High School Practical Living Skills

Consumerism Subdomain

10^th Grade

Academic Expectation:

2:30 Students evaluate consumer products and services and make effective consumer decisions.

Organizing Standard:

Accessing and assessing consumer information, comparing and evaluating products and service and critiquing advertisements are necessary for making effective consumer decisions.

Core Content for Assessment: PL-H-3.1.1 The use of strategies (e.g., studying advertisements, reading the fine print) and techniques for evaluating various forms of consumer information (e.g., products, contracts, leases, warranties) contribute to wise purchases. PL-H-3.1.2 The cost and accessibility of personal services (e.g., health care, haircuts, auto services, childcare) should be analyzed for quality and economy. PL-H-3.1.4 Through the media, advertisers may attempt to use misleading or exaggerated information and gimmicks to influence consumer decisions. PL-H-3.1.5 There are consumer decisions (e.g., reducing, recycling, and reusing) that have positive impacts on the environment.

Demonstrators: Develop and use strategies for evaluating products and services. Evaluate influences of advertising on consumer choices. Make effective consumer decisions.

Specific Activities:

Critique television advertising strategies to determine the persuasive techniques used.

Investigate several types of health insurance. Prepare charts listing coverage, exemptions, and pros and cons for each policy. Analyze results for best purchase.

Critical Vocabulary:

contracts, warranties, fine print. Lease, quality of service, advertising techniques, recycling, gimmicks.

 

High School Practical Living Skills

Consumerism Subdomain

10^th Grade

Academic Expectation:

2.30: Students evaluate consumer products and services and make effective consumer decisions.

Organizing Standard:

As consumers, people must learn to determine their personal needs and manage their resources.

Core Content for Assessment: PL-H-3.2.1 Financial management practices (e.g., maintaining bank accounts, budgeting, saving, using credit cards wisely, financing large purchases) are methods of achieving short-and long-term goals.

Demonstrators: Utilize consumer skills in real-life situations. Evaluate consumer information, rights, and responsibilities. Access and use available consumer and personal services. Develop and use strategies for managing resources (e.g., personal, family, environmental). Determine strategies for making informed consumer decisions.

 

Specific Activities:

• Develop an itinerary and budget for a trip to a national park using information obtained from representatives of various agencies (e.g., travel agencies, insurance companies, house sitting services, kennels, car rental firms).
• Develop and implement an entertainment-spending plan based on monthly personal income.
• Critique television advertising strategies to determine the persuasive techniques used.
• Create and distribute brochures, which illustrate environmentally sound consumer alternatives for using disposable items (e.g., paper disposable diapers, Styrofoam products).
• Investigate consumer journals and use comparative shopping techniques to select the best buy on a CD player. Justify your selection.
• Investigate several types of health insurance. Prepare charts listing coverage, exemptions, and pros and cons for each policy. Analyze results for best purchase.
• Design the most energy-efficient and economical heating and cooling plan for a new home being built in your community. Consider local availability of materials as well as the local climate.

Critical Vocabulary:

Maintaining, Resources, Banking, Budgeting, Financing, Financial Management

 

High School Practical Living Skills

Consumerism Subdomain

10^th Grade

Academic Expectation:

2.33: Students will demonstrate the ability to assess and access health systems, services, and resources available in their community that maintain and promote healthy living for its citizens.

Organizing Standard:

People rely on services and resources provide through private, public, and voluntary agencies.

Core Content for Assessment: PL-H-3.3.1 There are roles, responsibilities, and services of private, public, and nonprofit health agencies: Private health care facilities (e.g., private physicians, nursing homes). Hospitals. Public health departments. DES (Disaster and Emergency Services). Family Resource Centers. Medicare/Medicaid/insurance. Nonprofit health organizations (e.g., American Heart Association American Red Cross, American Cancer Society). PL-H-3.3.2 Water quality regulations, restaurant inspections, and immunizations are health services that contribute to the health and safety of citizens and the community. PL-H-3.3.3. The roles of individuals and society in protecting the environment and preserving resources include recycling, conserving, and establishing standards for waste disposal.

Demonstrators: Describe community resources and services (e.g., basic medical care, roles and responsibility of community health systems, medical insurance, and emergency hot lines). Analyze community health standards and regulations (e.g., air/water quality, immunizations, health and safety protection of citizens). Identify ways to protect the environment (e.g., local environmental issues, toxic chemicals, and water and air pollution, recycling). Evaluate and access available community health systems, services, and resources. Access governmental health and safety agencies and interpret their regulations and standards. Evaluate the role of non-profit and community or state sponsored health-related agencies to the health of the community.

Specific Activities:

Contact an individual responsible for conducting site inspections for compliance with health and safety regulations and standards. Arrange to shadow this person during an on-site inspection.

Develop a multimedia presentation that depicts the value of a non-profit, health-related agency in your community.

Prepare a guide for an AIDS patient which shows where to obtain physical, mental, and emotional care and support from community health systems and resources.

Collect and analyze data on local long-term health care facilities; select a facility you would recommend; justify your choice.

Critical Vocabulary: Roles, responsibilities, community resources (public, private, and nonprofit), health regulations and standards, waste disposal, EPA, preservation

 

High School Practical Living Skills

Consumerism Subdomain

10^th Grade

 

Academic Expectation(s):

2.30 Students evaluate consumer products and services and make effective consumer decisions.

Organizing Standard(s):

Accessing and assessing consumer information, comparing and evaluating products and service and critiquing advertisements are necessary for making effective consumer decisions.

Core Content for Assessment: PL-H-3.1 PL-H-3.1.2 PL-H-3.1.4 PL-H-3.1.5

 

Prompt:

Companies spend millions of dollars on advertising. Research indicates that advertising firms target many teenagers.

Directions:

A. List and explain three persuasive techniques that advertisers convey in their ads.

B. Describe a method for evaluating products advertised.

 

Scoring Guide for Question: Advertisements

Score 4 point: Student list and fully explains three techniques used by advertising companies. The student explores the persuasive methods used by these companies. The student describes each step necessary in a complete evaluation of a product being offered by someone.

Score 3 point: Student provides three methods of advertising companies but gives only a partial explanation. The student describes the method used to evaluate products being advertised.

Score 2 point: Student gives two methods of advertising companies and offers little explanation. The student gives limited information in evaluating products.

Score 1 point: The student gives only one method of advertisement and cannot evaluate a product being offered.

Score 0 point: No response or response is irrelevant to the question.

 

High School Practical Living Skills

Consumerism Subdomain

10^th Grade

Academic Expectation(s):

2.30 Students evaluate consumer products and services and make effective consumer decisions.

Organizing Standard(s):

As consumers, people must learn to determine their personal needs and manage their resources.

Core Content for Assessment: PL-H-3.21

 

Prompt:

Hooray! You’re old enough to move out and live on your own! You have a job that pays $8.00/hour and you work 40 hours a week and sometimes get overtime. Your car is paid for but not running very well. You have a room mate lined up and will be moving at the end of the month.

Directions:

Develop a monthly budget based on your projected income. Include all the basic needs.

Define your short and long term goals for establishing a savings plan.

 

Scoring Guide for Question: Living on your own!

Score 4 point: Student develops a complete budget including rent, utilities, food, and clothing. They will also include in their budget money for insurance, transportation costs, and entertainment. This budget will be based on projected income and work within these restraints. The student will show and explain their goals for a savings plan both short and long term.

Score 3 point: Student will develop a budget including rent, utilities, food, and clothing. They will work within their means but not allow for the extras. The student is able to give information on short and long-term savings plans.

Score 2 point: Student develops a budget that does not include all basics and does not fall within projected income level. They give limited knowledge of savings plans.

Score 1 point: Student presents an unrealistic budget without consideration of resources. They have no knowledge of savings plans.

Score 0 point: No response or response is irrelevant to the question.

 

High School Practical Living Skills

Consumerism Subdomain

10^th Grade

Academic Expectation(s):

2.33 Students will demonstrate the ability to assess and access health systems, services, and resources available in their community that maintain and promote healthy living for its citizens.

Organizing Standard(s):

People rely on services and resources provided through private, public, and voluntary agencies.

Core Content for Assessment: PL-H-3.3.1 PL-H-3.3.2 PL-H-3.3.3

 

Prompt:

Doctors are often thought of as the main providers of health care. They are important parts of the health-care system. However, there are other people and groups that help make up our health-care system.

Directions:

A. Other than a doctor, name three other services or resources available in your community that provide health care.

B. When choosing a health service, you need to use the same standards you use for choosing any other service. What are some qualities you would look for in a health-care provider?

 

Scoring Guide for Question: Community Resources

Score 4 point: Student lists three health services and resources available in the community and provides information for each. The student is able to fully explain four to five standards and qualities necessary when choosing a health-care provider.

Score 3 point: Student lists three health services and resources available in the community. The student list four to five standards and qualities necessary when choosing a health-care provider.

Score 2 point: Student lists two health services available in the community. The student lists three to four standards necessary when choosing a health-care provider.

Score 1 point: Student is able to list only one health services and offers little information on standards for health-care providers.

Score 0 point: No response or response is irrelevant to the question.