Home and Career Skills
Active Teaching Strategies Guide
Home and Career Skills is a course designed to
help middle level students live in a society of constant change and to improve
their quality of life by preparing them to meet their present and future
responsibilities as family and community members, consumers, home managers, and
wage earners. The goal is to educate
early adolescents to think constructively, make sound decisions, solve
problems, and manage resources.
Home and Career Skills is the vehicle through which the New
York State Intermediate Level Learning Standards for Family and Consumer Sciences
are delivered. It also focuses on the
New York State Intermediate Level Learning Standards in Career Development and
Occupational Studies. The Home and
Career Skills course affords students multiple opportunities to read, write,
and compute in the context of real-world situations that are relevant to early
Home and Career Skills is organized around four process
skills: communication, leadership,
management, and thinking. These process
skills are taught through 10 content topics:
community connections, career development, clothing management, consumer
resource management, family/parenting, financial management, human development,
interpersonal relationships, nutrition and wellness, personal environment
management. Home and Career Skills
process skills and content topics align with the National Learning Standards
for Family and Consumer Sciences. In
order for the full curriculum to be delivered, learning experiences must be
designed to dovetail process skills with content topics.
The Home and Career Skills course is to be taught using a
hands-on experiential approach. Learning
occurs in the context of real-life situations and repeated practice is
encouraged. It is recommended that the
course be delivered in a laboratory setting and involve a minimum of 75 percent
hands-on instruction. The use of
relevant tasks, laboratories, simulations, and community involvement is an
integral part of the course as is the use of research, class discussions, and
group activities. Students are expected
to be actively involved in learning in a participatory, supportive environment
and to have the opportunity to practice and develop the process skills as
related to the content topics.
This Home and Career Skills Active Strategies Guide is a
compilation of teaching strategies organized around the ten content topics in
Home and Career Skills. The strategies
are intended as suggestions for introducing a learning experience, for
transitioning between classroom activities, or for concluding a lesson. Teachers should feel free to modify them
based on student needs and resource availability.
Over 200 Family and Consumer Sciences educators from across New York State contributed to the development of
the Home and Career Skills Active Strategies Guide. Thanks to all who
participated in the creation of this tool, which serves as a supplement to the
New York State Family and Consumer Sciences Home and Career Skills Core
Curriculum Guide. Teachers should refer to the Home and Career Skills best
practices rubric and template for guidance on developing complete learning
Constance Beever Kingston
Marie Elliott Dover Middle/Senior High
School, Dover Plains
Theresa M. Phillips Oneida Central School
Active students can…
local employers to find out what characteristics employers look for in an employee. Report back to the class.
a guest speaker from a local business to determine how the business trains
new employees in customer service.
for working papers as they turn 14.
Guidance has the forms needed and information on laws pertaining to
parents and other community members to speak about their careers and
attributes that help them to be successful in their fields.
all the jobs necessary to make and package a product and make it available
to consumers. Suggested products
could be a can of soup, a pad of paper, a pencil, miniature candy, label,
calculator, hat, etc.
in pairs, how to tie a necktie for a job interview.
two completed job applications provided by the teacher and decide to whom
to offer the job.
a job interview role-play where the person is not dressed appropriately,
not prepared, and using poor communication skills. Contrast the role-play interview with
good interviewing techniques.
and present skits illustrating good job interview techniques.
the tangible and intangible rewards for a variety of jobs.
letters of application for jobs of
for success when they come to class for mock job interviews.
their lives in 20 years as they take a guided-imagery field trip to
envision their fantasy careers.
“Life Road Maps” that include where they’ve been (birth, childhood
memories) and where they would like to go in the future.
- write an
essay summarizing their personal interests, values, workplace preferences,
lifestyle expectations and other hopes for the future.
one goal about a career, list three
resources needed to achieve that goal, and three things that might get in
the way of achieving it.
their favorite class period and list three reasons why. Then brainstorm careers which utilize
the “why factor.”
Musical Careers (like musical chairs):
a student draws a card and reads a question related to student
interests. For example, “Do you like science?” or, “Do you like to help
people?” Students get up and switch seats if they answer the question yes.
Later, discuss how interests relate to careers.
- try to
identify career titles written on post-it notes affixed to their backs by
walking around and asking others yes or no questions.
a parent, another adult in the community, three teachers and three peers
to ask them what careers they think that student would be good at and why
they suggested it.
a list careers for each of the career clusters.
- identify all the careers that
might use an item pulled out of a prop box of career items, such as a
calculator, an apron, a screwdriver, a ruler, etc.
a “Pieces of Me” worksheet with a partner. Each student is given a
worksheet with a large circle divided like a pie. Partners fill in each
labeled piece: skills, aptitudes, experience, personal traits, interests,
and employability traits.
a career graphic organizer by selecting information collected at a series
of self-learning stations dealing with skills, interests, personality,
a career portfolio, including an autobiography, personal interest
inventory, SCANS skills activity, job application, letter of application
pictures of people’s faces and guess what careers those pictured might
have. Use this activity to
introduce the concept of non-traditional careers.
- ask a
senior citizen to describe the kinds of technology they used when they
were in elementary school. Compare
this with the technology students use now.
Discuss how new technologies will impact the workplace of the
a library research scavenger hunt. Student teams use a wide variety of
library resources to find specific answers to career-oriented questions.
the outline of a gingerbread boy or girl on a large piece of paper and cut
it out. Write a job title across
the torso and then add 5-10 job-related characteristics. Figures can be decorated and posted around
a bag to reflect a career. The bag should contain five items or pictures
related to the careers such as tools, uniforms, etc. Students present their careers using
their bags as visuals.
their 20 year class reunion. After
completing the career unit, students pretend they are out of school for 20
years and attending their reunion.
As they mingle, students interview at least three classmates to
find out answers to five different career questions.
and analyze the skills of the entrepreneur in a class activity: to introduce entrepreneurship, spell out
business on post- it notes; one
letter per paper. Place one each on the backs of students. (Not every student will have a letter.)
Tell the class they are on their own to figure out what to do, and can
only talk about the activity. Have
a dictionary conveniently nearby.
Usually a leader emerges fairly quickly and they realize it is a
word and get people lined up accordingly. Try this again with the word entrepreneur. Discuss the skills students used for
this activity, such as cooperation, communication, leadership, and team
building. How would these skills help an entrepreneur?
- plan a
business, working in small groups,
figuring out operating hours, staff needed, advertising strategies,
working adults for suggestions they have for strategies to balance work
Active students can…
the cost of all the clothing and accessories that they are wearing, multiply by the number of people in
their family, and then multiply by seven to get the approximate total
family costs for clothing for just one week. Use this activity to show the importance
of studying clothing care and management.
a story “Oops, My Button Fell Off” describing a situation when they lost a
button and in the closing paragraph describe how to replace the button.
through learning stations such as mending hems, sewing on buttons and
snaps, stain removal, etc.
clothing to be donated to a shelter.
puppets by hand, using four stitches and buttons. Decorate the puppets to give them their
own personalities. Use as book characters when reading to children in a
child care unit.
the quality of a garment using baby or children’s clothing.
science experiments on textiles, such as wrinkle tests to show the
difference between natural and synthetic fibers, the effect of bleach or
fabric softener on fabrics, etc.
pictures of garments they like from catalogs. Total the total cost per outfit. Mix and match pictures in different ways
to create new outfits and recalculate
the new cost per outfit.
Simon Says to review parts of the sewing machine.
a “Driver’s License” before starting a project using the sewing machine.
machine stitching around curves and angles using dot-to-dot coloring book
- construct a 1-inch ruler marking off: ⅛ in, ¼ in,
½ in, ¾ in, etc.
both construction skills and recycling, by
• making a locker caddy from old jeans;
• redesigning jeans, sweats, or an old
jacket into a purse or carry-all;
• using leftover fabrics to make a nine
• converting scraps into cat nip sacks
• using an old sleeve to create a
• using a t-shirt to create a
combine construction skills and community
teddy bears for the local fire department or Red Cross to distribute to
children displaced by home fires or to give to a children at a hospital or a
care bags from fabric and filling with travel size soaps, lotions, etc., to
donate to a safe house or shelter;
• making cancer caps for hospice
• creating appliqué postcards to send.
make a luggage tag or key chain or backpack tag
by using a cookie cutter as a pattern on felt.
These can be stitched and stuffed.
Use thread or a chain or fishing line as a tie.
create a pillow that illustrates their
personalities, using fabric, crayons, and unbleached muslin squares.
make clothing posters representing why we wear
what we do (identity, to impress, etc.).
from catalogs and magazines, select pictures of appropriate
clothes for a given event (interview, vacation, attending a wedding, etc.) and
present their choices to the class to be evaluated.
develop a budget to “purchase” an outfit for an
interview. Include taxes and shipping charges
in the budgeted amount.
reorganize a closet or a dresser, then write a
paragraph describing their experiences and what they learned.
do laundry, then write a paragraph describing
their experiences and what they learned.
answer questions about laundry care products by
conducting a label scavenger hunt utilizing detergent containers, dryer sheet
boxes, stain removal products, etc.
utilize on-line resources to research how to
remove different kinds of stains from textiles.
sort themselves for laundry loads by the clothes
they’re wearing (t-shirts, top layers, jeans, etc.).
complete a stain removal lab.
guess which article of clothing a tag goes with
based on fiber content and care instructions.
see the varying impact of bleach on fibers and
learn the importance of reading labels by analyzing samples of fabrics that
have been bleached.
practice ironing a dress shirt , trousers, and
tie in preparation for a job interview.
create a campaign for teaching college students
how to do laundry to prevent ruined clothing and broken machines. They can create brochures, posters, public
service announcements or electronic presentations.
Active students can…
host a diversity night when families or students
prepare and share foods from various cultures.
prepare a public service announcement about the
community-based initiatives of the class to present over the school public address
system and the local public broadcasting station
conduct an internet search for the local
community action coalition. Many
community agencies have programs for teens and are willing to present them to
identify community agencies that could help with
particular teen/family dilemmas described in teacher-prepared scenarios, case
studies or Dear Abby letters.
choose a community agency and write a letter
either asking for specific information or complimenting the agency on what they
do to help the community.
organize a health fair and invite community
organizations to provide resources for workshops, hand-outs, and displays.
plan an outing to a senior center with
activities, such as music, dancing, bingo, games, snacks, etc.
invite parents and grandparents to share their
plan, prepare, and serve a breakfast or lunch for seniors.
conduct a “Clean-up Day” to help community
members with raking, window cleaning, etc.
volunteer at a local clothing distribution
center after repairing and recycling clothes.
organize projects for a “Make a Difference Day”
• making cookies for the home-bound;
• sewing sleeping bags out of old blankets
for the homeless;
• collecting suitcases for children in foster
• cleaning up a park or other local
• collecting or making hats or mittens to be
“Mugs of Love” for a local shelter by filling a mug with sample grooming
• collecting used eyeglasses to send to
developing countries. Lions Clubs will send;
• decorating lunch bags or placemats for
local senior nutrition centers
• making gingerbread houses to donate to a
• having a canned food drive for the local
• baking bread for a local soup kitchen;
“Goody Boxes” filled with baked goods, canned food, magazines, etc. to be
delivered to the elderly and home-bound in the community;
• having a bake sale for the Relay for Life
or other cause;
• collecting children’s books for a local day
dog biscuits or sewing animal blankets to give to an animal shelter;
• making blankets or dolls for the Linus Project or Ronald McDonald House;
walker or wheel chair bags for a nursing home.
healthy snack preparation at a local nursing home or preschool.
brochures from MyPyramid.gov for different age and gender groups and
distribute them to people who might not have Internet access.
a puppet show or games for the local preschool, nursery school or day care
letters to soldiers over-seas or thinking of you letters to veterans in a
items to ship to soldiers overseas.
Consumer Resource Management
Active students can…
the nutritional claims made in food advertising with the nutrition facts
provided on the label.
menus from a variety of restaurants to “order” a meal. Calculate tax and tip.
the manufacturer’s advertising claims for a specific product with test
findings for the same product as reported in Consumer Reports.
a preschool child describing the fruits in a breakfast cereal, such as
Fruit Loops, to illustrate how young children are influenced by
a product and a TV commercial to sell the product. Ask the class to identify the
advertising technique(s) used in the commercial.
in an old toy or object that was a popular fad. Discuss:
why it was popular, with
whom it was popular, where it was advertised, and why it is less popular
now? What happens to old fad
print advertisements for fruits, vegetables and other healthy snacks and
post them throughout the school and in elementary schools in the district.
the influence of advertising by matching slogans and logos used by
companies with the products they represent.
a set of terms and definitions for consumer rights and
responsibilities. Share real
life consumer situations and identify the right or responsibility for
the 800 number on a cereal box to ask nutrition information questions or
to request recipes or coupons. Role
play or practice a few of these calls.
a police officer in to class to discuss the consequences of shoplifting
a letter of complaint or a letter of compliment to a company about a
product or a service.
company web sites to ask consumer questions.
four to six learning station activities, each focusing on a product that
might be purchased by teens. For
example, answering questions based
on the use and care guide, understanding the warrantee, etc.
information available at various consumer resource web sites and report
findings back to the class.
a study guide to help classmates learn to use each of the parts of Consumer Reports magazine.
- employ problem-solving
strategies to figure out the meaning of FCC, FTC, FDA, and OSHA.
a cost analysis for the food products they prepare in lab.
a budget for a meal for a family of four and create a grocery list using
unit pricing labels and use them to compute the unit price for a serving
of a variety of food items.
daily bell-ringer consumer math problems focused on unit pricing, taxes,
tips, percent-off sales, etc.
sales flyers, catalogues, and internet sources to “purchase” school
clothes within a set budget.
Include tax, shipping and handling costs in the purchasing
a blind taste test of name brands and store brands comparing for taste,
ease of prep, appearance, preparation time, nutritional value, and
a chart showing the information gained from an internet comparison
shopping trip. Discuss safety issues when using the computer for financial
in a “Food Sale Scavenger Hunt” by shopping for selected items using a
variety of store flyers for pricing.
Discuss how to decide where to shop as well as other ways to save
money while shopping for food.
- conduct a teen consumers challenge by selecting a product, defining test
criteria, conducting testing, and reporting the results via school news,
PA announcements, school-wide display case, posters or electronic
Active students can…
review excerpts from popular television shows to
identify the type of family shown,
parenting styles, conflict resolution strategies, etc.
create an alphabet book using childhood
memories. For example: D is for Dad who always came to my
list their multiple roles in the family. Share these with the class to discover where
there are similarities and differences among families.
decorate a bow tie or necktie design to show
what ties a family together. These can
be used on a bulletin board for open-house night.
create a family coat of arms with each area
signifying values, interests, heritage, family recreation, etc.
identify characteristics of different parenting
styles. Role-play different parenting
scenarios and have students identify which each role-play represents.
invite guest speakers from community agencies to
speak on issues that families face and help available for each issue.
form groups according to whether they are the
oldest, youngest, middle, or only child in their families. In these groups, identify the advantages and
disadvantages of this role Share with
interview parents or grandparents on family life
when they were growing up. Compare and
contrast to family life today.
plan and execute a family activity.
read and report on articles on parenting issues
from various magazines. Create a parenting manual.
research the cost of raising a baby for the
first year and the cost of raising a child to adulthood.
create a want ad for the job of parenting. Include duties, hours, duration of the job,
personal characteristics, and pay.
Active students can…
to a CD, with a collection of songs about money, playing when they enter
the classroom. Name other songs
related to money. Discuss why there
are so many.
the meanings of familiar sayings about money, such as “money doesn’t grow
a panel of representatives from local banks, credit unions, and other
financial institutions to discuss common financial problems people
encounter and how to avoid them.
research on the economics of staying in school and how school completion
impacts earnings throughout a lifetime.
newspaper and magazine articles about debt incurred by college students.
Discuss ways these students could better manage their debt.
all fixed and flexible expenses for a family of four. Calculate the net
income needed to cover these expenses.
Compute the gross salary needed.
a budget based on a full-time minimum wage income. Use ads from the newspaper to determine
rent and other expenses. Discuss
challenges faced in preparing the budget.
computer programs that have family or individual budgeting applications.
the budgeting process to manage money for a class trip.
a budget based on the salary they “earn” as a result of the job they got
from mock interviews during the career unit.
a day’s meals, including all taxes and tips, given a vacation budget of
$40 a day.
alternatives for flexible items in a budget. For example, purchasing lunch from a
restaurant, in the school cafeteria, or bringing it from home. Compare costs for each option.
- keep a spending log. Analyze
spending patterns over time.
a spending goal and create a plan for reaching that goal.
items, pulled out of a paper bag, as needs or wants.
family budgeting through a family simulation project. Students formulate
family groups, decide on the family type, choose where the family will
live, and the jobs the family will have.
This becomes the basis for budgeting and financial decisions.
“FCCLA Saves” to investigate the concept of saving and to develop projects
to encourage saving.
how a person would open a savings or a checking account.
the process of using debit cards and how to keep track of debit card
credit card offers to compare and contrast the different types available.
the issue of identity theft. Create
brochures on ways to protect against identity theft and what to do if it
Active students can…
a bulletin board using baby photos from class members. Guess who is who,
then discuss inherited traits.
- use the
mnemonic “PIES” to remember the modalities of human development: physical, intellectual, emotional, and
the typical physical, intellectual, emotional and social characteristics
of human beings at each stage of life on a timeline.
a short case study about a stages of the life cycle. In round robin fashion, add information
detailing the needs, wants, values, etc. about the individual from the
case study. Include
accomplishments, changes, and challenges typical for that life cycle
in aging simulations such as trying to read wearing glasses covered
in Vaseline, trying to put on a
shirt with splints taped to fingers, trying to hear with cotton balls in
their ears, etc.
slips of paper that list developmental milestones. Place them, one at a time, on a class
bulletin board under the heading: Infants, Toddlers, or Preschoolers. Discuss the difference between a
developmental task and a developmental continuum. Debate what might happen if a parent or
caregiver had unrealistic expectations for a child.
a topic to teach a child of a particular age. Create a game, puppet show, storybook or
other activity to do this.
homemade play dough to illustrate how toys help the senses develop. Use it with children invited to class,
or donate it to a local day care.
preschoolers into the class for a breakfast, lunch or playtime. Plan all of the food and activities for the children.
a children’s book. Read to a child.
Red Cross babysitting certificates through their Home and Career Skills
the scene from the movie Mary Poppins where the children sing about finding the
perfect nanny. In groups, develop a
rating rubric for babysitters.
a plan on how to childproof the home.
a “Babysitter Survival Kit.” Include information about the family,
pertinent phone numbers, and books, toys, etc., to use with the children.
- analyze scenarios describing
problem situations encountered when babysitting. Work in groups to solve the problems.
a true or false game on different aspects of adolescent maturation to
understand changes as normal.
an essay on the “Power of Choice” describing a time when they made a
decision of which they were proud.
a circle map. Write their name in
the center of a small circle. Draw
a larger circle around that and write characteristics or personality
traits that describe themselves.
Draw a larger circle around that and write the people or events
that influenced their development of their own traits.
an essay describing a person who has influenced their life in some way.
the incidence of violent actions in a cartoon TV show. Discuss how viewing this cartoon might
influence the behavior of small children.
a felt pennant depicting symbols representing culture, interests, role
models, heredity and environment.
a “Your Strengths” worksheet. On a
list of personality traits and characteristics, circle the best
descriptors. Give an identical
sheet to a friend and to a parent and ask them to circle the best
descriptors for the student.
Compare and contrast the responses on the three sheets.
a CD cover representing themselves. Include 10 song titles that describe
their personal characteristics.
a used t-shirts to create a “unique me” pillow. Decorate with iron-on transfer sheets,
fabric markers, or computer generated pictures to reflect their
identity bags. Personal image is
shown on the outside. The inside
can be filled with pictures or words describing traits, values, goals,
information gained from reading magazine articles on teen issues.
public service announcements on Shaken Baby Syndrome, homelessness,
childhood obesity, helmet safety, car seat safety or other issues that
affect people across the life span.
their name, four favorites, and their future goals on the back of their
school photograph. Place these in a
time capsule to be opened when they are seniors.
on a self-improvement project:
select a self-improvement goal and create a plan for achieving it.
Work on this goal, recording daily progress. After a set amount of time, evaluate
a picture of a clock. Use this as a pie graph to log time spent on daily
activities. Discuss time-management
strategies such as setting priorities, making lists, grouping things
together, organizing work spaces, and breaking down a large job into
smaller portions, etc. Set a
personal goal related to time-management.
Active students can…
conduct a human treasure hunt: find another student in the room who plays sports,
is a good dancer, likes sweet potatoes, has been out of the state, is good in
math, etc. Get that student’s signature on the treasure hunt form. Use each
student’s name only once.
play “Peer-O.” Use the same format at
bingo. Students place the names of
classmates in each square on their paper.
The teacher then randomly calls names. As people are called,
they must stand up and tell something about themselves. Play until
someone has Peer-O (five in a row).
announcements recognizing classmates who have been contributing positively
to the school or community and present on the school public address
a word wall of adjectives that can
be used when commenting on a classmate’s presentation.
a scenario of new student entering class.
Classmates write down impressions of the new student based on
verbal and nonverbal cues. Discuss
the impact of first impressions.
List strategies to help a new person acclimate to the school.
having a difficult conversation such as with the school principal, a store
manager, a new friend’s parent, etc.
Discuss strategies for conversation starters in difficult social
giving and receiving compliments.
in a team cooperation and collaboration activity. Each team is given an envelope
containing paper clips, nametags, stickers, a sheet of paper and rubber
bands. Using only nonverbal
communication, each team creates the longest possible object in 10
together to complete a puzzle without using the top of the box showing the
picture. Putting the puzzle
together encourages interaction and helps group members appreciate
service coupons to give to family members. For example, “This coupon is
good for one night of doing the dishes.”
- Participate in a simulation of
a stressful situation. For example,
students are told that their class has been selected for a presentation to
the Board of Education. In a few minutes,
the principal will be in and each will each have to give a short speech
about what they have learned in middle school. After a few minutes of
speech preparation time, students are asked to discuss how they are
feeling. Discuss the symptoms people exhibit when under stress.
the FCCLA “Stop the Violence” program on bullying.
posters to increase awareness of bullying and bullying prevention
strategies. Post them around the
write “Dear Abby” letters about relationship
problems. Collect the letters and redistribute
randomly for written responses. Share
advice with the class and discuss.
write a conflict story, with the theme of
accepting differences, for children in grades 1-3. Describe appropriate ways of handling
conflict. Illustrate and print the stories
and send them to elementary classrooms.
compose an acrostic poem with the word
“friend.” Each letter’s word is a
characteristic of a good friend.
write a “classified ad” for a friend that
includes all the characteristics they would look for in a friend.
practice refusal skills, assertiveness, and
other communication techniques by role-playing situations involving peer
invite a school social worker or school
counselor to class to discuss healthy relationships, strategies to evaluate relationships,
and ways to address unhealthy relationships.
in a team cooperation and collaboration activity: The Straw Tower. Each group of four or
five students is given a large bundle of straws and a roll of making
tape. Their goal is to build a
five-foot tall freestanding tower.
For the first five minutes, there is no talking; then the next ten
to fifteen minutes to complete the task, talking is optional. Follow-up
questions should revolve around verbal and nonverbal communication,
leadership, management, and thinking skills.
Active students can…
in a scavenger hunt for kitchen equipment.
in a paper thermometer to show the safe food handling temperatures.
to illustrate effective hand-washing procedures. Six volunteers rub oil and cinnamon on
their hands to simulate the oil in our hands. Two volunteers wash their
hands in cold water; one with soap, one without. Two volunteers wash in warm with water;
one with soap, one without. The
last two volunteers wash in hot water; one with soap, one without. Compare
the correct length of time to wash hands by singing the alphabet or the
happy birthday song, twice.
the importance of adequate hand washing and safe food handling procedures
by growing bacteria from samples collected from various surfaces (i.e., door handles, counter tops,
desks, etc.) around the school.
flyers on safety tips for handling, cooking, and storing a variety of
foods, such as turkey. Send flyers home or distribute them through the
school cafeteria or local grocery stores.
in lab groups to review fractions, and measuring techniques. Given a card with measurements on it,
such as, “¾ c—three different ways” students show three ways to measure ¾
c and tell when it would be appropriate to use each.
all cooking terms used in a recipe and write definitions for each.
halving and doubling any recipe used in class.
the importance of recipe directions.
Write the directions for preparing a peanut butter and jelly
sandwich. Randomly choose one
student recipe. Read the recipe
aloud, one step at a time. Select a student chef to follow the directions,
as read. Discuss the results.
and sample blender drinks after a teacher demonstration on blender
safety. Discuss the nutritional
benefits of smoothies.
a recipe to use an apple and other ingredient options selected from a
teacher-prepared list. Prepare the
a tasting lab using small amounts of 10-15 new, unusual, or cultural
foods. Discuss why we choose to eat
the foods we do.
where a variety of foods originate and locate those geographical areas on
a world map or globe.
foods from other cultures and prepare examples to share.
typical food patterns from other cultures or countries. Discuss how these
diets differ from what they typically eat.
- consider a bag of potato
chips. Determine how many chips
would typically be consumed in one snack.
Calculate the number of calories in that snack. Consider a bag of fresh cut vegetables,
such as carrot or celery sticks.
Determine how many sticks would typically be consumed in one snack. Calculate the number of calories in that
snack. Compare the results. Figure out how many sticks would equal
the same number of calories as the chips.
nutritive contributions of cereal bars to a servings of similar cereals
and graph the results.
- use a
computer program to analyze the nutrient contributions recorded on a
three-day diet log. Then, select one nutrient deficiency and develop a
plan for getting 100 percent of that nutrient.
up in order of who ate the “most nutritious” breakfast that day. Discuss why the line order developed as
it did. Define “nutritious.”
public service announcements on adolescent nutrition for the school public
address system or news show.
in a group to build a puzzle using pieces prepared by the teacher. When
the puzzle is put together it forms a human body and shows how the body
uses nutrients. For example, the
eyes say vitamin A, teeth say calcium, etc.
aloud a list of ingredients from a food label. Classmates try to identify from what
food the label came. Challenge
classmates to bring in labels from home to try to stump the class. Discussion topics include: how
ingredients are ordered on the food list, how those with food allergies or
food sensitivities can use label information, how to find meanings for
scientific terms, etc.
how large a portion is typically eaten by asking volunteers to pour that
amount of cereal into a bowl. Then
measure out the actual serving size.
Compare. Use CD cases, a
deck of cards, tennis balls, matchbooks, etc. as portion-size models.
www.mypyramid.gov to create an individual food pyramid.
a refrigerator magnet by gluing pictures from food ads to construction
paper to illustrate individual food pyramids. Laminate and add a magnet.
3-D food pyramids with names of the groups on one side, serving sizes on
another, and food examples on the third
a giant outline of the food pyramid on the floor using masking tape. As classmates walk into the room, give
each a picture of a food. Place the
food picture in the appropriate place on the pyramid.
the calories, fat, sodium and calcium in a typical menu purchased at a
fast food restaurant. This information is available on-line. Compare these
amounts to the Recommended Daily Values.
all the words that represent sugar on a food label. Read some actual labels to discover the
amount of sugar there.
an orange soda using food coloring, 10-12 tsp. of sugar per cup and
seltzer. Discuss empty calories and
which foods have the most. Show an
alternative to the orange soda prepared using orange juice and seltzer.
a poster of facts on nutrition contributions of a whole grain. Select and prepare a recipe utilizing
the whole grain featured on the poster.
Taste the foods as posters are presented.
and carry out an FCCLA Student Body project. The goal is to encourage
people to eat right, to feel good about themselves, and to get exercise.
a project that will teach a target audience (teens, preschoolers,
elementary children, athletes, dancers, seniors, etc.) about the
importance of healthy eating.
Projects could include videos, newspaper articles, interactive
games, brochures or workshops.
a recipe that features an unusual fruit or vegetable. Prepare it for a class presentation and
taste testing. Post favorite
recipes on the class web page or in the school/district newspaper.
ideas for “portable breakfasts” making sure to include as many nutrient
groups as possible. The best idea is made the next day in class.
ready made, processed and scratch products for flavor, texture, nutrition
in groups to plan a day’s menus.
Exchange with another group for analysis and comments.
a menu to reflect a specific dietary guideline. For example, low fat, lower sugar, lower
sodium, high fiber, etc.
prepare, and clean-up a meal at home. Family members complete evaluation
historical military food, such as hard tack from the Civil War, to today’s
military MREs (Meals Ready to Eat) to introduce
careers in food science and food technology.
Personal Environment Management
Active students can…
a roommate agreement for sharing a room.
a study space that will foster a good learning environment.
the children’s book, Sally’s Room
by Mary K. Brown, to the class.
List the consequences of having a messy room.
a “before” photograph of their locker or room. Create a plan for organizing the
space. Complete the plan and take
an “after” photograph.
use of environmentally friendly cleaning products such as vinegar and
water to wash window or baking soda to clean a sink.
a local firefighter to class to
teach how to use a fire extinguisher.
whether emergency responders would be able to see house numbers. Stand
across the street from home and see if the house numbers can be read from
there. If not, they discuss options
for improving visability, such as trimming a
shrub, painting the numbers, moving the numbers, replacing missing numbers,etc.
- develop an EDITH (Exit Drills
in the Home) plan. Make a rough
floor plan. Use arrows to show two ways out of every room in case one exit
is blocked. Also prepare EDITH
plans for homes in which they baby-sit.
- do a
safety inspection of the home using a safety checklist provided by the
a campaign to promote recycling in the school.
ways to recycle used household textiles such as blankets, sheets and
curtains. Select a project to
and distribute a pamphlet on energy conservation in the home.
how to read electric and gas meters.
Practice conservation efforts in the home and compare conserved
energy usage with previous usage, as recorded on the utility bill.
- set a
conservation goal and carry out a plan to achieve it
how to read and use an Energy Star label.
ways to adapt an environment to help persons with disabling conditions.
neck pillows to help with comfort and safety.
a floorplan and redesign the space to
accommodate a special need, such as for a toddler.
recycling and renovation ideas for converting used clothing and
accessories into home decor. Select
one idea to make an item for the home.
a description of the “perfect” room.
Brainstorm free or low cost ways of creating that space.
organizational strategies for storage areas. Plan a closet, basement, or
attic organizational layout.
Present ideas to the class.
ways to improve the environment at school. Select something to accomplish,
create a plan, and then obtain administrative permission to carry out the