Can you write a 20 hour lesson plans on Barbering K12 level?

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introduction-to-personal-care-services.pdf

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Georgia Department of Education

Georgia Department of Education January 25, 2013 Page 1 of 8

Human Services Cluster Introduction to Personal Care Services

Course Number 12.54400

Course Description: This course introduces both fundamental theory and practices of the personal care professions including nail technicians, estheticians, barbers, and cosmetologists. Emphasis will be placed on professional practices and safety. Areas addressed in this course include: state rules and regulations, professional image, bacteriology, decontamination and infection control, chemistry fundamentals, safety, Hazardous Duty Standards Act compliance, and anatomy and physiology. Students will experience basic hands on skills in each area to help them determine the pathway they are most interested in pursuing. By completing courses in the personal care services pathways, students can potentially earn credit toward the hours required by the Georgia State Board of Barbering and/or Cosmetology or hours toward their license as an esthetician or nail technician. Pre-requisite for this course is advisor approval.

Course Standard 1 HUM-IPCS-1 The following standard is included in all CTAE courses adopted for the Career Cluster/Pathways. Teachers should incorporate the elements of this standard into lesson plans during the course. The topics listed for each element of the standard may be addressed in differentiated instruction matching the content of each course. These elements may also be addressed with specific lessons from a variety of resources. This content is not to be treated as a unit or separate body of knowledge but rather integrated into class activities as applications of the concept. Standard: Demonstrate employability skills required by business and industry. The following elements should be integrated throughout the content of this course. 1.1 Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities.

Person-to-Person

Etiquette

Telephone and Email

Etiquette

Cell Phone and

Internet Etiquette

Communicating At

Work

Listening

Interacting with

Your Boss

Telephone

Conversations

Using Blogs

Improving

Communication Skills

Reasons, Benefits,

and Barriers

Interacting with

Subordinates

Barriers to Phone

conversations

Using Social Media Effective Oral

Communication

Listening

Strategies

Interacting with Co-

workers

Making and Returning

Calls Effective Written

Communication

Ways We Filter

What We Hear

Interacting with

Suppliers

Making Cold Calls Effective Nonverbal

Skills

Developing a

Listening Attitude

Handling Conference

Calls Effective Word Use Show You Are

Listening

Handling Unsolicited

Calls Giving and Receiving

Feedback

Asking Questions

Obtaining

Feedback

Getting Others to

Listen

Georgia Department of Education

Georgia Department of Education January 25, 2013 Page 2 of 8

Nonverbal Communication Written

Communication

Speaking Applications and Effective

Résumés

Communicating Nonverbally Writing Documents Using Language Carefully Completing a Job Application

Reading Body Language and

mixed Messages

Constructive Criticism

in Writing

One-on-One

Conversations

Writing a Cover Letter

Matching Verbal and

Nonverbal communication Small Group

Communication

Things to Include in a Résumé

Improving Nonverbal

Indicators Large Group

Communication

Selling Yourself in a Résumé

Nonverbal Feedback Making Speeches Terms to Use in a Résumé

Showing Confidence

Nonverbally Involving the Audience Describing Your Job Strengths

Showing Assertiveness Answering Questions Organizing Your Résumé

Visual and Media Aids Writing an Electronic Résumé

Errors in Presentation Dressing Up Your Résumé

1.2 Demonstrate creativity by asking challenging questions and applying innovative procedures and

methods.

Teamwork and Problem Solving Meeting Etiquette

Thinking Creatively Preparation and Participation in Meetings

Taking Risks Conducting Two-Person or Large Group Meetings

Building Team Communication Inviting and Introducing Speakers

Facilitating Discussions and Closing

Preparing Visual Aids

Virtual Meetings

1.3 Exhibit critical thinking and problem solving skills to locate, analyze and apply information in career planning and employment situations.

Problem Solving Customer Service The Application Process Interviewing Skills Finding the Right

Job

Transferable Job

Skills

Gaining Trust and

Interacting with

Customers

Providing Information,

Accuracy and Double

Checking

Preparing for an

Interview

Locating Jobs and

Networking

Becoming a

Problem Solver

Learning and Giving

Customers What

They Want

Online Application

Process

Questions to Ask in

an Interview

Job Shopping

Online

Identifying a

Problem

Keeping Customers

Coming Back

Following Up After

Submitting an Application

Things to Include in

a Career Portfolio

Job Search

Websites

Becoming a

Critical Thinker

Seeing the

Customer’s Point

Effective Résumés: Traits Employers are

Seeking

Participation in Job

Fairs

Managing Selling Yourself and

the Company

Matching Your Talents to

a Job

Considerations

Before Taking a Job

Searching the

Classified Ads

Handling Customer

Complaints

When a Résumé Should be

Used

Using Employment

Agencies

Strategies for

Customer Service Landing an

Internship

Staying Motivated

to Search

Georgia Department of Education

Georgia Department of Education January 25, 2013 Page 3 of 8

1.4 Model work readiness traits required for success in the workplace including integrity, honesty,

accountability, punctuality, time management, and respect for diversity.

Workplace Ethics Personal

Characteristics

Employer

Expectations

Business Etiquette Communicating at

Work

Demonstrating Good

Work Ethic

Demonstrating a

Good Attitude

Behaviors

Employers Expect

Language and

Behavior

Handling Anger

Behaving

Appropriately

Gaining and

Showing Respect

Objectionable

Behaviors

Keeping Information

Confidential

Dealing with

Difficult Coworkers

Maintaining Honesty Demonstrating

Responsibility

Establishing

Credibility

Avoiding Gossip

Dealing with a

Difficult Boss

Playing Fair Showing

Dependability

Demonstrating Your

Skills

Appropriate Work

Dealing with

Difficult Customers

Using Ethical

Language

Being Courteous Building Work

Relationships

Cell Phone Etiquette Dealing with

Conflict

Showing

Responsibility

Gaining Coworkers’

Trust

Appropriate Work

Texting

Reducing Harassment Persevering Understanding

Respecting Diversity Handling Criticism Social Networking

Making Truthfulness a

Habit

Showing

Professionalism

Leaving a Job Ethically

1.5 Apply the appropriate skill sets to be productive in a changing, technological, diverse workplace to be able to work independently and apply team work skills.

Expected Work Traits Teamwork Time Management

Demonstrating Responsibility Teamwork Skills Managing Time

Dealing with Information Overload Reasons Companies Use Teams Putting First Things First

Transferable Job Skills Decisions Teams Make Juggling Many Priorities

Managing Change Team Responsibilities Overcoming Procrastination

Adopting a New Technology Problems That Affect Teams Organizing Workspace and Tasks

Expressing Yourself on a Team Staying Organized

Giving and Receiving Constructive

Criticism

Finding More Time

Managing Projects

Prioritizing Personal and Work Life

1.6 Present a professional image through appearance, behavior and language. On-the-Job Etiquette Person-to-Person Etiquette Communication Etiquette Presenting Yourself

Using Professional

Manners

Meeting Business

Acquaintances

Creating a Good Impression Looking Professional

Introducing People Meeting People for the First

Time

Keeping Phone Calls

Professional

Dressing for Success

Appropriate Dress Showing Politeness Proper Use of Work Email Showing a Professional

Attitude

Business Meal Functions Proper Use of Cell Phone Using Good Posture

Behavior at Work Parties Proper Use in Texting Presenting Yourself to

Associates

Behavior at Conventions Accepting Criticism

International Etiquette Demonstrating

Leadership

Cross-Cultural Etiquette

Working in a Cubicle

Georgia Department of Education

Georgia Department of Education January 25, 2013 Page 4 of 8

Support of CTAE Foundation Course Standards and Georgia Standards of Excellence L9-10RST 1-10 and L9-10WHST 1-10: Georgia Standards of Excellence ELA/Literacy standards have been written specifically for technical subjects and have been adopted as part of the official standards for all CTAE courses. Additional Georgia Standards of Excellence ELA/Literacy standards for Speaking and Listening are listed in the foundational course standards below.

Course Standard 2 HUM-IPCS-2 Explore career opportunities and economic trends in the personal care industry, including developing a personal career plan and understanding the importance of entrepreneurship skills.

2.1 Compare career options within the personal care services career pathways: Cosmetology, Barbering, Esthetics and Nails.

2.2 Discuss levels of education, credentialing requirements, and employment trends in personal care services.

2.3 Analyze personal career goals and develop a career plan. 2.4 Evaluate and practice methods for building positive team relationships. 2.5 Compare attributes and attitudes of an effective leader. 2.6 Explore entrepreneurship opportunities in the personal care services industry.

Support of CTAE Foundation Course Standards and Georgia Standards of Excellence ELACC9-10SL1: Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. ELACC9-10SL4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

Course Standard 3 HUM-IPCS-3 Identify and evaluate state laws, rules and regulations.

3.1 Describe the purpose and responsibility of the Georgia State Board of Cosmetology members and how they are appointed.

3.2 List types of certificates of registration, specific requirements and the renewal periods of each.

3.3 Describe Georgia State Board of Cosmetology requirements for sanitary regulations for salons and schools to include OSHA and CDC.

3.4 Comply with regulations of the Hazardous Duty Standards Act Describe applicable regulatory agencies and function of each: i.e. EPA, OSHA, and CDC.

3.5 Define MSDS and explain the importance of this law and the repercussions of not abiding by these regulations.

3.6 Identify and comply with safety signs, symbols, and labels.

Support of CTAE Foundation Course Standards and Georgia Standards of Excellence ELACC9-10SL2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. ELACC9-10SL4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

Georgia Department of Education

Georgia Department of Education January 25, 2013 Page 5 of 8

Course Standard 4 HUM-IPCS-4 Display a professional appearance and role play appropriate interaction with clients in the personal care services.

4.1 Describe hygiene rules and list rules of cleanliness. 4.2 Demonstrate good grooming principles. 4.3 Utilize ergonomic principles and demonstrate ergonomically correct posture. 4.4 Provide appropriate, positive, and friendly customer service skills when interacting with

clients in all aspects of the personal care services industry.

Support of CTAE Foundation Course Standards and Georgia Standards of Excellence ELACC9-10SL4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

Course Standard 5 HUM-IPCS-5 Evaluate and apply the regulations of infection control: principles, prevention, procedures and precautions to reduce the risk of the spread of infection to clients and personal care services personnel.

5.1 Classify the types and classifications of bacteria, bacterial growth, and reproduction. 5.2 Define blood borne pathogens, viruses, and parasites. 5.3 Define decontamination and differentiate the methods of sanitation, disinfection, and

sterilization. 5.4 Identify the proper use of disinfectants and safe handling guidelines when using and

disposing of chemicals with the use of personal protective equipment. 5.5 Identify all safety rules involving the sanitation of equipment used in the personal care

profession. 5.6 Select, mix, and store the correct antiseptic, disinfectant, and other decontamination

chemicals to use in relation to the task. 5.7 Demonstrate the procedures for proper Standard Precautions, blood spill procedure and

necessary steps to prevent cross-contamination. Support of CTAE Foundation Course Standards and Georgia Standards of Excellence ELACC9-10SL1: Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. ELACC9-10SL2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. ELACC9-10SL4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. SMI1: Students will analyze different types of microorganisms and their defining characteristics.

a. Distinguish between different kinds of microorganisms based on cellular structure, molecular biology and biochemical composition.

SMI5: Students will compare and contrast parameters affecting microbial growth, ways of controlling growth of microorganisms, and examine the effects that physicochemical factors can have on microbes.

a. Explain different growth phases of microbial in a batch cultures and the factors that influence these phases.

Georgia Department of Education

Georgia Department of Education January 25, 2013 Page 6 of 8

Course Standard 6 HUM-IPCS-6 Demonstrate proper safety procedures and accident prevention in personal care services.

6.1 Apply principles of basic first aid for chemical reactions in emergency situations. 6.2 Follow correct procedures and react appropriately in an emergency situation including an

emergency evacuation. 6.3 Describe proper maintenance and use of all electrical equipment in order to eliminate

accidents and ensure safety of clients and personal care services personnel. 6.4 Demonstrate how to sanitize and disinfect all implements and mechanical equipment. 6.5 Perform all sanitation, disinfection, and safety requirements. 6.6 Identify the risk of injury/illness and safe practices in the personal care service industry. 6.7 Demonstrate basic skills in first aid using the current American Heart Association or

American Red Cross standards or other current acceptable national agencies. 6.8 Understand the basic concepts of using current American Heart Association, American

Red Cross, or other current acceptable national agencies of CPR and AED procedures.

Course Standard 7 HUM-IPCS-7 Understand basic chemistry fundamentals and applications to the personal care services industry.

7.1 Explain the difference between organic and inorganic chemistry. 7.2 Discuss the different forms of matter—atoms, molecules, elements, compounds, and

mixtures. 7.3 Explain pH and the pH scale. 7.4 Define solution, suspensions and emulsion.

Support of CTAE Foundation Course Standards and Georgia Standards of Excellence ELACC9-10SL1: Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. ELACC9-10SL2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. ELACC9-10SL4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. SPS6: Students will investigate the properties of solutions.

a. Describe solutions in terms of • solute/solvent • conductivity • concentration

d. Compare and contrast the components and properties of acids and bases. SC7: Students will characterize the properties that describe solutions and the nature of acids and bases.

b. Compare, contrast, and evaluate the nature of acids and bases: • pH

Georgia Department of Education

Georgia Department of Education January 25, 2013 Page 7 of 8

Course Standard 8 HUM-IPCS-8 Demonstrate a working knowledge of anatomy as it relates to skills in cosmetology, barbering, esthetics and nail.

8.1 Describe the importance of anatomy and physiology to the cosmetology profession. 8.2 Explain cells, their structure, and their reproduction. 8.3 Define tissue and name the types of tissues found in the body. 8.4 Compare and contrast the ten main body systems and their basic functions and how they

relate to personal care service pathway career.

a. Explain the role of cell organelles for both prokaryotic and eukaryotic cells, including the cell membrane, in maintaining homeostasis and cell reproduction.

SAP1: Students will analyze anatomical structures in relationship to their physiological functions. b. Investigate the interdependence of the various body systems to each other and to the body

as a whole. e. Describe how structure and function are related in terms of cell and tissue types.

Course Standard 9 HUM-IPCS-9 Explore and demonstrate basic technical skills and the use of technology in cosmetology, barbering, esthetics and nails.

9.1 Observe demonstrations of all modalities utilized by a licensed professional in cosmetology, barbering, esthetics, and nails.

9.2 Identify various tools used in barbering, cosmetology, nails and esthetics. 9.3 Demonstrate proper shampooing and conditioning procedures. 9.4 Examine basic barbering techniques and facial hair design using various facial shapes. 9.5 Analyze and identify basic skin types and their characteristics. 9.6 Perform a basic facial including a thorough cleansing routine. 9.7 Prepare a basic manicure table including materials, equipment, and supplies. 9.8 Perform a basic manicure. 9.9 Use current technology to document client hair, skin, nail analysis, and service results. 9.10 Use current technology to make client appointments.

Georgia Department of Education

Georgia Department of Education January 25, 2013 Page 8 of 8

Course Standard 10 HUM-IPCS-10 Explore how related student organizations are integral parts of career and technology education courses through leadership development, school and community service projects, entrepreneurship development, and competitive events.

10.1 Research the history of SkillsUSA. 10.2 Discuss the mission, purpose, motto, colors, official dress and other distinguishing

characteristics of SkillsUSA. 10.3 Explain how participation in SkillsUSA can promote lifelong responsibility for community

service and professional growth and development. 10.4 Create a personal leadership plan to participate in programs, conferences, community

service and competitive events on the local, state, and national level that align with the competencies, skills and knowledge of this course.