FCPS Competency Assurance

Fayette County Public Schools Curriculum and Instruction




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Competency Assurance Documents

Elementary Practical Living Skills

Primary 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 gimmicks to influence consumer decisions.

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

Demonstrators:

§ Describe products and services of personal concern and preference.

§ Recognize products and services that individual families consume.

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

Specific Activities: Make a collage of labels from items in your home.

Conduct a unit of study on "community helpers".

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

Elementary Practical Living Skills

Primary 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:

§ Describe products and services of personal concern and preference.

Specific Activities:

Brainstorm "wants and needs ".

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

Elementary Practical Living Skills

Primary 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 service 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 regulations.

§ 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:

Create a coloring book that illustrates health providers in the community.

Critical Vocabulary: services, resources, citizens, school inspectors, trash collectors, water treatment, waste treatment, animal control, immunizations.

Elementary Practical Living Skills

Primary Consumerism Subdomain

Grade 3

Academic Expectation(s): 2.30 Students evaluate consumer products and services and make effective consumer decisions.

Organizing Standards: 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: PLE 3.1.2

Prompt: You are at the grocery store with your Mom. She wants you to choose the family morning cereal.

Directions:

A. List the nutrition facts that help you choose a healthy cereal for your family.

Scoring Guide for Question: What to Choose?

Score 4 points: Student clearly lists 4 or more nutrition facts found on the nutrition facts label. Student will state reasons for choosing a certain cereal due the facts and mentioning diseases that require certain diets.

Score 3 points: Student clearly lists at least 3 nutrition facts found on the nutrition facts label. Student will state reasons for choosing a certain cereal learned from studying certain diseases that require certain diets.

Score 2 points: Student clearly lists 2 nutrition facts found on the label.

Student will state one reason for choosing a certain cereal is that some diseases require certain diets.

Score 1 point: Student clearly names 1 nutrition fact found on the nutrition facts label. Student mentions disease and diet but does not understand the relationship.

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

Elementary Practical Living Skills

Primary Consumerism Subdomain

Grade 3

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-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.

Scoring Guide Question: What to buy!

Score 4 point: Student clearly explains the difference in a want and a need. The student clearly explains how a need determines a purchase made and how a want effects the purchase made. The description of wants and needs in the answer clearly demonstrates the understanding the student has of this concept.

Score 3 point: Student explains the difference in wants and needs. The student explains how a need or a want affects the purchase. The description of wants and needs in the answer shows understanding of the concept.

Score 2 point: Student explains what a "want" is and what a "need" is. The student does not explain how these terms affect the purchase.

The answer demonstrates a limited understanding of the concept.

Score 1 point: Student is able to explain what a "want" is or what a "need" is. He/she does not explain the difference. The student does not explain how these terms effect the purchase . 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

Primary Consumerism Subdomain

Academic Expectation(s): 2.33

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

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

Prompt: Your class wants to promote safety by advertising the importance of wearing helmets and other protective gear when cycling, skateboarding, or roller skating.

Directions:

A. List three (3) community or government agencies that could give you information about helmet and other protective gear safety.

B. Design a handout and lists three (3) reasons why wearing helmets and other protective gear is important for personal safety.

Scoring Guide for Question: Safety Gear!

Score 4 point: Student correctly lists three community agencies that provide helmet and protective gear safety information. Student demonstrates broad understanding of topic by designing an informative handout that accurately lists and explains three important reasons to wear protective safety gear.

Score 3 point: Student lists three community agencies that provide helmet and protective gear safety information. Student designs a handout that lists and explains three important reasons to wear protective safety gear, indicating a basic understanding of the topic.

Score 2 point: Student lists at least two community agencies that provide helmet and protective gear safety information. Student designs a handout that lists and explains at least two important reasons to wear protective safety gear.

Score 1 point: Student lists one or two community agencies that provide helmet and protective gear safety information. Students attempts to design a handout that lists and explains one or two reasons to wear protective safety gear.

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

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