November
E-IDEAS
From: Judy Moore
Web Sites to Explore
 Lightbulb Press, Inc. www.2020green.com
 This online financial literacy program was created to
teach high school students about earning, managing,
and investing money.
 Wells Fargo www.bankingonourfuture.org
Banking on Our Future is a national financial literacy
education initiative with online instructional materials.
 Discover the Work You Were Born to Do
http://editorial.careers.msn.com/articles/born/
Career Inventory
 Recipes www.mastercookbook.com
www.recipeland.com
 Parenting www.familyeducation.com
 Teacher Resources
www.theeducatorsnetwork.com
 Grantwriting Information for the Beginner
www.schoolgrants.org/welcome.htm
Mug Idea
 “Spring” Into Action With FCCLA
Objective: To market FCCLA to students at your
school. The idea may also be used as a centerpiece
or as part of a display for FCCLA. Items needed: 1
mug per student who joins and pays dues, 1
spring/slinky toy, 1 sign and sign holder(could be a
straw) per mug, hangtags that outline current/past
FCCLA activities. Directions: Place spring/slinky toy
inside of mug. Pull one end of the coil through the
opening of the mug lid. Be sure that enough of the
coil comes through the opening to secure the lid to
the mug. Insert sign in the holder in the middle of the
lid. Submitted by Vanessa Chandler, Lee High
School, Huntsville City Schools
E-Mail your ideas for December’s E-Idea
Newsletter to judym@alsde.edu.
Marketing the New Course of Study
Family and Consumer Sciences is
Like a Basket of Kiwi!
When some people first look at a basket of “KIWI”
they think “YUCK” who would eat that brown, hairy
looking thing. When some people first hear about
“Family and Consumer Sciences” they think Home
Economics, cooking and sewing, who needs it! Like
a “KIWI” on the inside, Family and Consumer
Sciences is filled with many surprises. The kiwi is a
beautiful green color on the inside. The black seeds
that encircle the inside of the kiwi enhance the beauty
of the fruit. The taste is wonderful! Family and
Consumer Sciences is filled with many exciting
course offerings. Beginning in the 6th grade and
going through the 12th grade students are given an
opportunity to explore the fields of art, fashion and
design, parenting and child development, nutrition,
fitness and culinary arts, food science, housing and
interior design, older adult care, and money
dynamics. Be adventurous and try something new!
Taste a “KIWI” for the first time! Encourage students
to try one or more of the NEW Dynamic Family and
Consumer Sciences courses that will be offered in
2003-04. This could be used in the classroom, or
given to the counselors at your school. Submitted by
Maisie Hales, Five Points/Powell Middle School,
Chambers County
Congratulations and Good Luck!
Frances Schofield, FACS New Teacher of the
Year, Shelby County High School, will be
representing ACTE Region 2, which consists of ten
states, for the National New Teacher of the Year
Award. She will travel to the ACTE National Meeting
in Las Vegas, Nevada, in December to compete for
this prestigious award.
TIME TO TEACH SERIES
Fabulous Finishes
Wrap up your class with fabulous lesson finishes. Finishes are 2-to-10 minute closing activities, which serve one of
three purposes:
1. Summarizing main ideas.
2. Reinforcing specific concepts
3. Relating lesson content to students’ lives
Effective finishes provide students with food for thought as they leave the classroom.
Pass It Own Have each student write on a small piece of precut paper something that he/she learned, realized, or
became aware of today. Play music, and ask students to pass papers in a clockwise fashion until the music stops.
When the music stops, read the paper in your hand. Ask if anyone wishes to share the one they have. Start the music
again, continuing to pass the papers. Repeat for 2 or 3 minutes.
On the Road Again Play the Willie Nelson song “On the Road Again.” Challenge students to think of ways that they
can use information from today’s lesson as they leave the classroom and go “on the road again” to other aspects of
their lives---other classes, home, job, church, community, club meetings, shopping, etc. Share several examples aloud.
In the Pocket Use a large pocket made of fabric or poster board. Attach pocket to display board. Have students
summarize by writing one important fact learned from today’s lesson. Take turns coming forward to read the fact
learned and drop the paper into the pocket.
Bottom Line At the end of a discussion lesson, have each student write “the bottom line” ie., their perception of the
basic, central theme of the day’s discussion. Challenge them to think carefully and select an appropriate way to
summarize the content of all that was said. String a line across the room on which to attach their work. Read “bottom
lines” aloud as they are hung.
Grouping Gizmos
Cooperative learning works for learners of all ages. Group activities bring active involvement to each participant. Ideas
found here will aid teachers in:
1. Forming groups
2. Assigning roles and tasks
3. Monitoring participation and performance
From working in groups, students will develop leadership skills, form positive attitudes, gain acceptance, and find
learning enjoyable.
Appointments Give each student a blank appointment card with four times listed. Have students mingle and set up
appointments with 4 different class members. They should sign one another’s cards at the time agreed upon, and avoid
making appointments with two students at the same time. During the period, students move to appointments to do
assigned work at the specified times.
Character On Call Write the names of familiar characters from several stories, books, or television programs on slips
of paper. Have each student select a character from the hat. Find others who have chosen characters from the same
story or program and form a group. Example: The Skipper, the Professor, Ginger, Mary Ann, Mr. Howell, and Gilligan
were all characters on the TV program “Gilligan’s Island.
Find A Match Write halves of familiar pairs on slips of paper. Ideas include “Young” and “Restless”, peanut butter and
jelly, salt and pepper, Goldilocks and the Three Bears, Scarlet and Rhett, fun and games, comedy and tragedy, etc.
Have each person select a slip of paper and find the person who has the match to be the student’s partner for the
activity.
3
PROJECT TITLE:
A New Spin On Color
COURSE:
Art Dynamics
Topic:
Total Duration:
Media Techniques & Processes
4 hours
Content Standard(s):
#1, #4, #16, #20
Primary Concern/Issue/Problem:
What is the purpose of a color wheel? How is it
useful in creating art? What are other ways to
display color relationships?
Materials and Equipment:



Construction Paper and poster board
Internet
Clip Art
Procedures/Activities: Do one or both of the following projects:
 With classmates, brainstorm a list of plants, animals, people, or objects that would be good
subjects for a color wheel. Discuss which shapes might be the most interesting for this
artwork.
 Working by yourself, make several sketches of one of the shapes discussed. (You could
trace a shape) Choose your best sketch, and cut out the shape. This shape is to be a
template, or stencil.
 Place the template on a sheet of construction paper in one of the primary hues-blue, red,
or yellow. Carefully trace around the shape using a pencil. Place sheets of construction
paper in the remaining two hues beneath the first. Cut out. Repeat this step for the
secondary and intermediate hues.
 Arrange the shapes you have created in a circle in the correct order. Experiment with
“flipping,” or turning the shapes in different positions. When you are satisfied with you
composition, glue the shapes in place.
Assessment Strategies:
Integrated Curriculum:
Use the 4 Step Art Criticism Sheet
Visual Arts
4
4 Step Process of Art Criticism
1. Describe
Identify the shape that appears in your color wheel. Tell whether it is a real, imaginary, or
stylized shape.
2. Analyze
Identify the sets of primary, secondary, and intermediate hues. Show where you have used the
principle of repetition with respect to a single shape.
3. Interpret
Explain why you chose this shape. Tell why it makes an interesting color wheel. What mood
does it create?
4. Judge
Decide whether you think your work is successful. Tell what you would do differently to improve
the design.
5
PROJECT TITLE:
COURSE:
Topic:
Total Duration:
At Your Fingertips
Clothing Dynamics
Teen Dynamics
10 hours
Content Standard(s):
23. Demonstrate Basic sewing techniques.
24. Compare methods for the care and storage of teen clothing.
* Also addresses standards 1, 2, 4, 22, 25, 28, 29, 30
Primary Concern/Issue/Problem:
Materials and Equipment:
What organizational techniques could a teen use
for clothing storage?
How can sewing techniques be used to create an
inexpensive storage item?
Camera, graph paper, catalogs,
Internet access, sewing machines,
pattern, fabric, sewing supplies,
textbook, recycled storage containers,
visit to home improvement store or
guest speaker, videos
Procedures/Activities:
Students will examine the organizational methods being used in their clothing closet. Students
will then form a plan to maximize their storage capacity and create an item to protect their
stored clothing.
1. The student will take a photo of his/her clothing closet.
2. The student will describe his/her personal clothing storage situation, including an
inventory of their closet contents.
3. The student will measure and draw to scale their closet specifications.
4. The students will research storage systems and closet shelving units.
5. The students will brainstorm in small groups possible storage solutions for each of their
closets.
6. Students will design an individual plan for reorganizing their closet.
7. Students will implement their plan to the best of their ability through coordination with
parents and teacher.
8. Students will complete a sewing project designed to be used in their closet for storage.
Assessment Strategies:
Before and after pictorial display
Parent evaluation
Written plan and scale drawing
Construction of garment bag, laundry bag, or
other storage/ organizational item.
Integrated Curriculum:
Consult with math, Agribusiness, Tech
Lab or Technology department for help in
determining area, storage items, etc.
6
PROJECT TITLE:
COURSE:
Topic:
Total Duration:
Cartoon Recipes
Standardized Recipes
Food, Culinary Arts and Hospitality
2 days
Content Standard(s):
30.
31.
32.
Primary Concern/Issue/Problem:
Materials and Equipment:
What is a standardized recipe? What are the parts Construction paper
of a recipe? How do you follow a recipe?
Colored pencils/markers
Glue/scissors
Ruler
Computer
Cookbooks
Procedures/Activities:
1. Students will copy one recipe of their choice onto notebook paper.
2. Each student will create one cartoon recipe to include: the entire recipe (name of the
recipe, ingredients, and method of preparation.
3. Each cartoon must have 6 divisions. The cartoon must have words and colored
illustrations.
Assessment Strategies:
Ability to follow recipe
Creativity
Neatness
Meeting all objectives
Teacher/student rubric
Integrated Curriculum:
English
Computer Applications
Art
7
PROJECT TITLE:
COURSE:
Topic:
Total Duration:
Cooking Up a Storm
Nutrition
Early childhood Ed
10 hours
Content Standard(s):
27. Analyze dietary needs of infants, toddlers, preschoolers, and school-age children.
28. Prepare nutritious snacks and meals for infants through school-age children.
29. Maintain a sanitary and safe environment for food preparation.
Primary Concern/Issue/Problem:
What are the skills needed to be a nutritionist?
How are these skills used to ensure that children
have proper nutrition?
Materials and Equipment:
Food Guide Pyramid, cook books, text
book, Internet
Procedures/Activities:
In groups of two, students will become familiar with the duties of a nutritionist as they relate
to the nutritional needs of infants, toddlers and preschool and school age children.
1. Students will identify the nutrients required for good nutrition.
2. Students will describe proper food safety.
3. Practice sanitation practices.
4. Outline important considerations in meal planning.
5. Plan nutritious snacks and nutritious meals for children.
6. Prepare a market order for needed supplies.
7. Plan nutritional educational activities.
Assessment Strategies:
Integrated Curriculum:
Students will be assessed on demonstration of Foods and nutrition teacher can supplement
skills, meals planned, sanitation practices,
learning
food activities
8
PROJECT TITLE:
Friendship Bracelets
COURSE:
Teen Challenges
Topic:
Total Duration:
Peer Challenges
3 days
Content Standard(s):
12.
13.
14.
Explain the importance of friendships.
Identify qualities of a true friend.
Explain ways to make and keep friends.
Primary Concern/Issue/Problem:
How important are true friends? How can we
express our appreciation to our friends?
Materials and Equipment:
Computer, The Book of Virtues, Hugs from
Heaven Celebrating Friendship, twine,
beads, art supplies.
Procedures/Activities:
Introduce the friendship unit: what are friends, how to choose friends, how to nurture
friendships.
1. Read poem “New Friends and Old Friends” (pg 330 – Book of Virtues. Conduct class
discussion about meaning of poem.
2. As an introduction to the friendship letter card and bracelet the teacher will read pages
56-57 from Hugs from Heaven Celebrating Friendship. (This is a suggested resource,
other resources can be used)
3. The students will use the resource materials provided to create a “Thank You”
friendship card to be given to a friend.
4. The students will write a letter to be inserted into the card. The letter should reflect
reasons why that person is considered to be a true friend.
5. The students will use resources available to make a bracelet to be placed inside the
card.
6. The cards and letters will be collected and delivered to each of the recipients.
Assessment Strategies:
Grades will be given on completion of project
– this project is to be used to reinforce
lessons and evaluations prior to this project.
A rubric can also be created.
Integrated Curriculum:
Language Arts, Technology, Art
9
10
PROJECT TITLE:
Illustrating Story
COURSE:
Topic:
Total Duration:
5 hours
Early Childhood Ed
Teaching and Learning
Content Standard(s):
17. Plan developmentally appropriate activities for infants, toddlers, preschool children, and school-age
children. (Language and literacy development)
25. Implement preschool learning activities for early childhood education program.
Primary Concern/Issue/Problem:
How can an early childhood teacher expand the curriculum through
literature?
Materials and
Equipment:
Eric Carle book or other
approved storybook, various
supplies and equipment in the
childcare lab
Procedures/Activities:
Students will individually or in groups of two, develop language, math and art activities from a
children’s book.
1. Students will research what an age appropriate learning activity in language, math and art
consist of for preschool children and choose a specific skill to teach in each area.
2. Students will choose a storybook (Eric Carle or other approved author) to use for project.
3. Student will create teaching aids, games or other learning activities to expand the children’s
book and teach the preschool children a skill.
4. Students will conduct the activities with a group of children of the age for which the activities
were planned.
(Use as an FCCLA STAR Event project - Illustrating Story)
Assessment Strategies:
Students will be assessed on the quality of the
activities planned, neatness and completeness of
work and their interaction with children as they
conduct the activities. Teacher/student created
rubric.
Integrated Curriculum:
Students may plan activities for elementary
school age children and present the activities
there and be evaluated by elem teacher
11
12
PROJECT TITLE:
Me, Myself and I
COURSE:
Teen Living
Topic:
Total Duration:
Personal Dimensions
Peer Dimensions
4 days
Content Standard(s):
3. Describe the development of self-esteem, self-concept, and self-respect.
12. Explain the importance of positive relationships with family members, friends and peers.
Primary Concern/Issue/Problem:
How can teens improve the self-esteem of peers?
Materials and Equipment:
Art supplies
Procedures/Activities:
1. Students work with partners to draw each other’s silhouettes on black paper (taped to
wall). Image of silhouette is projected on paper by placing them in front of an
overhead projector. Silhouettes need to be cut out.
2. Each student is to write a self-description that includes physical characteristics,
personality traits, hobbies, etc.
3. Students draw a name of a fellow classmate then write a positive paragraph about that
students’ personality traits (not physical characteristics).
4. Utilizing computer labs, the students are to type their own description as well as their
description of their classmate.
5. Descriptions will be cutout and mounted on the center of the silhouette.
6. Silhouettes can be displayed on the bulletin board or wall under the caption of “Me,
Myself, and I”.
7. Project can be used in preparation for the unit “A Better You” in FCCLA Power of One.
Assessment Strategies:
Completion of self-descriptions and classmate
description. Teacher developed rubric.
Integrated Curriculum:
Language Arts, Technology,
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December
E-IDEAS
From: Judy Moore
14
2002 FACS Class of
National Board Certified Teachers
Judy Brown, Bob Jones HS
Kathy Crawford, Huffman MS
Germaine McNeil, Madison County HS
We extend our congratulations to these teachers for their
dedication to our profession and outstanding work to
complete the requirements for National Board
Certification. For more information on National Board
Certification or the National Board for Professional
Teaching Standards, contact the NBPTS Web site at
www.nbpts.org.
IT’S A DATE!
Plan classroom activities and projects for these national
observances and celebrations.
 National Drunk and Drugged Driving (3D) Prevention
Month – www.3Dmonth.org
 Safe Toys and Gifts Month –
www.preventblindness.org
COOKING AT CULINARD
Looking for some new dessert recipes this holiday
season? Join Alabama Public Television for a few
delicious ideas and a look behind the scenes of a
Birmingham school that is preparing pastry chefs of the
future. Record the show on Saturday, December 14,
12:00 noon for use in your classroom. The show was
taped in The Bakery, a glass-walled classroom kitchen at
Culinard’s Pastry, Baking, and Confectionery Arts
program.
Financial Literacy Web Sites
http://operationhope.org/epublications/october2002/
default.htm - Banking On Our Future, a program
where children and teenagers can learn more about
saving and using money.
http://www.asec.org/toolshm.htm - resources to use
in your financial unit.
JANUARY DEADLINES
Check your FACS/FCCLA Calendar for deadlines for
submitting applications and other forms to the state office
and the FCCLA national office.
RESOURCES
“Twelve Key Components of Financial Wellness” is an
article found in the Journal of Family and Consumer
Sciences, November 2002 issue, pages 53-58, which
describes the
www.aafcs.org
concept
of
financial
wellness.
“Jump Start Your Bones: A School-Based
Osteoporosis Prevention Program” provides teachers
with lessons designed to help students develop the
knowledge, attitudes, skills, behaviors and confidence to
adopt and maintain physically active lifestyles, while
providing opportunities for enjoyable physical activity.
The curriculum is available for use in schools from the
RCE Publications Distribution Resource Center for $60.
Call (732-932-9762). Check out the article in the Journal
of Family and Consumer Sciences, November 2002
issue, on pages 69-70.
Scales Tip in Favor of New Food Pyramid. A new
version of the food pyramid could have a major impact on
what Americans eat because it’s used by dieters, taught
to schoolchildren, and plastered on bread packages. The
final verdict on any changes won’t be out until 2004, but
until then there’s plenty of room for discussion. Go to
http://www.usatoday.com/newshealth/2002-ll-04-foodpyramid_x.htm to view this article. What a great
discussion for your students. They can even submit
pyramid ideas to the USDA.
Expenditures on Children by Families. A 2001 Annual
Report from the USDA Center for Nutrition Policy and
Promotion. http://www.cnpp.usda.gov.
HEALTHY START, GROW SMART
This is a series of useful booklets first developed by First
Lady Laura Bush and the Texas Department of Health -and subsequently revised by the Departments of
Education, Agriculture, and Health and Human Services.
The booklets outline activities designed to stimulate infant
brain development and build skills that children will need
once they start school. For example, "Your Newborn"
booklet walks parents and other caregivers through such
topics as Checkups and Shots, Wonders of the Brain,
and Ways to Soothe Your Baby. Separate booklets are
available for each month between one-month-old and
ten-month-old babies. For more information, please go to:
http://www.ed.gov/offices/OESE/earlychildhood/healthyst
art/. (Each booklet is also available, or will soon be
available, in Spanish.)
Dietary Guidelines for Americans. This web site
contains 22 pages of useful information about diet, health
and wellness that could be used in your classroom.
http://www.nal.usda.gov/fnic/Dietary/9dietgui.htm
PERFORMANCE LEARNING PLUS is a monthly enewsletter by Performance Leaning Systems that
provides a spectrum of programs, products, and
15
consulting services for educators. To sign up for your
newsletter, visit: http://www.plsweb.com
TeachersFirst is a rich collection of lessons and web
resources for K-12 classroom teachers, their students,
and even students’ families. Materials are arranged by
subject area and grade level, making it easy to locate
lesson plans and associated web resources quickly.
http://www.teachersfirst.com
PERKINS ALERT – REAL THREAT
ACTE has learned through very reliable sources that a
new, serious threat to the Perkins Act is being considered
in the Administration. The proposal would eliminate
funding for the Perkins Act and use the budget allocation
to offset a shortfall that exists in the Pell Grant program.
Immediately contact your congressional leaders and your
members of the U.S. House of Representatives and U.S.
Senate. For an easy way to contact your member of
Congress, go to the Public Policy page of ACTE’s web
site at http://www.acteonline.org/policy/index.cfm. There
you will find an online tool where you can write your letter,
print it to send via fax, or e-mail it to specific members of
Congress. A sample letter is provided under “Action
Alert” that addresses these issues.
“Together Everyone Accomplishes More.”
Newsletters – Students will have a wonderful opportunity
to process information and to demonstrate their
understanding through publication of a topical class
newsletter, such as Nutrition News. Challenge them to
use a variety of sources and to integrate important facts
in creative writing formats. Include feature articles, work
games, editorials, jokes, riddles, illustrations,
charts/graphs, poetry, and cartoons.
Demonstrations – “He who teaches learns twice.”
Students will reinforce retention by demonstrating their
skill proficiencies to others. Have each student select a
skill for demonstration to the rest of the class or to a
community group as a service project. Provide ample
time for planning, organization, and practice. Provide
additional support as needed to prepare exceptional
students.
News – Evaluate students’ understanding by asking them
to find examples of specific things in news articles. You
may have them sort facts and opinions or identify types of
sentences. Have them label the WHO, WHAT WHERE,
WHEN, and HOW in each article, or find examples of
problem-solving, decision-making, or planning in action.
You will think of many more examples “in the news.”
Time to Teach Series
Authentic Assessments
Thumbs Up – Thumbs up is a really quick way to check
for understanding. The thumbs up gesture may be a
signal to tell you “I understand it” or “I have the right
answer.” The thumb may also be used to show personal
opinion, with thumbs up meaning “I like that idea” and
thumbs down meaning “I think it’s not so good an idea.”
You can even use the thumb to the side to mean
“undecided.”
Test with Laughs – Add humor to written tests to
heighten interest and alertness of students. Insert funny
questions at regular intervals, and students may actually
enjoy taking a test for once! Not only that, but the laughs
will serve to relieve tension and enable them to do their
best work. After all, where is it written that TESTS must
equal STRESS?
Team Projects – Having students work in teams to
complete projects is a good way to learn and assess
teamwork and interpersonal and communication skills.
Focus on the theme of cooperation with the emphasis on
the good of the group, rather than the interests of
individuals. Set expectations for each member to do
his/her fair share of the work, so that
16
PROJECT TITLE:
Ssshhhhh! What Did You Say?
COURSE:
Teen Living
Topic:
Total Duration:
Personal Dimensions
1 hour
Content Standard(s):
5. Compare the use of verbal and nonverbal communication in a variety of situations.
6. Demonstrate active listening
7. Describe ways to improve communication skills.DATES OF IMPORTANCE
January 15th
FCCLA State Officer Candidate Nomination Form
Primary Concern/Issue/Problem:
Materials
and Equipment:
FCCLA STAR Events Application
How can students improve non-verbal cues?
Scrap fabric for blindfolds
FCCLA Dues for STAR Events participants
Procedures/Activities:
January 25th
State Beef Cook-Off, Cattlemen’s Association
As a reinforcing tool to your communication unit, this game
the importance of nonJanuarystresses
31st
verbal communication to teenagers.
National Groundhog Day Job Shadowing Kickoff
www.jobshadow.org (See the Job Shadowing Packet
1. Students place blindfolds over their eyes.
attached
created by Karen
High School)
2. Take individual student by the arm and place them
somewhere
in theLovell,
room.Athens
Whisper
an assigned number to each student.
February 1st
3. Once you have all the students placed – go over
the objective
rules ofapplication
the game.
FCCLA
Foundationand
Scholarship
4. The object of the game is for every student to AAFCS
line upScholarship
in a straight
line
in
the
correct
application
numerical order from 1 - ?. The students may Master
not talk
or take
their Mentor
blindfolds
of at any
Adviser
& Adviser
applications
time.
Alabama National Fair Exhibit application
5. At the conclusion of the game, students take blindfolds
discuss the different
th-15and
th
February 9off
means by which they communicated with each National
other to
accomplish the
goal. and
Students
Career/Technical
Education
also brainstorm other possible non-verbal cues FCCLA
that could
have
been
utilized
in
Week – “Creating Connections”this
situation.
Web Sites of Interest
http://homemadesimple.com/searchhelp.shtml
This site offers aids in searching for specific information
such as: organized life, easy décor, clever kitchen,
celebrate living, or kids corner. You can also subscribe to
their online newsletter.
www.askjeeves.com A search engine which allows users
to ask a question in order to find information about
specific topics.
Assessment Strategies:
Participation and following rules
Integrated
Curriculum:
www.foodsafety.gov
You will find food safety resources
for educators and consumers as you surf through this
site.
www.kinderart.com Great site for Early Childhood
Education teachers and students to find many art
projects.
17
www.DailyApples.com Fresh and helpful teacheroriented ideas and information.
January
E-Ideas
From: Judy Moore
CONGRATULATIONS
Becky Pierce, Chilton County HS, was elected
President-Elect of National Association Teachers of
Family and Consumer Sciences (NATFACS) at the
national ACTE conference in Las Vegas last month.
Karen Rodriguez, Huntsville Center for Technology,
received the Pride Award and was also appointed as
chairperson of the registration committee.
JANUARY 2003 IS…
National Book Month
National Soup Month
January 17th is “Clean Off Your Desk Day”
January 27th is “National Compliment Day”
Visit the following sites to assist you in
planning activities for these special
occasions.
http://familycrafts.about.com/library/spdays/bljanmonth.htm
www.reportcard.net/soup-0102.html
www.redibase.com/newsletter/januarynews.htm
Hospitality Summer Institutes
The National Restaurant Association Educational
Foundation is offering summer institutes for high school
teachers. Two programs are available: one for
restaurant and foodservice management and the other is
for lodging management. The five-day session will
provide technical and professional instruction combined
with industry experiences. For more information about
the institutes, visit
http://learnovation.com/hba/SummerInstitutes.htm
Superintendent Mugs
Don’t forget to continue filling your superintendent’s mug
each month as a way to market what is going on in your
classroom. Teachers from the system implementing the
most dynamic marketing plan will be treated to a special
luncheon with their superintendent in June 2003.
March 3, 2003
Begin now to plan activities for Read Across America with
your classes and FCCLA members both in your school
and community. Check out what is happening in other
states by visiting the State Pages. Find resources that
will assist you in planning for this event by visiting
www.nea.org/readacross.
Middle School
Healthy Recipe Contest
Johnson & Wales University and the Healthy Kids
Challenge are pleased to announce the First Annual
National Middle School “Healthy/Heritage” Recipe
Contest for students in Grades 7 and 8. If you would like
additional information, contact Manuel Pimentel to
request a brochure. Please include the number of
brochures you need and your mailing address when you
email Manuel at: mpimentel@jwu.edu.
FCCLA NEWS
It is important that all FACS programs are affiliated with
the national FCCLA organization in order to maintain BIC
certification and that leadership development be provided
as an integral part of instruction. If you have not sent in
your membership dues, do so as soon as possible.
The Adviser ONLINE
Check out The Adviser ONLINE for a wealth of
information that you and your students can use to plan
activities and projects. To access The Adviser ONLINE,
log on to www.fcclainc.org and choose
“Communications.” Pages may be printed, so you can
read and file them off-line if desired. I found many
interesting projects and helpful information as I read the
Winter 2002 ONLINE issue. While you are on the
18
“Communications” site you might be interested in looking
at the article “Seeking Grants.”
STAR EVENTS
STAR Event registration is due in the state office on
January 15. The registration form is found in the 20022003 Alabama STAR Event Manual found on the cd-rom.
Don’t forget to attach a copy of your FCCLA affiliation
form and member roster. Peanut Recipe entries must
also attach a copy of the recipe. Please refer to the Draft
STAR Event Manual from the national office for the rules
concerning all national events. It can be purchased from
the national office for $10.
fulfill the five promises to kids their age or younger. The
America’s Promise web site (www.americaspromise.org)
provides additional information. Kits are available by
contacting Danielle Moore at 703-535-3832 or
DanielleM@americaspromise.org. The kits are also
available electronically in PDF format and can be
downloaded by logging onto
www.americaspromise.org/poweroffive.
FCCLA STATE MEETING
Make plans now to attend the FCCLA State meeting
April 11 in Montgomery. Bobby Petrocelli
(www.10seconds.org) will be the guest speaker. His
powerful message “Triumph Over Tragedy” will certainly
make a positive impact on your students. Registration
materials will be mailed to you in February.
NATIONAL LEADERSHIP MEETING
“FCCLA wants you! Accept the Challenge” by attending
the 2003 FCCLA National Leadership Meeting in
Philadelphia, Pennsylvania, July 6-10. Begin raising the
money now to attend. Need ideas? Kim Knoche,
FCCLA adviser in Forsyth High, Montana, helped 26
students raise $17,000 to attend the meeting last year in
Minnesota. Chapter members wrote letters to community
businesses, informing them of the types of community
projects they were doing. They made presentations to
local banks, civic groups and the chamber of commerce
and asked for donations to fund the trip. Students hosted
a spaghetti dinner, raffled an artist’s sketch, put on a
community prom, catered meals, ran concession stands
and cleaned up the county fairgrounds to raise money to
attend the 2002 national meeting.
MIDDLE SCHOOL
Need a new service-learning tool for middle school? “The
Power of Five,” a new and free America’s Promise tool
encourages young people to lend a hand to kids in their
community by fulfilling Five Promises: be somebody’s
buddy; where to be after 3; be health smart; use what you
know; make a move. America’s Promise and Weekly
Reader created this packet for young people ages 11-14.
The program kit contains easy-to-follow activities and an
instructor’s guide to help facilitate the group’s efforts as
young people evaluate and research their volunteer or
service options, and then commit at least five days to
19
Time to Teach Series
Masterful Managers
Borrow with Collateral. To reduce the frequency with which students ask to borrow pens or pencils and to teach the
value of property and personal responsibility for supplies, ask students to give you something as collateral when they
borrow. Hold the item until the student returns the borrowed item. Students will begin to remember to bring what they need
to class.
Daily Handout File. To save time in supplying students with missed work, keep a daily handout file or display rack.
Folders or shelves are labeled with dates. Students can easily find handouts that were assigned on a given day. When
printing, always print extra copies of each handout to supply students who may need a second copy without having to make
a second trip to the copier.
Deadlines vs. Goal Dates. Use the word “deadline” to refer to a date after which something will not be accepted and the
word “goal date” to refer to a date by which something should be done, but will still be accepted afterwards. To use the
word “deadline” and then not to treat it as such teaches an incorrect message. It carries the implication that there will be a
second chance, which is not always the case in the real work.
Down-Time Center. Set up a Down-Time Center to provide students with a place to go for something to do when they
finish work early. Stock the center with challenging, fun activities so that students will be rewarded for their productivity, not
punished. Incorporate the elements of choice by allowing students to select from several assignments, thereby
accommodating a variety of preferred learning styles.
Want Ad. When you have special responsibilities for which you would like a student to volunteer or apply, post a want ad
in your classroom. Example: Student wanted to fill important position in class. No experience required. Creative,
dependable students with good communication skills preferred. Apply in writing to your teacher. The first qualified applicant
will be hired, so act now!
Wheel of Fortune. A great source of conflict can be the distribution of cleanup tasks. End the conflict by preparing a
“Room Management Wheel of Fortune.” The wheel is made of a small inner circle containing student names and an outer
circle showing tasks to be done daily. Once a week the wheel is moved clockwise one space to rotate tasks. Everyone
gets to do an equal share of each task.
Meaty Middles
Compare and Contrast. Set up a compare and contrast chart on the chalkboard or on a wall mural. As you study a topic
featuring two or more methods, styles, or approaches, have students focus their attention on the similarities and differences
between methods. As these are identified, record these on the chart. When done, ask each student to form a conclusion or
write a generalization as the “Bottom Line.”
Creative Interpretations. Challenge each student to do an original interpretation of a stated topic. Remind them of the
wide variety of ways to illustrate---including videotapes, flannel boards, costumes, jingles, slides, slogans, raps, graphs,
flash cards, bags, baskets, cartoons, acrostics, puzzles, puppets, posters, graffiti, masks, mobiles and monologues---to
name a few.
Demo---Take a Number. Plan a class demonstration with step-by-step procedures with each written on separate strips of
paper. Have students draw a paper strip. Proceed through the demo with each student coming forward to complete his/her
selected step at the appropriate time. This activity works well not only in lab classes, but in any class where a work product
is to be produced.
Inventions. Have students work individually or in small groups to design an invention. Write an objective to focus on a
specific purpose, such as improved efficiency, conservation of energy, or environmental concerns. If time permits, have
them sketch scaled drawings, construct models, or develop prototypes. Evaluate results in terms of original objectives.
20
Mind Mapping. Develop ideas from a discussion with the aid of a mind map. Label a central circle with the main topic and
satellite circles with subtopics. On lines radiating from subtopics, record specific details. Mind maps may be done on the
chalkboard, a flipchart, a mural, or scratch paper. After students have seen you develop one, allow them to prepare the
next mind maps.
Photo Essay. Provide disposable cameras at strategic points in a room where a class production of some kind will occur.
Prepare students in the audience by asking them to take photos of the event in progress. Have them use the results to
prepare a photo essay of the event, complete with captions. Arrange the finished photo essay on a display board for followup, evaluation, and public relations.
21
President’s FY 2004 Budget Proposal Would Decimate Career and Technical
Education
The President’s budget for Fiscal Year 2004 contains a proposal that could shift Perkins funds away
from career and technical education entirely and use funds to alleviate costs and pressures
associated with No Child Left Behind.
Visit the ACTE web site for detailed information about this alert at www.acteonline.org. You can
also find contact information for your member of Congress and see a sample letter at the Legislative
Action Center on ACTE’s web site. Just click on the Action Alert button on the Public Policy home
page and you will be able to send messages directly to your congressional representatives!
Do you know that WE ARE
Family and Consumer Sciences
not
Family and Consumer Science?
February 2003 Highlights
Career/Technical Education Week
FCCLA Week “Creating Connections”
Black History Month
American Heart Month
Valentine’s Day
Groundhog Day
Random Acts of Kindness Month
Chinese New Year
Mardi Gras and Carnival Month
24th Friendship Week
22
February
E-Ideas
From: Judy Moore
POWERPOINT IN THE CLASSROOM
Many of you have asked for help to incorporate the use of PowerPoint presentations in your
classroom activities. Germaine McNeil, Madison County High School,
(gmcneil@madisonal.k12.al.us) is sharing with all FACS teachers a presentation she designed to use
with the project-based learning (PBL) activity “Picking Up the Pieces.” If you have not seen this PBL,
go to your CD–ROM from the State Department and click on the folder for Project-Based Learning.
The PowerPoint is attached to this month’s E-Ideas. If you are unable to download, go to the FACS
section web site at www.alsde.edu and download from there. We thank Germaine for sharing this
with us. If you have activities that you would like to share, e-mail them to me at: judym@alsde.edu.
NEW EQUIPMENT LIST UPDATE
The state staff is currently working on a new equipment list. The document will be completed for
summer conference. It is not too late to submit equipment needs to be included on the list. Send
your list to Collie Wells at: cwells@alsde.edu.
Web Sites of Interest
I have collected a number of web sites for this month’s newsletter that will be useful in developing
NEW project-based learning (PBL) activities to correlate with the content standards (CS) in the new
course of study. If you don’t have time to visit the sites, give them to your students to look up and
print out. Click on the blue web site for easy access. If you have trouble with any of the sites, e-mail
me and I will assist you.
http://www.costumegallery.com/main.htm
The Costume Gallery is filled with endless search engines to take you on a journey of historical
fashions, hairstyles, photographs, etc., which students will find both interesting and entertaining. This
site could be used as a PBL activity in Fashion Design, content standards (CS 1-2); Career
Connections, Fashion Design Careers (CS 11, 13,14, 16).
http://kinderart.com/drawing/portraitdrawinggrid.shtml
23
KinderArt has developed lesson plans that teachers can use to introduce art concepts to students.
This specific site can be used in the Fashion Design (CS 10-12), Art Dynamics; Career
Connections, Fashion Design Careers (CS 23), Fashion Design (CS 16), and Advanced Fashion
Design (CS 7).
http://kinderart.com/architecture/state.shtml
This is another KinderArt site that teachers can use to develop a PBL activity about Alabama’s
architectural styles. This activity could be used in Interior Design (CS 1); Career Connections,
Interior Design Careers (CS 13-19), Interior Design (CS 3), and Advanced Interior Design (CS
13).
http://kinderart.com/fundyart/makeyourown.htm
“Make your own Floorcloths.” This is a how-to packet featuring step-by-step instructions on how to
create a canvas or vinyl floorcloth.
Great project for both middle school and high school students to use in Teen Dynamics or Family
Dynamics with the housing/interior design unit.
http://www.cooking.com
To become wise consumers, students can use this site to view kitchen equipment and analyze the
characteristics of different types of equipment.
http://www.education-world.com/a_curr/profdev012.shtml
Class Meetings: A Democratic Approach to Classroom Management. View other articles monthly at
Education World, The Educators Best Friend. This is a wonderful source of activities and ideas.
http://www.meininger.com/ArtEdResPages/ActivityShts.cfm
This site would be great as a student resource for Child Development, Parenting; Career
Connections, Early Childhood Education courses. You will find creative art activities, which
include a simple list of materials and instructions. These ideas are a great source of fun and
visual arts education for children of all ages.
http://www.meininger.com/lesson_plans/m_maines_unit.cfm
Georgia O’Keefe – A Unit for Grades 9-12. This project-based learning activity would be ideal
for Art Dynamics (CS 14-21).
http://www.childcare.net/newsltr.shtml
Child Care Today Newsletter. This is a free monthly newsletter with articles and interesting
tidbits to use in child development. Check out the section about teaching children the “Six
Pillars of Character.”
http://www.goodcharacter.com
http://www.charactercounts.org
Character Education free resource site is loaded with teaching guides for K-12, service
learning ideas, and other resources and web sites you can search.
http://www.teenink.com
Teen Ink is a monthly print magazine, web site, and book series, all written by teens for teens. Good
resource for class discussion about relevant teen issues.
24
http://www.findarticles.com
A search engine teachers and students can use to view publications by subject: Arts &
Entertainment, Automotive, Business & Finance, Computers & Technology, Health & Fitness, Home
& Family, News & Society, Reference & Education, and Sports.
http://www.homemadesimple.com
Online newsletter filled with a wealth of projects and ideas for the home. The following three activities
would be great for the middle school student: Kids Corner Great Getaway Memories Photo Frame,
Capture the Moments…and get them Organized, and Easy Décor…Tabletop Treasures.
http://www.ReadWriteThink.org
A great site for teachers to use to develop activities that integrate reading activities in the classroom.
http://www.aafcs.org
The American Association of Family and Consumer Sciences web site has developed The FACS
eNewsletter, Directory of Online Resources for Classroom Teachers, and a Family Related Links
area for teacher use. Visit our professional organization web site to stay abreast of happenings in
Family and Consumer Sciences. There is an interesting article in the January 2003 Journal of Family
& Consumer Sciences on pages 68-72, “Meal Planning in the 21st Century Home,” which could be
used in you high school as a research base for a PBL activity about the eating habits of families. It
could be also used in Teen Living (CS 18), Family Dynamics (CS 11), and Food and Fitness (CS
2).
http://aba.com/Consumer+Connection/Young_Adults_main_page.htm
American Bankers Association Education Foundation introduces a new section on the “Consumer
Connection” of ABA’s web site. These pages will benefit high school and college students as well as
young adults new to the work force or in the military. The Young Adults section features: books
about money management and credit, interactive web sites, calculators and quizzes, tips about the
history of debt, and much more!
http://money.cnn.com/pf/101
The editors at Money magazine created Personal Finance, Money 101. The web site can be used as
an interactive course on managing all finances. It contains great lessons that fit the Money
Dynamics course very well.
http://www.sewing.org
This site is sponsored by the Home Sewing Association and provides teachers and students with
projects, tips and trends, community service projects, events, and other links. You can join their email list and receive free monthly updates.
http://www.empathybelly.org
Grant money is available for “The Empathy Belly!” To assist dedicated teachers in their efforts toward
Teen Pregnancy Prevention, private grant money is available to help you purchase the teaching
resource, “The Empathy Belly Pregnancy Simulator.” To find out if you qualify, call Birthways Inc.,
today at
(800) 882-3559.
Http://www.ces.ncsu.edu/depts/fcs/pub/forum.html
25
The Fall 2001 edition of The Forum for Family and Consumer Issues has been posted online.
Included in this newsletter are articles on active kids, nutrition and physical activity, promoting the
intergenerational perspective, homework, plagiarism, and the Internet. Click on “Current Issues.”
JOHNSON & WALES UNIVERSITY
AND
HEALTHY KIDS CHALLENGE
Presents
The First Annual
National Middle School
“Healthy/Heritage” Recipe Contest
Visit Healthy Kids Challenge web site for more information and an application. Deadline for entry is
March 28, 2003.
http://www.healthykidschallenge.com
26
PROJECT TITLE:
Ssshhhhh! What Did You Say?
COURSE:
Teen Living
Topic:
Total Duration:
Personal Dimensions
1 hour
Content Standard(s):
8. Compare the use of verbal and nonverbal communication in a variety of situations.
9. Demonstrate active listening
10. Describe ways to improve communication skills.
Primary Concern/Issue/Problem:
Materials and Equipment:
How can students improve non-verbal cues?
Scrap fabric for blindfolds
Procedures/Activities:
As a reinforcing tool to your communication unit, this game stresses the importance of nonverbal communication to teenagers.
6. Students place blindfolds over their eyes.
7. Take individual student by the arm and place them somewhere in the room. Whisper
an assigned number to each student.
8. Once you have all the students placed – go over the objective and rules of the game.
9. The object of the game is for every student to line up in a straight line in the correct
numerical order from 1 - ?. The students may not talk or take their blindfolds of at any
time.
10. At the conclusion of the game, students take blindfolds off and discuss the different
means by which they communicated with each other to accomplish the goal. Students
also brainstorm other possible non-verbal cues that could have been utilized in this
situation.
Assessment Strategies:
Participation and following rules
Integrated Curriculum:
27
PROJECT TITLE:
No Bullying Around
COURSE:
Teen Living
Topic:
Total Duration:
Peer Dimensions
3 hours
Content Standard(s):
12.
13.
14.
15.
Explain the importance of positive relationships with family members, friends, and
peers.
Evaluate ways for dealing with and preventing conflict with friends, peers, and family
members.
Compare positive and negative peer pressure.
Determine how to respond effectively to negative and positive peer pressure.
Primary Concern/Issue/Problem:
How can pre-teens increase positive
communication and interaction with peers?
What are some interactive ways that pre-teens
can influence the social behavior of peers as well
as younger children?
Materials and Equipment:
Guide to Etiquette for Teens by Emily
Post
Art supplies
Procedures/Activities:
In groups of 3-5, students will write a script for a puppet show. The puppet show reflects
their creativity but should include a negative interaction between peers and then show how to
incorporate positive social skills between peers.
1. Class will brainstorm the negative social behavior that takes place between elementary
(K-6) students.
2. Each group will select a different social behavior as the theme for their puppet show.
3. Groups will write the script for their puppet show.
4. Utilizing classroom resources as well as materials brought from home, students will
create the characters of their puppet show. The puppets should reflect the personality
they have assigned to each character.
5. After the presentation, each student in class will do a written critique of each puppet
show. The critique should include constructive criticism that will help the group
prepare for future presentations.
6. Students will evaluate critiques and submit projects for STAR Events as well as the
STOP the Violence program.
7. Each group will present their project to the class prior to presentation to school and
community groups (PTO, elementary classes, civic organizations, etc.).
Assessment Strategies:
Students will be assessed on their group
project, presentation of their skit and their
puppets. Teacher/student developed rubric.
Integrated Curriculum:
English classes will edit scripts. Suggestions
from art department will be used in
development of puppets.
28
PROJECT TITLE:
Dinner’s On Us
COURSE:
Teen Living
Topic:
Total Duration:
Personal Dimensions
Food Dimensions
Technology Dimensions
The preparation of this project will take place
throughout the food dimensions unit.
Content Standard(s):
8.
Practice acceptable manners.
23. Prepare nutritious snacks and meals.
24. Demonstrate basic table setting rules.
25. Practice acceptable table manners.
36. Utilize technology to improve teen living.
Primary Concern/Issue/Problem:
Materials and Equipment:
How does social etiquette dictate food selection,
preparation, attire, and interaction with peers and
adults in a formal setting?
Recipes, books on etiquette, video (ex.
Tablescapes)
Procedures/Activities:
This project may be used as a wrap-up project or as an assessment to the Food Dimensions
Unit. Taking into consideration cost, nutrition and etiquette, students must develop a menu
for a luncheon, brunch or tea.
1. Utilizing school calendar, community events, and preparation time, students will plan a
formal activity for students and teachers.
2. Each kitchen group will be assigned a certain course of the meal to prepare. Based on
time allowance, preparation time, and type of event being hosted, students will select
an appropriate item for their group to prepare.
3. A guest list needs to be developed and invitations created using computer technology.
Some suggestions for guests might be a favorite teacher, board members, city council,
advisory committee members, civic and community leaders, etc.
4. The groups will prepare a budget, grocery list and a time schedule for preparation and
presentation. Students will need to take into account how many people will be
attending the event.
5. Groups will prepare food selections and tablescapes.
6. Before the event, appropriate attire should to be addressed.
7. Students will develop and complete a checklist and a group evaluation to determine if
all steps and tasks have been adequately accomplished.
8. Formal activity will be carried out at selected time and place.
9. Several guests will be selected to critique students on appropriate attire, behavior,
meal service, and the use of manners. A critique sheet will have been prepared in
advance for the guests to use. The guests selected will be asked to share finding with
the class in person, mail or via e-mail.
10. In a timely manner, thank you notes should be written to all guests in attendance.
11. This project can be completed during FCCLA week and may be used for the “Speak out
for FCCLA” module of Power of One.
Assessment Strategies: Selfassessment and guest critiques
Integrated Curriculum:
English, Art, Technology and Math
29
PROJECT TITLE:
A Day in the Life Of….
COURSE:
Teen Living
Topic:
Total Duration:
Clothing Dimensions
Career Dimensions
Personal Dimensions
3 days
Content Standard(s):
28.
37.
Explain how individuality and conformity are expressed in teen fashion choices.
Explore careers in family and consumer sciences.
-clothing
6. Demonstrate active listening.
Primary Concern/Issue/Problem:
What factors do teens consider when purchasing
clothing? What factors do department stores
consider when selecting clothing lines?
Materials and Equipment:
Guest Speaker – Purchasing agent from
dept. store
Notebook/Journal, Internet
Library
Procedures/Activities:
In order to introduce clothing, invite a clothing buyer from a local department store to class.
The content of their discussion should include the requirements of their job, where they buy
clothing lines, how they decide on the clothing lines they will carry, other jobs within the
fashion industry, etc.
1. Students will actively listen during presentation in order to obtain information for a
journal assignment.
2. The students will complete a journal assignment that has been pre-determined by the
teacher.
3. Students will investigate fashion industry careers that interest them. After their initial
investigation, they are to choose one career that they would like to learn more about.
(Required components for students to locate about career will be left up to the
teachers’ discretion.)
4. Students will create a small poster giving a job description of their career, salary
expectations, and places of possible employment.
This project could be used for the National FCCLA Project – Career Connection and the STAR
Event – Career Investigation.
*This project could be adapted to use for any career clusters.
Assessment Strategies:
Journal Entry, Career Poster, Rubric
Integrated Curriculum:
Library Enrichment, Technology, Language
Arts
30
PROJECT TITLE:
COURSE:
Topic:
Total Duration:
C.S.I. (Career Scene Investigation)
Career Dynamics
Teen Dynamics
5 hours +
Content Standard(s):
#30
Also addresses standards #1, 2, 3, 28, 29
Primary Concern/Issue/Problem:
What information is needed for a
student to make future career
choices?
Procedures/Activities:
Materials and Equipment:
Internet, library computer search,
reference books, personal interviews, onsite visits, guest speakers
Students will investigate and research a career of their choice and prepare a
portfolio describing their findings.
1. Students will conduct an inventory of his/her interests, skills, and aptitudes.
2. Students will evaluate the results of the inventory to determine a likely future career
cluster.
3. Students will identify specific occupations within their cluster.
4. Students will select a single career of interest to explore in depth.
5. Project guidelines may include:
 Education requirements
 Salary expectations
 Job duties
 Advancement in the career
 Job outlook
 Related jobs and experiences that will enhance the possibility for success
6. Students will conduct an interview with a practicing professional or participate in a job
shadowing experience.
7. Students will determine three career goals.
8. Students will create a plan for achieving the goals.
9. Students will assemble a portfolio containing the self-inventory, career research,
interview/shadowing summary, career goals, and plan.
10. The portfolios will be displayed and shared in a school career fair.
Coordinates with National FCCLA program-Career Connection.
Assessment Strategies:
Peer and teacher evaluation using the Career
Investigation STAR Event rating sheet.
Students will participate in state STAR Event
competition.
Integrated Curriculum:
Work with English department, media and
technology specialist in conducting research,
writing the report, and assembling the
portfolio.
31
PROJECT TITLE:
Dynamic Vacation
COURSE:
Teen Dynamics
Topic:
Total Duration:
Consumer/Clothing Dynamics
5 hours
Content Standard(s):
#16, 17 , 18 , 19 , 20 , 21
Also addresses standards #2, 3, 8, 28, 29
Primary Concern/Issue/Problem:
Materials and Equipment:
What factors affect appropriate clothing choices
in various situations?
How can resources be allocated to meet clothing
needs?
Fashion magazines, catalogs, newspaper
ads, Internet, and field trips to clothing
stores
Procedures/Activities:
The student will be given a scenario about a weeklong trip he/she will attend in the near
future (e.g. FCCLA National Meeting). A list of activities and a budget will be included. The
student will develop a plan for the personal grooming and clothing needs while on the trip.
1.
2.
3.
4.
The student will research the climate typical for the destination assigned.
The student will list all the personal grooming needs for a weeklong trip.
The student will analyze the clothing needs based on the travel itinerary.
The student will evaluate their current wardrobe to determine what purchases will need to
be made.
5. Using print and electronic resources, the student will document the purchases made within
the stipulated budget.
6. The student will prepare a pictorial plan of his/her clothing choices for each activity and
day of the trip.
7. The student will present his/her clothing plan to the class in an oral presentation.
Assessment Strategies:
Students will be assessed on their ability to
stay within the budget, their oral
presentation, and written project.
Integrated Curriculum:
32
PROJECT TITLE:
COURSE:
Dinner Out
Teen Dynamics
Topic:
Food Dynamics
Total Duration:
Content Standard(s):
#14 & 15
Primary Concern/Issue/Problem:
Materials and Equipment:
What factors are important for proper
etiquette in a restaurant, banquet,
wedding reception?
Video clip from Pretty Woman
Procedures/Activities:
Introduce vocabulary – “Miss Manners” in the newspaper.
1. Divide students in groups or classes and assign the following topics:
a. demonstrate a formal table setting, note various styles
b. demonstrate napkin folding
c. demonstrate proper etiquette at the dinner table
Assessment Strategies:
Integrated Curriculum:
Have a banquet where the students
serve the food, prepare the food, and
set the tables.
Scenario of manners mistakes.
33
PROJECT TITLE:
COURSE:
Topic:
Total Duration:
Creative, Nutritious Snacks
Human Development
Advanced Early Childhood Education
3 hours
Content Standard(s):
#24 Prepare snacks and meals based on dietary needs of children at various stages of
development.
#25 Demonstrate techniques for encouraging positive food choices and healthy eating habits
for toddlers through school age.
Primary Concern/Issues
How can day care providers make appealing as
well as nutritious snacks and meals for
preschoolers?
Materials and Equipment:
Market order, supplies, cookbooks,
recipes, Internet,
Food Pyramid chart, Nutrient
Resources, Video on Children’s Nutrition
and Meal Planning
Procedures/Activities:
In groups of three, students will plan, prepare and serve an appealing, nutritious snack. They
will analyze the nutrient content of the snack. They will calculate the amount of food needed
to serve a certain number of children. They will figure cost of food per serving.
1. Students research recipes that would be appropriate for children. They will either
prepare the recipe as stated or revise the recipe to serve the number of children in
preschool.
2. Groups will prepare snack in an appealing manner.
3. Groups will write the nutritional components of the snack.
4. 2nd year students will judge the snack.
5. The criteria will include: Nutritional value, colorful, texture, creative, appealing to a
child.
Assessment Strategies:
Student/teacher rubric
Integrated Curriculum:
34
PROJECT TITLE:
COURSE:
Topic:
Total Duration:
Culinary Cafe
Food Service Business Practices
Culinary Arts and Hospitality
7 days
Content Standard(s):
#9, 10, 11, 12, 13, 15, 17, 19, 20-26, 29-31
Primary Concern/Issue/Problem:
What are the processes involved in planning,
preparing and serving a meal?
Materials and Equipment:
Computer
Cookbooks
Kitchen lab
Tools and Equipment
Food Products
Carry out supplies
Procedures/Activities:
1. Students will plan and create a 2-3 choice menus. The menu must be computer
generated and include appropriate prices.
2. Students will coordinate work schedules and job assignments.
3. Students will select appropriate food, equipment, tools and utensils needed to prepare
menu.
4. Students will evaluate the use of convenience foods.
5. Students will practice yield adjustment based on demand.
6. Students will do the necessary pre-preparation.
7. Students will prepare their restaurant area for customers.
8. Waiter will take customer order.
9. Back of the house staff will utilize a variety of cooking methods, herbs, spices and
condiments to prepare menu items.
10. Students will demonstrate procedures for portioning and plating, and serving food
(Culinary Arts and Hospitality Careers).
11. Students will wash dishes, tools, and equipment and sanitize preparation areas.
12. Students will evaluate lab in writing and make recommendations for improvement.
Assessment Strategies:
Menus
Customers satisfaction
Lab Report/Evaluation
Integrated Curriculum:
Math
English
Science
Computer Applications
Graphic Arts
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PROJECT TITLE:
COURSE:
Topic:
Total Duration:
Gingerbread Fantasy
Food Preparation/Presentation
Culinary Arts and Hospitality
5 days
Content Standard(s):
# 24
# 31
Primary Concern/Issue/Problem:
What steps and procedures are involved in
creating a gingerbread house?
Materials and Equipment:
Gingerbread Video
Templates
Resource books/magazines
Food Supplies
Kitchen Lab
Tools and Equipment
Procedures/Activities:
This can be a group or individual project. Have students bring a bag of candy to share for
house decorations.
1.
Introduce the concept of making a gingerbread house by either showing students various
pictures or purchase a video from Cambridge ($39.00). Many books are available too.
You can make cookie cutter ornaments too.
2. Students will select template and plan decorations.
3. Students will receive recipes for gingerbread and royal frosting. Read recipes and
complete lab plan.
4. Students will prepare gingerbread recipe, bake and cut template.
5. Students will prepare royal icing and assemble decorating equipment and candies.
6. Students will cover heavy cardboard or precut wood boards with foil or paper of choice.
Place newspaper over classroom tables.
7. Students will assemble the house as directed in instructions. Teacher will need to assist
some students.
8. Houses must dry before adding candy decorations.
9. Students will continue decorating houses until complete.
10. Students will clean up at the end of each class.
11. Take picture of projects and/or display in showcase or front office.
12. You can have a competition for the best house and give the winner a prize or extra points.
You may want to call news media for coverage.
Assessment Strategies:
Completion of project
Integrated Curriculum:
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Thinking Outside the Box
Creativity can solve almost any problem. The creative act, the defeat of habit by originality, overcomes
everything. —George Lois
If the purpose of school is preparing young people to confidently meet tomorrow’s challenges, then it’s important
to engender one of creative thinking’s key principles: There’s more than one way to think about almost anything.
Stretch your and your students’ boundaries and weave the following approaches into your curriculum.
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Break out of the classroom. Take your students on field trips to museums, scenic places, a
planetarium, the local courthouse to witness a trial, the state capital to watch government in action, or
anywhere that provides real-world application to the coursework and student interests.
What will they think of next? Plastic bags with zippers, virtual mail, mechanical hearts. In every field,
from marketing to science, innovation is the “stuff” of progress. Ask each student to come up with some
innovation related to his or her career interest—product or plan—that would make life better at school,
work, or home.
Tackle the big issues. Divide your classroom into small groups and assign each group a major local
or global issue—poverty, hunger, environmental. Instruct each group to brainstorm and devise a novel
way to help remedy that specific problem. Present the solutions to the class.
Have fun with brainteasers. Also called riddles or mind traps, brainteasers challenge traditional ways
of thinking. For example, how many letters are in the alphabet? Did you say 26? Wrong, there are 11
letters in the words “the alphabet.”
What if? What would happen if dinosaurs still walked the earth? If everyone had the same amount of
money? If there were no fast foods? Have each student write one hypothetical and then pass on to a
classmate to answer.
Promote alternative thinking. Ask students to argue an issue or point that would contradict their own
beliefs. Embracing a different view tests ingenuity and clarifies thoughts.
Turnabout is fair play. At semester’s end, hand out a list of what you consider to be the best teacherrelated characteristics. Ask the class to anonymously rate you on each and assign an overall grade to
your performance.
37
Tools for Building a Great Résumé
Anyone who has ever written a résumé and cover letter can tell you that it's a daunting task. It's also a task that nearly
every job hunter must confront—at least, anyone who hopes to work in a professional environment. Whether your career
plans lead you in the direction of sales, technology, teaching, or hundreds of other fields, you will probably need to
present prospective employers with a résumé and cover letter. These documents do more than list your background and
experiences. Well–constructed résumés and cover letters "sell" you and your skills, and open the door to interviews with
employers.
Overcoming the fear of writing a résumé is one thing. Once you sit down to actually create the document, you'll find that
the real trick is in getting it right. A good résumé lists all the key experiences (in your past work, education, and other
pursuits) that qualify you for a specific type of work. That's a lot to ask from a one-page document!
That's why there is so much help available for job seekers. You can find thousands of articles, books, and samples, all
geared toward helping you perfect your résumé. This article discusses the importance of a well– crafted résumé, lists
some common-sense guidelines to remember when you write a résumé, and provides information about helpful resources
you can find online.
UNDERSTANDING THE POWER OF YOUR RÉSUMÉ
It may sound like a cliché, but it's true: Never underestimate the power of a good résumé. Some employers will tell you
otherwise, claiming instead to focus on interviews, references, samples of past work, or a "gut feeling" that they've found
the right person for the job.
But these employers are definitely in the minority. The job market today is incredibly competitive and complex, and in
many fields, it is nearly impossible to find candidates with the right skills and experiences for a given job. The vast majority
of companies use every tool at their disposal to find good candidates, and the résumé is an important one.
Human resource departments of every size, in all types of organizations, receive thousands of résumés every week. The
smart companies have strategies for culling through those résumés, identifying good candidates, and discarding
undesirable ones. Many companies have a filing system that maintains a backlog of the best résumés received in the last
six months in case a position opens up.
A good résumé does the following for you:
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It summarizes your work experiences, educational background, and other pertinent information in a short, easily
digested format.
It shows an employer how you are qualified for a specific type of job.
It demonstrates your abilities and desire to succeed.
It provides some insight into your personality.
If your résumé and cover letter are nicely formatted, free of mistakes, and well written, they also demonstrate your
professionalism and attentiveness to detail—qualities that employers value and which frequently make the difference
between an interview and a rejection.
RÉSUMÉ BASICS: SOME DOS AND DON'TS
The first thing to remember about résumés is this: no résumé will satisfy everyone who reads it. Every prospective
employer has his or her own preferences about what résumés should look like, and about the kinds of information they
should contain. The same holds true for every professional résumé writer, every human resources professional, every
career counselor, and every job hunter. If this weren't the case, there would be only a few accepted standards for
résumés. But since everyone seems to have a unique idea about what makes a perfect résumé, nearly anything goes.
Still, when it comes to professional-quality résumés, nearly everyone agrees on a few key issues. We can sum those
issues up in a simple list of "résumé dos and don'ts."
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Résumé Dos
As you write or update your résumé, be sure to do the following:
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Keep it brief. Unless you have years of experience, work in a highly specialized profession, or seek an uppermanagement position, limit your résumé to one page—one side only.
Write concisely. You must cover a lot of ground in a résumé, so use brief sentences or sentence fragments. In
fact, résumé-writing is one of the few kinds of business writing where sentence fragments are encouraged. For
instance, many people would describe a work experience this way:
"For nearly three years (from January 1991 through November, 1993), I worked as a crew
supervisor at YoYoDyne Corp., and during that time, I supervised the daily activities of a
maintenance crew that included five people. I reported to the day shift manager, who requested
that I participate in my crew's performance evaluations."
This kind of conversational tone and wordiness will turn off many prospective employers. Instead, go for
something shorter:
"Crew Supervisor: YoYoDyne Corp., 1/91 - 11/93. Supervised five-person maintenance team.
Responsible for daily task oversight and performance evaluation. Reported to day shift manager."
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Use only one or two fonts. Too many fonts can make a well written résumé look jumbled. Use one font for the
entire document, or choose one font for headings and another for body text. Use a classy, calm, professionallooking font, such as Arial, Times New Roman, or Century Schoolbook. Avoid fancy or outrageous fonts.
Be consistent in style and formatting. If you use sentence fragments to describe your job experiences, use
them to describe your educational and personal backgrounds, too. Format your headings the same way
throughout, and format your paragraphs of body text the same way throughout.
Tailor your résumé, if necessary. A résumé for a teaching position would naturally look different from a résumé
for a secretarial position. If you are applying for different types of jobs, tailor your résumé for each one. This
means organizing or emphasizing the information in a way that demonstrates how well suited you are for a
specific kind of job. Résumé tailoring can be very tricky; if you need to do this, get help from a career counselor or
a professional résumé writer.
Check your spelling, grammar, and punctuation. This should go without saying, but a surprisingly high
percentage of résumés contain simple language errors. For some employers, these mistakes are the kiss of
death. Every day, companies discard résumés from highly qualified applicants because they contain basic errors
in spelling, grammar, or punctuation. The rule is simple: Your résumé represents you. If you don't take time to
check for simple mistakes, then an employer may conclude that you are lazy or sloppy and that you won't be
careful in your work.
Include references. A good rule of thumb is to include the names, addresses, and phone numbers of three
professional references and two or three personal references. If you don't have much work experience, include a
couple of teachers as references, as well. Always ask your references for permission to use their name, and let
them know they may receive a call. Expect prospective employers to check your references.
Be totally honest about your qualifications. If you get caught lying (or even fudging a little) on a résumé, count
on three things. First, you won't get the job. Second, it will be one of the most embarrassing experiences of your
life. Third, your reputation will suffer, especially if the interviewer decides to tell other prospective employers about
it.
A final piece of universal job-hunting advice: Always include a cover letter with your résumé, addressed to the appropriate
person. The letter should speak specifically about the job in question, and introduce you as a qualified candidate for that
position.
Résumé Don'ts
Avoid the following résumé-related no-nos:


Adding "personal touches." Don't put a photo of yourself on a résumé. This type of personal touch is widely
regarded as unprofessional.
Unprofessional printing. Never print a résumé or cover letter on paper that is colored or embossed, or which
contains images. Print on plain white paper or a high-quality heavy bond. Also, note that many employers regard
the use of dot matrix printing to be unprofessional, too. If you must use a dot matrix printer, make sure the ribbon
is fresh and use plain white sheet-fed paper. Tractor-fed paper with perforated edges creates a bad impression,
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too. Handwritten résumés and cover letters are a kiss of death; employers typically toss them out without
bothering to read them.
Mixing and matching. Your résumé, cover letter, reference pages, envelopes, and other materials should match.
Print all your job-hunting documents on the same type of paper, using the same basic design, fonts, and font
sizes. Mixing different types of paper and design create a confusing and unprofessional look.
Sending outdated information. Keep your job-hunting documents up to date, all the time. Make sure all names,
addresses, phone numbers, and dates are accurate, especially if you move, change jobs, graduate from school,
or have other life changes that should be reflected in your résumé.
Getting out of sync. A résumé should be set up chronologically, starting with your most current information and
going backward in time. Make sure your timeline of events flows smoothly and makes sense. Be prepared to
explain any gaps in that timeline, such as periods spent not working.
The best way to make sure your job-hunting documents are well prepared is to show them to a career counselor or an
experienced human resources professional. If you have never written a résumé or cover letter before, investigate the
kinds of resources listed later and get some good advice on how to craft documents that best fit your needs.
Online Résumés
If you're like many of today's job seekers, you'll probably want to post your résumé on some of the popular job-related
Web sites, such as Monster.com or HotJobs.com. Many companies also post their job openings on their Web sites, and
invite applicants to submit résumés and cover letters electronically.
This approach is convenient, but also has some pitfalls. If you don't submit your documents exactly the way the job site or
employer suggests, then your résumé may never be seen. When using job search sites or employer sites, read their
guidelines carefully.
For example, some sites accept documents only in Microsoft Word format (DOC), Rich Text Format (RTF), or plain text
format (TXT). If you created your documents in WordPerfect or some other word processor, be sure to save them in the
format designated by the site. Don't expect the people at the other end to convert your files for you, because they won't.
Otherwise, all the preceding dos and don'ts apply to electronic résumés and cover letters. Tailor the documents to the job
and company. Check your spelling. Be professional.
HELPFUL RESOURCES
Before going online to look for résumé-related resources, look around you first. For example, your word processor may
provide templates for creating different types of résumés, and these can be very helpful in formatting your documents.
Your local bookstore or library probably has dozens of current books, filled not only with advice on résumé writing, but
samples you can use to pick the right style and format for your own résumé.
If your school has a career counseling department or a placement office, be sure to go there. A career counselor can
provide just about all the help you need when it's time to write a résumé, tailor it for different employers or job types, and
prepare for interviewing.
Résumé Help Online
The following sites provide helpful advice on creating résumés and cover letters, and links to other sites:
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1-2-3 résumés. This company provides a full range of résumé writing services. At the site, you can find tips for
writing effective résumés and cover letters, view critiques of other peoples' résumés, and order pre-written
résumés that you can copy and use. Visit www.1-2-3-resumes.com/.
4resumes. This site is part of the 4anything.com site. Using 4resumes as a starting point, you can access
résumé-writing tips, find links to helpful resources such as books and magazines, or join a discussion group for
job hunters. Visit http://4resumes.4anything.com/.
MSN Career Center. The MSN Career Center is a comprehensive guide to finding the perfect job. You can find
job listings, post a résumé, and find tips on everything from dressing for an interview to quitting a job. This link
leads to a series of articles on writing résumés. Visit
http://content.careers.msn.com/GettingHired/Resumes/htg_intro.asp.
sampleresumes.com. This site lets you search the Web for sample résumés from many different fields. The site
also has a job search engine. Visit http://sampleresumes.com/.
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The Best Resumes on the Net. This site offers tools to help you write effective résumés and cover letters, and
help you prepare for job interviews. TBRNet even has an interactive software product that can help you create
résumés for posting on the Web. Check out the site's listing of action verbs and objective descriptions, which can
help you in wording your résumé. There are also tips on formatting a references page, printing, and more. Visit
http://tbrnet.com/%20TARGET=.
Job Search Engines
This list includes some of the most popular job search engines on the Web. Visit these sites to get tips on job hunting,
look for job openings in your area of interest, post your résumé, and find even more resources:
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Employment911.com. Most job search engines rely on their own internal databases of job listings, although
some also offer to search for job openings at employers' Web sites. Employment911 is different. This metasearch engine not only provides its own database of job listings, but searches the databases of other job search
sites (such as Monster.com, HotJobs.com, and others) as well. The results can be an overwhelming listing of
jobs, but you can almost be sure of finding what you're looking for. Visit www.employment911.com/.
FlipDog.com. Like other job search sites, FlipDog allows job seekers to post résumés, and lets employers post
job listings. This site, however, also lets you search the Web for job listings that aren't included in the FlipDog
database. Visit www.flipdog.com/.
HotJobs.com. HotJobs lets you search for jobs, post a résumé, and create a profile so employers can learn all
about your skills and experiences. The site provides a search agent that scours the Internet for job listings that
match your skills and preferences, too. Visit www.hotjobs.com/.
Monster.com. Monster.com lets you search a huge database of job listings, post a résumé, and contact other job
seekers and prospective employers. Visit www.monster.com/.
Vault.com. This site not only provides a job search engine, but also offers assistance in tailoring your résumé and
cover letter for specific types of jobs. Vault.com also can help you search for jobs in specific industries and
determine whether a given industry is right for you. Visit www.vault.com/.
There are many other job search sites on the Web, and some of them focus on specific industries. For example, if you are
looking for a job in the publishing industry, check out Media Bistro (www.mediabistro.com/). If you are focused on a career
in Information Technology, check the listings at Dice (www.dice.com/). If you want to work as a freelancer, the listings at
Free Agent (www.freeagent.com/) may hold just the kinds of opportunities you want.
REVIEW QUESTIONS
1.
2.
3.
4.
5.
A good résumé does four things for a job seeker. List them.
How can your résumé and cover letter demonstrate your professionalism and attentiveness to detail?
Why shouldn't you assume that your résumé won't satisfy everyone who sees it, even if it is written well?
Why should you be especially careful about checking your résumé and cover letter for mistakes?
If you submit an electronic résumé to a Web site, what must you be careful to do?
© 2000 The McGraw-Hill Companies, Inc. All rights reserved.
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