Syllabus for Living Independently

Name _______________________________ # _____ This class is designed for the student who is interested in learning about development and

changes in early adulthood through the later adulthood years, as well as the skills necessary to become an independent person. Many timely issues concerning young adults as well as the elderly will be examined and discussed. Students who are interested in being successful while on their own, as well as pursuing careers in education, counseling, geriatrics, psychology, sociology, and the medical field will greatly benefit from this class. Students will work with senior citizens at a local senior care facility as part of this class. This is a privilege and needs to be treated as such. See contract for further details.

This is a nine-week course that yields .5 credit. Each of the following topics will be explored.

Topics of Study

I. Senior Adult Development / Partnership with a Senior Citizen Facility A. Aging and Development Information B. Contract for going to local senior facility C. Visits to local senior facility

II. Relationships / Communication A. Roles and Expectations B. Communication Skills C. Interviewing Skills D. Conflict resolution E. Working with Others

III. Decision Making A. Decision Making Process B. Time Management C. Goal Setting

IV. Consumer Issues A. Money Management (e.g. budgeting, banking, credit/debit cards) B. Consumer Rights and Responsibilities C. Car Maintenance D. Household Resource Management

V. Healthy Food Choices A. Cooking healthy foods B. Basic kitchen math

Mrs. Howard

Central Bucks High School South

Voicemail: (267) 893-3000 ext 6140

Email: bhoward@cbsd.org

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GRADING STRUCTURE FOR LIVING INDEPENDENTLY

*Grades will be given on a weighted basis. They are as follows:

Formative Assessments: 20% Summative Assessments: 80%

1. Formative Assessments (20%):

a. Class work

b. Projects

c. Question of the Day Journal

d. Quizzes

e. Cooking Unit

f. Senior Citizen Visit Journal (collections 1-2)

2. Summative Assessments (80%):

a. Senior Citizen Visit Journal (collections 3-4)

b. Projects

c. Final Project

d. Tests

OTHER VERY IMPORTANT INFORMATION

When students are absent, any missing work, tests, quizzes or observations must be made up

within five school days. It is your responsibility to ask the teacher what you missed. If you do

not make up the work, the grade will be a zero for the task.

Homework & Projects will only be accepted up to 5 days late. Assignments which are turned in

late will be reduced by 10% each day that it is late, with a maximum of 5 days late and 50%

reduction. No work will accepted after 5 days, and the grade earned would be a zero.

Students may be photographed or video-taped as part of the course during project work as well

as either during or in preparation for senior center visits. If you do NOT want your child to

participate, please initial here. ___________

Please also note the Academic Integrity Policy and its consequences found on pages 26-20 of

the student handbook or online. This policy will be strictly upheld.

Cell phones will be kept in a designated area during the class period and only used at teacher-

approved times for educational purposes.

☺The teacher can be available for extra help at various times. Please make

arrangements for this ahead of time.

I have read the course syllabus and the grading policy and agree

to the course expectations.

Print Student Name _________________________ Student Signature ___________________________

Print Parent Name _________________________ Parent Signature ____________________________

There is NO extra credit to

increase grade. Do your best

from day one.

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Human Development: Living Independently Course Contract

Student Name _________________________________ Part of the Human Development, Living Independently class involves interacting with senior citizens at a local retirement facility. The welfare of the residents, staff and all students is of the utmost importance. Therefore, to maintain a professional and educational environment, all Central Bucks students must conduct themselves as professionals. In order to present a professional image, students must:

Be prepared for the site visit by bringing all required materials (Journal, pencil, etc.)

Dress appropriately - no hats, flip flops, short skirts or shorts, low tops, drug/smoking/sex related shirts, yoga pants, bare midriffs and no cleavage. There can be NO holes in your jeans/pants. This is for your protection. Students not appropriately dressed will NOT be allowed to go on the trip and will have to make it up on their own time.

Dispose of all gum before getting on the bus.

Be on time for the bus both traveling to and from the site. All school rules apply during the travel time as well as the time spent at the site. Any behavior problems that occur either traveling to or from the site or at the site will result in immediate withdrawal with an “F” from the course. These behaviors would include:

Failure to follow the directions of the teacher or the mentors at the site.

Failure to behave appropriately on the bus.

Rude or insensitive behavior either to the staff members at the site or to the residents.

Disrespectful language or behavior.

Failure to be in the assigned area and to remain there as directed by the teacher. I have read this contract and agree that my behavior is extremely important when working with others. I understand that if I violate any of the above rules, I will be dropped from the class with an “F”. Student Signature _____________________________________ I have read this contract and realize that my son/daughter will be dropped from the class with an “F” if any of the above rules are violated. Parent/Guardian Signature ______________________________

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Improving Communication - “Families Today” Chapter 6 Using the textbook, read pages 125 - 137 to answer the following questions and define the vocabulary.

1. What is Communication – Four Elements of Communication – A. Communication channels – (Define and give examples of each of the following)

1. Verbal –

2. Nonverbal -

B. Participants –

C. Timing –

D. Use of Space –

2. Listening Skills – (Define and give examples of each of the following)

A. Passive –

B. Active –

3. Speaking Skills – (Define and give examples of each of the following) A. I-Messages –

B. Assertiveness –

C. Feedback –

4. Problems in Communication – (Define and give examples of each of the following)

A. Difficult Subjects –

B. Silence –

C. Interference –

D. Mixed Messages –

E. Thinking You Already Know –

F. Different Definitions –

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Chapter 5 – section 1 Vocabulary

Chapter 5 starts on page 107; use the text to define the following vocabulary. There are 6 characteristics a good relationship should have. How many of these do you have

with your best friend, boy/girlfriend, parent(s), sibling(s), and/or classmates? 1. Mutuality –

Example –

2. Rapport –

Example –

3. Trust –

Example –

4. Self-disclosure –

Example –

5. Empathy –

Example –

6. Shared Interests –

Example – There are two things you usually notice when a relationship isn’t working. They are: 1. Imbalance of Costs and Rewards – Example –

2. Exploitation – Example –

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Chapter 5 Section 2 Review Fill in the information under the outline headings as a review for your test.

Every day, we all have different roles or jobs that we do. One minute you are someone’s child and the next you are someone else’s student or employee. You are likely a friend and even a role model for someone else. Roles give us directions and expectations of how we are to behave in certain situation. After learning about the different types of roles and what they mean, think about how many roles you have in a day. There are positives and negatives to being a role model as well as general role expectations, but when a group of people is said to have, or not have, certain qualities based on gender, religion, race, or ethnicity, the assumptions are usually not right or positive.

I. What are Roles? A. Roles are B. Roles help people C. A person can have many roles D. Roles outside of the family include II. Acquiring Roles A. Given roles are B. Chosen roles are III. Learning Roles A. Role models are B. Role Expectations are

1. Stereotypes are

2. They are linked to

3. Stereotypes can be destructive IV. Role Conflict A. Role conflict is

B. One reason people view roles differently is

1. An example of this is V. Understanding Roles A. Strong relationships are built with B. When role conflict occur,

C. Skills such as ________________________ are needed to resolve these conflicts.

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Costs vs. Rewards

The costs in a relationship are what you give up for the other person, be that time or possessions to make the other person happy. The rewards in a relationship are the things, material or not, that you receive that make you happy. Again, rewards can include time or possessions. Using the format below, create two index cards with different situations and then analyze the costs and rewards of each situation for each person below it.

Write the situation in detail here.

Costs: Person 1: Person 2:

Rewards: Person 1: Person 2:

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Chapter 7 - Resolving Conflicts Use the power point and/or the text starting on page 141 to answer the following questions.

1. What is a conflict?

2. Which relationships often have more intense conflicts?

3. Describe the three different types of conflicts?

4. Which do you think is the most difficult type of conflict to resolve? Why?

5. What can be the outcome of a conflict, both positive and negative?

6. Name two things you should do in trying to resolve a conflict.

7. Why is a mediator a good choice if you can’t resolve a conflict?

8. Name two things you can do to avoid conflict.

9. What are the three skills you need when listening?

10. Name the two subjects in self control and define them.

11. Remember timing from the last chapter, how does timing effect conflicts?

12. Compare how the word respect is used in this chapter.

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Ch. 16 – Working with Others Use the text/PPT, complete the following information to use as a study guide.

Working Relationships – pgs.325-332

Terms –

Working Relationship

Cooperation

Reciprocation

Etiquette

Authority

I. Elements of Good Working Relationships: a. Working relationship =

b. A Friendly Attitude

c. Respect

d. Cooperation

e. Reciprocation

f. Etiquette

II. Understanding Authority

a. Authority =

b. Tips for getting along with authority figures:

c. Responding to Authority

d. Channeling Rebelliousness

III. Benefits from School Relationships a. Tips and Techniques

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IV. Handling Relationships on the Job a. Understanding your Boss

b. Getting along with Coworkers

V. Everyday Encounters

VI. Your Influence

Section 2 - Teamwork and Leadership – pgs. 333-341

Terms –

Teamwork

Leader

Motivate

Diplomacy

Parliamentary Procedure

Bylaws

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I. Teamwork a. What is it?

b. What is the purpose of it?

c. Qualities of Effective Teams:

d. Teamwork Skills

II. Leadership

a. What is it?

b. What is the purpose of it?

c. Technical skills

d. People Skills

e. Thinking and Planning Skills

f. Qualities of Leadership (top box)

g. Leadership Styles

III. Leadership Tasks a. Accomplishing the Work

b. Promoting Teamwork

IV. Followers

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Relating to Older Adults

Answer the following questions alone; then wait for instructions. 1. Do you have any older relatives in your family? Who?

2. How do you get along with him/her/them?

3. How often do you see or talk to him/her/them?

4. Do your friends have good relationships with their older relatives? How do you know?

5. What do you think of when you think about older people?

6. How do you feel about nursing homes or care facilities? Why?

7. What do you think you will be like when you are older (60+)?

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Chapter 17 in the Families Today Text, starting on page 344 Working with Senior Citizens can be fun and rewarding, but it can also be challenging if you don’t understand a few things. Work with a partner and use the textbook to help you answer these questions. 1. How does the third age period differ from the first and second age periods? 2. Explain the activity theory of aging. 3. Explain disengagement, the second theory of aging. 4. Why are physical reactions and reflexes slower in older adults? 5. What causes some adults to develop poor eating habits? 6. What are three ways older adults can work to maintain their physical abilities? 7. What are the 3 functions of memory, and how does the aging process change them? 8. Why are many older adults excellent students? 9. Why can retirement sometimes be difficult for some people? 10. How do advertisements influence our attitudes toward aging?

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11. Identify one misconception that promotes ageism? 12. Why can it be beneficial for teens to talk with older people about what life was like in

the past? 13. Why does overmedication often occur in older adults? 14. What are 2 housing options for older people who can no longer live on their own? 15. Why are many older adults more sensitive to crime than younger people? 16. How do you see your time with the seniors as a benefit to them AND you? Be specific

and include at least one benefit for the seniors and yourself.

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Chapter 9 Section 2 - Management Skills Using the text, write the information for each question/section. The information starts on page 187. Learning about Goals and Resources

1. What is the management process and why is it important?

2. What are the three reasons to have goals?

3. What are the guidelines for goal setting?

4. Explain the following terms: Long-term goals:

Short-term goals:

5. Give an example of each type of goal. Long-term goal would be…

Short-term goal would be…

6. Define resources in general?

7. Human Resources are

An example would be:

8. Material Resources are An example would be:

9. Community Resource are

An example would be

10. Explain what it means to become resourceful. 11. What are the important parts to managing your time?

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This information starts on page 191

Decision Making Skills

12. What are the important points for making a sound decision and why is it important to understand them?

13. How do you see assertiveness, feedback, I-messages and listening being useful in making good decisions?

14. Explain two ways you are going to be responsible for your decisions. 15. What is fairness and what are two qualities that create fairness?

16. What are ethics, and how do they influence decision-making?

17. What are two decisions that you have made recently – one, which turned out well, and one, which didn’t turn out as well?

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Name _______________________________

Timed schedule for (date) __________________________

Block _______________

Fill in this schedule with your activities.

2:30 - 3:00 - 3:00 - 3:30 - 3:30 - 4:00 - 4:00 - 4:30 - 4:30 - 5:00 - 5:00 - 5:30 - 5:30 - 6:00 - 6:00 - 6:30 - 6:30 - 7:00 - 7:00 - 7:30 - 7:30 - 8:00 - 8:00 - 8:30 - 8:30 - 9:00 - 9:00 - 9:30 - 9:30 - 10:00 - 10:00 - 10:30 - 10:30 - 11:00 -

Bed time: _____________________

What time frame is the busiest? __________________________________________________

How could you make this part of your day simpler? _________________________________

_____________________________________________________________________________

Do you feel your schedule is productive? Why? ___________________________________

_____________________________________________________________________________

What activity in your schedule is the least productive? ______________________________

Could you stop doing that? Why? _______________________________________________

_____________________________________________________________________________

Why is having a schedule important? _____________________________________________

_____________________________________________________________________________

Give at least one example of how you see this idea of time management relating to your life as an adult. ___________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

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Living on a BUDGET, or How to manage your money and why it’s important.

Use the textbook, Chapter 27, and your own experiences, to answer the following questions. Information starts on p. 531. The information in italics is your personal response. Section 1 1. What does money mean to you? Give at least 3 answers. 2. Read the paragraph on spending styles, p. 532. Are you a present-oriented spender or a

future-oriented spender? Explain the difference between the two styles. 3. What are your financial responsibilities right now? 4. What is a joint checking account? 5. What are two advantages and disadvantages of having a joint checking account? 6. ATM and credit cards are convenient and easy to use. Why are they also dangerous? 7. What is a debit card and how is it different from a credit card? 8. Why is your credit so important? Give an example of how your credit will be important

to you later. 9. What are two tips for saving money? Section 2 1. Since there are so many people with money problems, why don’t more of them use a budget? 2. What are the five steps in creating a budget?

A. B. C. D. E.

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3. You know honesty is important in a relationship, why do you think honesty is important in preparing a

budget? 6. What should you base your income on and why? 7. How are fixed and flexible expenses different? Give an example of each. 8. What do you, and other people your age, usually spend their money on? Be specific. 9. How could you be more aware of what you spend?

10. To analyze your spending, you also have to look at the spending “leaks”. What are the typical spending leaks? How much of your spending do these items make up?

11. How is making a personal budget similar to and different from planning a family

budget? Give at least two answers. 12. What are four financial danger signals?

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Name _______________________

Five Day Financial Expenditure Journal Assignment This assignment will show you where your money is currently going as well as how you tend to pay for things. Fill in the columns for EVERY expense you incur over the five days. Attach receipts to this paper, but if you use a credit card, blackout the number on the receipt. If you need more room, use the other chart on the back of this one. Be sure to categorize your spending using these categories: food, clothing, car/gas, entertainment, gifts, miscellaneous.

When it’s all filled in, total the number of items and the amount of money spent. This will be collected for a grade.

Date Item Purchased Method of payment

Item Price Category

TOTALS:

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Being a Good Consumer Directions: As you read Chapter 28, or listen to the lecture/power point, answer the following questions. Use this information to help you review and study the information covered in this chapter. 1. Identify three ways that businesses encourage people to buy goods and services. 2. How can doing research help you be a smarter consumer? 3. How does quality affect whether or not something is a good buy? 4. What two publications report product lab test results? 5. What makes a purchase a true bargain? 6. What is comparison-shopping? 7. What is one thing you can do to help improve your shopping success before you visit

stores and begin comparison-shopping? 8. Why is it important to check a store’s return policy? 9. How do retailers promote impulse buying? 10. What are two things you can do to control impulse buying? 11. Why should you be cautious about advertisements? 12. How does a company benefit when you wear its logo on your clothing? 13. What is a “no-promise” promise?

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14. Why should you be wary of percent-off ads? 15. Explain how product labeling must support consumer rights. 16. How does a shoplifter affect the price others pay for products? 17. How is filing a consumer complaint both a right and a responsibility? 18. What should you include with a letter of complaint? 19. How should a company respond if a consumer writes about a billing problem? 20. What is the purpose of Better Business Bureaus? 21. What types of disputes are handled in small claims court?

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Ch. 25 - Living on your own – Renting vs. Buying Use the textbook to answer the following questions.

Section 1

1. What is one reason more young people are choosing to live at home longer?

2. When do you think you will move out on your own? Explain

3. In looking at apartment living, where are places you can find out about apartments for rent?

4. When looking for an apartment, there are several questions you must ask yourself. Write the questions

and their associated vocabulary in this space. Be sure to get them all.

5. What are other factors you should consider?

6. How do people in their first apartment usually get their furniture? Why?

7. What are some skills or resources that could help? Explain how.

8. What groups of people or agencies do you think you have to notify every time you move?

9. There are other housing options, renting a room in a private home is one. What are the others and what

are the advantages/disadvantages?

10. There are times when people move back into their parents’ homes. Name two.

11. When sharing a living space, what are three tips to help you cohabitate (live together) successfully?

12. There can also be problems moving back in. What are they?

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Section 2

1. What do single people have to rely on for their financial support? How is that different from married

people or children?

2. About ______% of single people remain unmarried for life. Why do you think that is?

3. What financial decisions have to be made whether you are single or married?

4. Being on your own means you have to take care of yourself. What are needs that have to be met in order

to do that?

5. What are two problems Brenda faced, and how did she overcome them?

6. Personal safety is extremely important. What are 4 tips you should remember to stay safe?

7. What is autonomy? Why is it important?

8. There are many types of relationships people foster whether single or married, and it’s important to

attend to those relationships. If you throw yourself totally into your work and leave no time for being

social, what can happen?

9. In order to live a successful, satisfying life, you need to know how to __________ your ___________,

be a good ________________, and understand how to get and keep a _______.

10. How well do you think you will deal with living on your own? Explain your answer.

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Stress Assessment Form Answer the following questions honestly so that you can really use the information to benefit you later.

1. What causes stress for me? (List as many specific things as necessary to give you a good picture.)

2. What are my thoughts when I am stressed? (Be specific, using words or phrases that run through your mind.)

3. What kinds of feelings do I have when I am stressed? (List as many as come to your mind.)

4. How does my body feel when I am stressed? (Be specific as it helps make a connection.)

5. How do I act when I’m stressed? (Tell things you notice about yourself and things people have told you that you do.)

6. What are ways you have seen or heard about for how others handle stress?

7. What are ideas that you would like to try to incorporate in your ability to handle stress?

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Study Guide for Abbreviations and Equivalents

☺Don’t forget to put a period at the end of abbreviations!

Abbreviations

T. or tbsp. = Tablespoon

t. or tsp. = teaspoon

c. = cup

pt. = pint

qt. = quart

gal. = gallon

oz. = ounce

lb. = pound

sq. = square

Equivalents 3 tsp. = 1 tbsp.

16 tbsp. = 1 cup

12 tbsp. = ¾ cup

8 tbsp. = ½ cup

5 1/3 tbsp. = 1/3 cup

4 tbsp. = ¼ cup

2 tbsp. = ⅛ cup

1/3 tbsp. = 1 tsp.

8 oz. = 1 cup (measures volume)

16 oz. = 1 lb. (measures weight)

1 cup = ½ pt.

2 cups = 1 pt.

2 pints = 1 quart

4 quarts = 1 gallon

2 tablespoons butter = 1 ounce

1 stick of butter = 4 ounces

1 stick of butter = ½ cup

1 square of baking chocolate = 1 ounce

28

Getting Acquainted in the Kitchen There are several pieces of equipment and different ways to measure ingredients in the kitchen. Using the

Food for Today textbook, complete this worksheet.

1. List the tools and three steps in measuring liquids.

Tools:

Steps: a.

b.

c.

2. Explain the three ways you can measure with measuring spoons.

Liquid:

Solid/Dry:

Moist:

3. List the steps for measuring dry ingredients such as flour or sugar.

Tools:

Steps: a.

b.

c.

4. How would you measure 1 cup sifted flour and 1 cup flour sifted?

a. Sifted flour:

b. Flour, sifted

5. What steps would you follow and what equipment would you use to measure moist ingredients such as

brown sugar, sour cream or applesauce?

Tools:

Steps: a.

b.

c.

6. What are the three ways to measure solid fats? Be specific in explaination.

a. Stick Method:

b. Dry Measuring Cup Method:

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Abbreviations and Equivalents

Write the correct abbreviation next to the following terms. Cup __________________ Pint __________________ Teaspoon _____________ Quart _________________ Tablespoon ___________ Gallon _________________ Ounce _______________ Pound _________________ Fill in the following equivalents. 1 T. = ______ t. 1 qt. = _______ c. 1 c. = ______ T. 2 c. = _______ pt. 1 c. = ______ oz. 1 c. = _______ sticks of butter 2 pt. = _____ qt. 8 T. = _______ stick of butter Use the information above to solve these problems. 1 c. = ______ pt. ¼ c. = ______ T. 8 T. = ______ c. 9 t. = _______ T. 4 oz. = ______ c. 1/3 c. = ______ T. Divide and multiply the following recipe.

Half the Recipe Double the Recipe ¾ c. milk

3 c. flour

½ c. shortening

¼ tsp. salt

1/3 c. cocoa

1 egg

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Car Information:

Please write down how to do the following tasks regarding car maintenance and situations

during the presentation.

1. Change a flat tire

2. Check the oil

3. Change the oil

4. “Jump” a dead battery

5. Supplies to have in a car:

a. Summer

b. Winter

6. Check antifreeze

7. Check/add windshield wiper fluid

8. Know the location of the battery and which terminals are positive/negative

9. Check the air pressure in tires and adjust it

10. Put gas in the car and the safety risks

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Scenarios to be ready for:

1. Brakes fail/go out

2. Blow a tire while driving

3. Hydroplaning

4. Transmission “dies”

5. Spinning on ice

6. “Check engine” or other warning lights come on

7. Electrical issues

8. Hit & run accident

9. When to lock doors and why

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Use this page for additional notes or assignments