FCPS Competency Assurance

Fayette County Public Schools Curriculum and Instruction




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Competency Assurance Documents

Elementary Practical Living Skills

Intermediate Consumerism Subdomain

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 services, and critiquing advertisements are necessary for making effective consumer decisions.

Core Content for Assessment:

PL-E-3.1.1 There is a distinction between needs and wants.

PL-E-3.1.2 Products and services are compared and evaluated based on price, quality, and features.

PL-E-3.1.3 Influences (e.g., peer pressure, desire for status, TV, radio, newspaper, magazine, Internet) directly affect the consumer decisions of children.

PL-E-3.1.4 Through the media, advertisers may attempt to use misleading or exaggerated information and gimmicks to influence consumer decisions.

PL-E-3.1.5 There are consumer decisions (e.g., reducing, recycling, and reusing) that have positive impacts on the environment.

Demonstrators:

§ Evaluate consumer decisions for environmental impact.

§ Analyze and use consumer information.

§ Examine influences on consumer selections.

§ Examine the key points from a message (e.g., advertisement).

§ Recognize products and services that individual families consume.

§ Describe products and services of personal concern and preference.

Specific Activities:

Design and operate a simulated shopping center which includes a bank, grocery, pet shop, and sporting goods and music stores. Write a story about your experiences.

Choose a product that meets a personal need or want. Examine and present the reasons (e.g., purpose, cost, availability, dependability, advertising) you would buy this product.

Identify your favorite commercial and why you like it. Describe characteristics of the product. Identify techniques advertisers use to convince you to buy the product. Decide whether or not you will buy the product. Create a commercial to sell a product.

Make a map or rebus-story tracing the consumer chain of a particular product.

Read and compare food labels.

Critical Vocabulary: needs, wants, products, services, price quality, features, media, advertisers, gimmicks, consumer decisions, reducing, recycling, reusing, environment.

Elementary Practical Living Skills

Intermediate Consumerism Subdomain

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-E-3.2.1 There are appropriate factors (e.g., fixed or projected income, ways to obtain additional income, expenditures) to consider when planning and saving for specific goals.

Demonstrators:

§ Develop strategies for managing personal resources.

Specific Activities:

Write a budget for one week of groceries.

Brainstorm a list of wants/needs.

Critical Vocabulary: consumer, personal needs, resources, fixed income, projected income, expenditures, savings goals.

Elementary Practical Living Skills

Intermediate Consumerism Subdomain

Academic Expectation: 2.33 Students demonstrate the skills to evaluate and use services and resources available in their community.

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

Core Content for Assessment:

PL-E-3.3.1 There are community organizations (e.g., fire department, police department, sanitation department, nonprofit health organizations) that provide health and safety services.

PL-E-3.3.2 To protect all citizens, there are community guidelines (e.g., school inspections, trash collections, water treatment, waste treatment, animal control, immunization) that promote healthy living environments in the community.

Demonstrators:

§ Recognize governmental health and safety regulation.

§ Identify community-sponsored agencies that maintain and promote health and safety.

§ Explore non-profit, health-related agencies in the community.

§ Investigate health providers in the community.

Specific Activities:

Interview a restaurant manager about the regulations (e.g., safety, sanitation) that must be followed. Rate the importance of the regulations and make a presentation including your justifications.

Identify a community agency that promotes bicycle safety. Have a representative from the agency assist the class in planning and implementing a school campaign, which promotes bicycle safety.

Write a non-profit, health related agency (e.g., Red Cross, American Heart Association, Hospice) requesting information; prepare a display for the school library.

Classify local health-care agencies and providers by types; compile a personal directory, which includes telephone numbers.

Critical Vocabulary: services, resources, private agency, public agency, voluntary agency, community organizations, sanitation, department.

Elementary Practical Living Skills

Intermediate Consumerism Subdomain

Grade 5

Academic Expectations: 2.30

Organizing Standards: Accessing and assessing consumer information, comparing and evaluation products and services, and critiquing advertisements are necessary for making effective consumer decisions.

Core Content for Assessment: PL-E-3.1.2

Prompt: You are at the grocery store and your part is to choose a nutritious cereal that the whole family can eat for breakfast. Your sister is a diabetic.

Directions:

A. List the nutrition facts that will help you determine the best cereal for your family.

B. Name other diseases that a special diet must be followed.

Scoring Guide for Question: Which to choose?

Score 4 points: Student clearly states 4 or more facts from the nutrition labels found on the cereal boxes. Student understands the need and importance of following a special diet by discussing sugars and carbohydrates. Student names 3 other diseases that require special diets.

Score 3 points: Student clearly states at least 3 facts from the nutrition labels found on the cereal boxes. Student understands the need and importance of a special diet for diabetics by discussing sugars and carbohydrates. Student names 2 other diseases that require special diets.

Score 2 points: Student clearly states at least 2 facts from the nutrition facts label found on the cereal boxes. Student understands the need for a special diet but is not real specific. Student names 1 other disease that requires a special diet.

Score 1 point: Student clearly states 1 fact from the nutrition label. Student does not understand the need for special diets but does list at least one other disease that requires a special diet.

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

Elementary Practical Living Skills

Intermediate Consumerism Subdomain

Grade 5

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-E-3.2.1

Prompt: Sue is shopping for a new pair of gym shoes. She likes the new platform shoes. She does not have enough money for them. She needs the less expensive gym shoes.

Directions:

A. Explain the difference between "needs" and "wants" when making a purchase.

B. Explain several factors that may influence choices.

Scoring Guide for Question: What to buy?

Score 4 point: The student clearly explains the difference in a "want" and a "need" and elaborates on how each effect the decision to purchase. The student lists many factors that could influence the choice that is made. The answer clearly demonstrates the understanding the student has of this concept.

Score 3 point: The student explains the difference in a "want" and a "need". The student can explain how a "want" and a "need" effect a purchase. The student lists several factors that could influence the choice that is made. The answer demonstrates that the student understands the concept.

Score 2 point: The student can explain what a "want" or a "need" is. The student does not specify how a "want" or a "need" effect the purchase made. The student can list one factor that could influence the choice made. The answer demonstrates that the student has a limited understanding of the concept.

Score 1 point: The student can explain one of the terms. The student does not specify how it affects the purchase made. They cannot list one factor that influences the choice made. The answer demonstrates that the student has a minimal degree of understanding of the concept.

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

Elementary Practical Living Skills Intermediate Consumerism Subdomain

Grade 5

Organizing Standard(s): People rely on services and resources provided through private, public, and voluntary agencies.

Core Content for Assessment: PL-E-3.3.1; PL-E-3.3.2

Prompt: Water quality and pure drinking water are important concerns for any community. There are many agencies that work to insure that the water we drink is clean and safe.

Directions:

A. Name three (3) community agencies that work to insure that the water we drink is clean and safe.

B. Describe three (3) reasons why water quality is important to the health and safety of a community.

Scoring Guide for Question: Pure Water!

Score 4 point: Student correctly lists three community agencies that insure the community drinking water is clean and safe. Student demonstrates a broad understanding of the content by accurately describing and explaining three reasons water quality is important to the health and safety of a community.

Score 3 points: Student correctly lists three community agencies that insure the community drinking water is clean and safe. Student describes and explains three reasons water quality is important to the health and safety of a community, indicating a basic understanding of content.

Score 2 points: Student lists at least two community agencies that are responsible for providing clean and safe drinking water. Student lists and explains at least two reasons water quality is important to the health and safety of a community.

Score 1 point: Student lists at least one community agency that is responsible for providing clean and safe drinking water. Student lists but does not explain at least one reason water quality is important to the health and safety of a community.

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

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