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Lauren Coffman » Family Studies Weekly Lesson Plans

Family Studies Weekly Lesson Plans

WEEK 1

 

Wednesday, January 3

Class Introduction

  • Review Welcome Packet
    • Parent Letter
    • Syllabus
    • Policies and Procedures
    • Standards
  • Smiling Flower Get to Know Me
  • Classroom Comfort Rays
Thursday, January 4
Pre-Test
 
  • Collect paperwork
  • Family Studies Pre-Test
  • Assign tote trays
  • Open House Foldable
Friday, January 6
Human Studies General Safety
 
  • Bell Ringer
    • Discuss a time when you witnessed an accident or emergency. Could it have been prevented? If so, how?
  • Human Studies General Safety Notes
  • Human Studies General Safety Crossword Puzzle

WEEK 2

 

Monday, January 8

Human Studies General Safety (cont.)

 

  • Human Studies General Exam Study Time
    • Students will be given 10-15 minutes to study for the exam
  • Human Studies General Safety Exam
  • Human Studies General Safety Exam Corrections
 

 Tuesday, January 9

Types of Families

Standard 1.1    Family Structure and History: Analyze diverse family structures represented throughout history and in current society.

Standard 1.2    Definitions of Family: Compare and contrast different definitions of family units found in distinct groups.

 

  • Bell Ringer
    • What is your personal definition of family? What do you think the legal definition of family is?
  • Discussion
    • Teacher will lead discussion on what student’s personal definition of family and compare it to the legal definition of family
  • It’s All in the Family
    • Teacher will review PPT and students will record notes on graphic organizer note taker
  • Families in a Changing World
    • Students will form 8 small groups (one for each type of family)
    • Students will research each of the following areas for their assigned type of family:
      • Culture
      • Societal Issues
      • Demographic Facts
      • Economic Trends
      • Other Pertinent Information
    • As students gather information, they will record information into the graphic organizer

 

Wednesday, January 10

Types of Families (cont.)/Modern Family Trends

Standard 1.1, 1.2 (cont.)

Standard 1.3    Current Family Trends: Analyze the impact of trends and conditions that could influence the well-being of individuals and families.

 

  • Bell Ringer
    • What do families look like now as compared to in the past? (Think about how familied look in today’s TV shoes versus in the past.)
  • Families in a Changing World Group Presentations
  • The Modern Family
    • Discuss on Family Terms
    • Students will work in table groups in analyzing U.S. Census Family Data 1970-2012
    • Once students have completed, teacher will review with entire class

 

Thursday, January 11

Family Life Cycle

Standard 2.1    Identify the stages of the Family Life Cycle and the associated characteristics, proven stressors and changes of each stage.

 
  • Bell Ringer
    • In a family, each member may hold several roles within the family (Example: banker, cook, repairman, etc.). Write about what your role is within the family. What roles do your other family members have?
  • Discussion
    • What might happen if family members do not fulfill their expected roles?
    • Why is it important that all family members know expectations for their roles? Who determines those expectations?
    • Do the expected roles changes? How and when?
  • Families Across the Lifespan
    • Teacher will prevent information via PPT, and students will take notes
  • Families Across the Lifespan Gallery Walk
    • Teacher will place rosters for each stage in the family cycle around the classroom
    • Students will rotate in table groups, and add only one piece of information about each state while paying attention not to write what any other students have written
    • When students have finished, teacher will review each stage adding any information that may have been left off
 
Friday, January 12
Family Life Cycle (cont.)
Standard 2.1 (cont.)
 
  • Bell Ringer
    • What stage in the Family Life Cycle is your family in? Give evidence.
  • Meet the Davenports
    • Students will work through the case study with a partner or in small groups before we discuss it as a class.
    • When discussing as a class, students are encouraged to add to their case study as groups share as this will help them in the follow-up assignment
  • Meet the Davenports Follow-Up Questions
    • Students will analyze, predict and answer questions regarding the Davenports
  • Family Resume Project
    • Students will create a resume using the following sections:
    • Objective: Explain what your own personal definition and purpose are for the family. Must be at least one paragraph (5 sentences) in length
    • Education: List all of the schools you’ve attended, working from present to past, including dates
    • Activities + Honors: List at least two activities you’ve successfully accomplished and/or honors that you’ve earned that made your and your family proud
    • Related Information
    • List + Explain Your Family Structure
    • List and describe the role each family member holds
    • Describe the Family Life Cycle stage each family member holds
    • Share two pros and cons about living in this stage of the life cycle as they apply to YOUR family
    • Share and briefly explain 3 family strengths your family posses
    • Family References: Provide 3 relatives you are close to and spend time with often. Include their name and relationship to you
    • Family Summary: Write a paragraph (5 sentences, minimum) that explains your contribution(s) to the family