communication - expressing ideas to others by using spoken words
WS-1.0 terms crossword
Terms Flashcards

5. Performance Indicator 2.1
Investigate personal qualities and characteristics that promote healthy relationships

6. 2.1.1 Investigate the factors that contribute to individuality
Evaluate traits that make a person unique:
Attitude
Empathy
Environment
Heredity
Personality
Sympathy

7. 2.1.1 Draw a Pig Activity Use your own paper
We will read the interpretation of your pig after everyone has drawn their pig.
Use PowerPoint Draw a pig

8. 2.1.2 Evaluate how one’s self-concept affects individual health

9. 2.1.2 “All About You”
All About You
Criteria 10 Points Each
10 Positive things about yourself
Background reflects your personality
First and Last name on bottom or top of paper
Figure of person represents you
Figure of person has an object in hand or somewhere on poster of what you like to do
Make a self-portrait using the following criteria.

10. Types of Relationships:
2.1.3 Differentiate between types of relationships, citing reasons for establishing meaningful positive relationships
Types of Relationships:
1. Family- your family helps shape your personality
2. Friends- best friends, classmates, or people you hang around with
3. Acquaintances- those you know, but not very well
4. Romantic- people you date or eventually marry

11. Why Establish Relationships?
1. Companionship
-allows us to share ideas, feelings, and experiences with others
2. Meets Our Needs
-fulfill the need for affection, love, and sense of belonging
-gives approval and acceptance
3. Develops Our Self Concept
-how we see ourselves often comes from how others see us
4. Broadens Our Horizons
-introduce you to new things and people
- can teach us many different things

12. 2.1.3 Relationship Tree-Activity
Create a “Relationship Tree” using people who you have
relationships with.
Underneath each person write what contributions they bring to the relationship.
Example: Joe- Friendship

13. 2.1.4 Evaluate the role proper etiquette (manners established by society) plays in establishing and maintaining personal and professional relationships
Good manners are based on showing consideration and concern for others.
In order for good manners to become a habit, they should be practiced at home and away from home!

14. 1. Introductions Speak clearly
Mention name of most important person first or elder
Tell something interesting about each person being introduced
Politely introduce oneself to others
Do what seems most comfortable when more than one rule applies
Stand when being introduced to an older person and remain standing until the older person leaves or sits down

15. 2. Telephone Manners Answer with a friendly “hello”
Speak distinctly using a pleasant tone of voice
Limit the length of calls
Be polite when a wrong number is dialed…whether it is you or them!
Avoid making calls late at night or early on the weekends
Avoid interrupting others when they are talking on the phone
Avoid texting during meal times.
Avoid texting during social events.

16. 3. Hand Shaking Establish eye contact and smile Offer your right hand
Make the hand shake firm and confident Avoid the mistake of a limp handshake or squeezing too hard. A handshake is a universal symbol of a friendly gesture. If a handshake is ever refused, simply withdraw your hand.

17. 4. Notes, Letters and E-mail
Write a “thank you” note promptly for any gifts or out of town visits
Write sympathy cards to those who have lost loved ones. Be sure to hand write these!
Know your audience when responding to .
It is very easy to misunderstand an response.
Avoid responses when you are angry.
Respond to in a timely manner.

18. 5. Table Manners Wash your hands before coming to the table
Use good posture
Come to the table promptly when called
Keep conversation pleasant
Use your napkin properly
Avoid reaching across the table
Wait until everyone is served before eating
Pass all food around the table in the same direction
No elbows on the table
Compliment the cook
Avoid playing with food, you are not a child
Use flatware properly
Take small bites, eat slowly, and chew with your mouth closed

19. 6. Home Conduct Show respect for your family
Respect the privacy of your family members
Ask permission before using someone’s things
Let your parents know where you are
Avoid playing the radio or tv too loudly

20. 7. School Conduct Show respect for teachers and other authority
Respect school property. Your parent’s tax money paid for it.
Participate in class
Arrive to class on time
Be honest in all you do
Keep the building clean by picking up after yourself.

21. 8. Dating Conduct Make dates for important things in advance
Keep a date once it has been made, unless it is an emergency
Respect curfews and be home on time
Select appropriate entertainment
Do not pretend to be interested in someone if you are not!
Be considerate when refusing a date

22. Two Types of Communication
2.1.5 Assess ways to build and maintain positive relationships, evaluating the effects of positive and negative communication
Two Types of Communication
1. Verbal- anything that can be heard
Tone of Voice
Consideration for other’s feelings
1. speak politely
2. be a good listener
3. maintain eye contact
4. avoid putting others down
5. avoid verbal abuse or shouting
2. Non Verbal- body language
Personal Appearance and Actions
1. personal hygiene
2. clothing
3. hair

23. Positive Effects of Communication
Establishes meaningful relationships
Develops trust between people
Bridge generation gap between parents and teens
Expresses feelings
Solves problems in a constructive manner
Lack of Communications Causes Negative Effects
Destroys families and friendships
Causes depression, grief, and despair
Cause breakdown in trust
Causes destruction of love and loyalty
Alienation of family and friends
Loss of self esteem when others express negative feelings about you

24. 2.1.5 “Peanut Butter Jelly Time”
Activity:
You have 3 minutes to write the instructions on how to make a peanut butter and jelly sandwich on a 3X5 index card
List all steps in bullet point.
We will discuss as a group when everyone is finished.

25. 2.1.5 Activity Results
I will now use one person’s instructions to make the sandwich.
The main ingredients are easy: bread, peanut butter and jelly. It’s the details that will challenge you.
Did you remember a plate? A knife? Did you remember to open the jar of peanut butter before trying to get some out? If you chose a squeeze-bottle of jelly did you remember to turn it upside down before you used it? If you didn’t communicate those things to me, how was I supposed to know I had to do them?
Why is it so hard to communicate effectively?

26. Steps in Conflict Resolution
2.1.6 Apply the concepts of compromise (a give and take method of resolving differences where both people give in a little to reach a solution that is satisfactory to both), mediation (the act of resolving a conflict by a third part) , and tolerance (the ability to overlook or accept things you do not agree with; accepting and respecting other people's customs and beliefs) to the conflict resolution process
Use the Conflict Resolution Process to solve a problem as a group and as individuals:
Steps in Conflict Resolution
Define the problem
Set limits
Negotiate
Get outside help
Follow Up

27. 1. Control your Feelings- when people disagree with each other, they should not speak in anger. You might say something you regret! 2. Communicate Honestly- we learn what to expect from others. You should get the chance to tell the other person what you expect 3. Accept Others- sometimes called “tolerance”. It is sometimes difficult to accept the fact that other don’t think or act like you want them to. Tolerance is very important in a relationship when there are problems.

28. 4. Avoid Stereotypes and Prejudices
Stereotypes: unfair label automatically given to strangers
Prejudices: opinion or feeling that is not based on fact
5. Pick a Right Time and Place
Take time to cool off and pick a location where you can easily discuss and work out problems. Avoid talking about sensitive subjects in public places
6. Be Positive About Listening
You may have your opinion, but let others speak too
Compromise when necessary.

29. Two Types of Peer Pressure
2.1.7 Investigate effective coping skills when dealing with peer pressure (persuasion to conform to by people in your age group) and cliques (a group of people who exclude others from their circle )
Two Types of Peer Pressure
1. Positive
Encourages school attendance and good grades
Encourages appropriately dressing for events
Avoids self defeating activities
Encourages volunteer work
Encourages one to follow the rules
Strives for improvement to be a better person
2. Negative
Skipping school, not doing homework, not studying
Maintains poor health habits
Disobedient
Ignores personal values to follow the crowd and fit in (cliques)
Uses bad language
Encourages destructive actions

30. Live Original-Sadie Roberson
“JUST SAY NO”!!
Respect is often gained when you stand up for your personal beliefs rather than go along with the crowd
Live Original-Sadie Roberson

31. 2. Say “no” and don’t feel guilty
1. Stand up for what is right and express disapproval for what is wrong
2. Say “no” and don’t feel guilty
3. Find friends who share the same ideas and priorities as you
4. Strive to have good relationships with family members
5. Weigh consequences before giving in to peer pressure
6. Look at the group’s interests and reputation before becoming too closely associated with them.
w.s. and video Cyberbully

32. 1.Provides opportunities to develop skills in communicating and
2.1.8 Assess the purpose and benefits of dating, examining unhealthy dating behaviors
1.Provides opportunities to develop skills in communicating and
sharing experiences.
2. Develops self confidence and social maturity. Social maturity is
evident when a person appears comfortable in social situations
and uses acceptable behavior
3. Give you opportunities to develop close relationships without making permanent commitments
4. Provides opportunities to learn how to work things out when conflicts arise.
5. Helps identify personal values and set limits for behavior

33. 6. Provides incentives to acquire new interests
7.Encourages independence
8. Helps you learn how to give and take
9. Provides opportunities to have adult responsibilities like spending money, choosing friends, choosing entertainment, establishing values.
10. Helps identify impact of words and actions on other’s feelings

34. Harmful Effects of Unhealthy Dating Behaviors
Infatuation- an intense emotional involvement that begins with a sudden strong attractions based on physical appearance or obvious traits.
Stalking-to pursue obsessively to the point of harassment
Date Rape-forced sexual intercourse that takes place in a dating situation.

35. Performance Indicator 2.2
Assess how family structure impacts the dynamics of the family

36. 2.2.1 Compare and contrast the different family structures
Adoptive Family: a family in which parents legally adopt a child not born to them.
Blended Family: consists of two separate families joined by marriage.
Step parents
Step brothers/sisters

37. Couple Family: consists of two people without children
May be childless because:
1. infertile
2. waiting to have them
3. don’t want kids
Extended Family: consists of parents, children, grandparents and other relatives. May or may not live in the same house or neighborhood.

38. Foster Family: includes a child not related to the family but cared for by them as a family member. It requires state licensing to parent foster children. It may be very short term or several years that a child lives with the family.
Nuclear Family: consists of biological father, mother and their children. Adopted children can be included in this types of family.

39. 2.2.1 Identify Family Structures
Activity:
Each group will be given a family type
Each group will find three to five examples of family structures using books, television shows, movies, etc.
Each group will identify and classify family structures in the examples and present to class.(you can put it on a PowerPoint, Pezi, Poster board, etc.)
It can be video clips, pictures, drawings, etc.

40. 1. Parent loses or changes jobs
2.2.2 Assess potential changes to the family that might impact the structure or function of the family unit
1. Parent loses or changes jobs
2. Parent receives substantial increase/decrease in salary
3. Grandparents or other persons move into house
4. Friend or family member dies or commits suicide
5. Change in economy… inflation, taxes
6. World Change Occurs… fuel shortage, wars, natural disaster
7. Family moves
8. Trends in Society Changes
Increased family mobility
Increased divorce rate
Decrease family size
Increase in childless families
Increase in dual income families
Increase in substance abuse

41. Performance Indicator 2.3
Assess individual characteristics and needs associated with each stage of the individual life cycle

42. Foldable Instructions
Fold paper in a hot dog fold with a title.
Label the edge Stage of the Individual Life Cycle
Draw lines to divide the top page into 9 pieces for the 9 stages.
Write life cycle and age on each section.
Cut along the lines.
Use to take notes on the next few slides.
Write at least 4 facts about the life cycle under the tab.
Write your name on the back of the foldable and store in a clear page cover in your notebook.

43. Develop a foldable of each stage of the individual life cycle:
2.3.1 Classify the characteristics of each stage of the individual life cycle according to age
Develop a foldable of each stage of the individual life cycle:
Prenatal (conception to birth)
Infancy (0-1)
Toddlerhood (1-3)
Preschooler (3-5)
School age (5-12)
Adolescence (12-18)
Young Adult (18-40)
Middle Adult (40-65)
Late Adulthood (65+)

44. 2.3.1 Classify the characteristics of each stage of the individual life cycle according to age List the characteristics and needs associated with each stage of the life cycle, add to your foldable.
Prenatal Development (conception to birth)
1. Form internal organs and systems
2. Develops human characteristics like arms, hands, fingers, toes, facial features, sex organs
3. Begins heartbeat at 4 weeks, but cannot be heard until 5th week
4. Baby begins to move about in 4-5 month
5. Opens and closes eyes
6. Hiccups and sucks thumb
7. Develops teeth buds
8. Rapid growth and weight gain in 9th month.
*** during this period a baby begins life as a single cell and develops into a human baby approximately inches long and weighing 7-8 pounds

45. 2. Increases length by 1 ½ times 3. Cuts first baby teeth
2.3.1 Classify the characteristics of each stage of the individual life cycle according to age List the characteristics and needs associated with each stage of the life cycle, add to your foldable.
Infancy (0-1)
1. Triples in weight by end of first year
2. Increases length by 1 ½ times
3. Cuts first baby teeth
4. Progresses from grasping for objects to actually picking them up
5. Stands alone
6. Ability to climb up and down stairs, in and out of crib
7. Holds cup and spoons. Attempts to feed themselves. Often resort to eating with hands and “squishing” it. Don’t expect them to have neat eating habits
Toddler (1-3)
1. Decrease in growth rate, improved posture and more proportional body
2. Moves from unsteady steps to walking and trying to run
3. In constant motion- walking, jumping, running, and exploring
4. Throws balls over their head
5. Manipulates push and pull toys
6. Scribbles and turn pages in books
7. Places objects in containers and pour out again
8. Builds small block towers
9. Improved grasping skills and learns to turn door knobs

46. Preschooler (3-5) School-Age (6-11)
List the characteristics and needs associated with each stage of the life cycle, add to your foldable.
Preschooler (3-5)
1. Develops more adult-like proportions
2. Improves coordination
3. Walks easily with good, upright position
4. Manipulates pedal toys and rides bikes with training wheels, maybe jump rope
5. Throws ball overhead and catches it
6. Improves in hand and eye coordination
7. Can use forks and spoons
8. Decides what to draw, and colors it. Preschoolers draw crudely and often get out of line when coloring due to the immaturity of small muscles
9. Shows preference in right hand or left hand
School-Age (6-11)
1. Becomes more slender with longer arms and legs
2. May begin a growth spurt at the end of this period. Boys & girls usually grow at the same rate until age 10 or so.
3. Enjoys organized games
4. Improved hand and eye coordination
5. Small muscles improve… skillful drawing, building models, crafts and using tools
6. Menstruation may begin in girls
7. Loses baby teeth, permanent teeth come in

47. Adolescence (12-18) Adolescence Girl’s Growth Adolescence Boy’s Growth
List the characteristics and needs associated with each stage of the life cycle, add to your foldable.
Adolescence (12-18)
1. Growth spurt. Body may be awkward and gangly but proportions out.
2. Completes skeletal growth and may reach adult height
3. Increased appetite
4. Develops larger, stronger muscles and muscle coordination is improved
5. Pronounced facial features: jaw lengthens, nose size increases
6. Cuts additional permanent teeth called wisdom teeth.
7. Increased hormone production, sweat & oil glands
Adolescence Girl’s Growth
Occurs between 10-13, earlier too
Breasts enlarge
Pelvis and hip bones become wider
Growth of body hair
Fat deposits around hips, thighs, and arm
Reproductive system is mature /menstruation occurs
Adolescence Boy’s Growth
Growth occurs between ages 12-15, often grow until 22
Neck thickens, Adam’s apple grows, voice deepens
Shoulders broaden and waist gets narrower
Muscle strength increases
Growth of body hair
Reproductive system and organs increase in size

48. Middle Adult(40-65) Young Adult (18-40)
List the characteristics and needs associated with each stage of the life cycle, add to your foldable.
Young Adult (18-40)
Graduation for high school
Career exploration, college or work or both
Independence from parents
Mate selection
Birth of children
Middle Adult(40-65)
1. Physical, cognitive and emotional changes are a big part of middle adulthood.
2. Aging speeds up during this time,
vision problems
hearing loss
end of reproductive capability for women, known as menopause
3.Children move out, which is referred to as the “empty nest”
4. Retirement planning is a major focus

49. 1. physical changes continue to occur at a rapid pace
List the characteristics and needs associated with each stage of the life cycle, add to your foldable.
Late Adulthood (65+)
1. physical changes continue to occur at a rapid pace
2. the brain also begins to lose neurons, resulting in memory loss
3. people often retire from their jobs
4. reflecting on and accepting life
5. adjusting to death or loss of spouse
6. desire to stay young

50. Performance Indicator 2.4
Investigate health and wellness challenges that impact individuals

51. Being healthy means…. ACTIVITY:
2.4.1Assess how a person’s health (combined state of physical, mental, and social well being) may be impacted by personal habits (regular repetition of acquired behavior pattern )
Being healthy means….
Taking care of yourself physically, mentally, socially, and emotionally
ACTIVITY:
You will need 4 note cards.
Make a separate T-chart for each type of health (physical, mental, social and emotional)
Physical Health
Mental Health
Social Health
Emotional Health
+ habits habits
+ habits habits
+ habits habits
+ habits habits
Fill in your chart using the info on the next two slides. All of the answers will not be there. You will
have to come up with them on your own based on your understanding of the concept.

52. Negative Habits
1. eating junk food 2. being overweight 3. crash diets 4. seldom or never exercise 5. bad hygiene
6. failing to take care of the eyes 7. poor posture 8. poor stress management 9. not getting enough sleep 10. substance abuse

53. Positive Habits 1.healthy diet 2.healthy weight
3. good grooming and hygiene
4. take care of your eyes
5. exercise regularly
6. socializing with peers
7. good posture 8. stress management hrs of sleep/night 10. avoiding drugs and alcohol 11. good self-concept

54. Activity: You will be put into groups of 3.
2.4.2 Evaluate the effects of drug and substance abuse on the individual and society
Activity:
You will be put into groups of 3.
Each group will be creating a substance abuse poster.
must have a slogan to discourage others from abusing
each person must contribute
each member’s name should be on the poster
Each group will present their poster to the class.
We will then discuss what is meant by “risky behaviors” and the consequences of substance abuse.

55. 2.4.3 Investigate the possible causes and effects of eating disorders
Anorexia Nervosa
Bulimia Nervosa
Binge Eating
Known as anorexia
Known as bulimia
Characterized by obesity
Abnormally low body weight
Binging (eating large amounts of food )
Intense fear of gaining weight
Purging (vomiting, laxatives, diuretics)
No apposing behavior
Distorted body image
Feels out of control
Psychological disorder
Blood pressure drops/resp slows
Feels guilty
Body temp drops/sensitive to cold
Knows behavior is abnormal
Heart may stop
Thinks behavior is normal

56. Research your assigned eating disorder. Design a tri-fold flyer.
2.4.3 Activity: Research eating disorders most commonly associated with adolescents, identifying the causes, effects, and treatment options:
Research your assigned eating disorder.
Design a tri-fold flyer.
Use the diagram and instructions to design a tri-fold flyer.
front left- name of eating disorder and graphic
back left-causes
front middle -effects
back middle-name, date, class period
front right-treatment
back right-sources of information

57. Symptoms of Stress Rapid Heartbeat Perspiration Irregular Breathing
2.4.4 Summarize the symptoms of stress (physical or psychological tension and strain), identifying positive coping mechanisms
Symptoms of Stress
Rapid Heartbeat
Perspiration
Sweating
Nervousness or shaking
Insomnia
Shaky Voice
Forgetfulness
Irregular Breathing
Hives
Lowered Immune System
Appetite Changes
Crying
Moodiness
Depression

58. Coping Strategies for Stress
exercise
talk to someone you trust
listen to music
keep a journal
get enough sleep
walk away from a situation and come back to it with a fresh start
eat a balanced meal
breath; focus on it!
avoid risky behaviors
avoid doing too much at a time
set realistic goals

59. 2.4.4 Activity: Stress is No Laughing Matter
Choose a cartoon from a newspapers or magazine demonstrating stress and coping methods
Use the worksheet provided to attach your comic strip and answer the questions about the cause and coping of the stress.
On the back of the worksheet make suggestions on how to cope if the character(s) is/are not coping.