FAMILY AND CONSUMER SCIENCE From Kim Huegerich, South
Contents
1. choose to be a piece of fabric Role looking for its family Topic finished quilt or article of clothing This could be done via a want ad Format through the eyes of the newspaper reader Audience 32 Writing Templates This is a quick way to know if students understand the objective This is similar to a one sentence summary except they are completing a few sentences in their own words to summarize the lesson concept For example Measurements can be made using a variety of tools such as When measuring the best tool for the job would be because 33 Word Map This involves great knowledge of a particular vocabulary word The student must dissect the word and put it back together without repeating any words vocabulary A full understanding of the term is necessary 34 Frayer Model This strategy uses the characteristics of a vocabulary word or concept It identifies the essential and nonessential characteristics as well as examples and non examples Sometimes overgeneralization takes place so identifying what something is not is better than actually identifying what it is Essential characteristics Non essential characteristics What it must have What it may have Examples Non examples What is it What is it not Definition in own words Antonym2. FAMILY AND CONSUMER SCIENCE From Kim Huegerich South Hamilton Community Schools Jewell Iowa 1 Power Thinking After presenting various ways of doing things concepts vocabulary etc the students can categorize food groups to determine balanced meals types of sewing tools types of housing types of fashion etc You can give them a list of items and they have to provide the category Power 2 or you can give them the power 1 and power 2s and they provide the details Offering blank empty powers provides an aspect of creativity As long as they can justify their answers they are doing thought provoking activities 2 Selective Underlining Highlighting As they read a cookbook list of recipes etc have them highlight the ones they are going to prepare to complete a balanced meal As they read an article on contraception they can highlight main ideas and details This could be used in conjunction with power thinking using a different color for each power as they read 3 Pattern Puzzles Write out the steps to a process preparing a recipe sewing a pillow following directions for cut apart each step and have the students put the steps back in order Anything that involves a process is a great candidate for pattern puzzles This can be used to introduce a concept or review a concept For example to introduce a process do the above Each student group may come up with a different process Have them explain why they chose to do it the way the
3. Sentence Summary After explaining a concept and giving the students time to work on the idea in class ask them to summarize what they have learned into one sentence This can be done on a sticky note or orally as a ticket out or ticket in to the room the next day to ensure brevity in their explanation It is a quick way to assess whether the students understood your objective 13 Problem Solving Organizer Select a problem that has multiple steps measure parts with metric and English systems set up and use portable drills demonstrate welding of materials etc The following graphic is put into a worksheet format The students can combine written explanation with pictorial explanation such as in a user s manual Lastly the students create a summary about the process Problem How to design 2 student writes first step here 2 Student writes second step here 3 Student writes third step here Picture to explain step 1 Picture to explain step 2 Picture to explain step 3 Summary statement about designing 14 Concentric Circles After discussing the different housing styles have each person summarize one of them no more than 4 usually works best They write their summary on a note card paper etc In two circles or two lines facing each other they use the notes they wrote to explain the element process etc to the other person They then trade cards and rotate moving one person to the left right They s
4. dence and force them to go through the process and explanation again 21 KWL Plus Introduce a new appliance procedure to the students K they identify what they already know this could be from their own experience with a parent or what they ve seen read W they will be creating a project using it so what do they want need to know about this process in particular L after it has been practiced what is new unique to this tool procedure What did they learn transform change The plus of this strategy is to get the students to identify categories of information in the Know so that they can identify what they Want in order Learn Categories could be buttons uses cost storage vocabulary used etc 22 Anticipation Guides This gets at what they already know background knowledge It can identify misconceptions they have of child rearing daycare sexual practices sexual roles use of interior design etc This could be done via a checklist agree disagree This may serve as a pre post test In between the students create a project discover new ideas etc and then see if they were correct in their original evaluation of the concept 23 Concept Map Students create a concept map breaking down the concept into deeper more detailed descriptions This can be combined with powers emotion nutrition ___ health sexual personal 24 Comparison Organizer Helps students see comparisons similarities and differenc
5. e between concepts and vocabulary items These can become very complex in nature Paring carving dry liquid knife knife measuring measuring cups cups butter knife Difference 1 Similarity 1 Difference 1 Difference 2 Similarity 2 Difference 2 Difference 3 In home daycares Similarity 3 Daycare centers Difference 3 Difference 4 Similarity 4 Difference 4 Difference 5 Similarity 5 Difference 5 25 Sequence Organizers This is for step by step processes such as choosing fabric for a piece of furniture curtains pillows or steps to making a recipe or a sewing project The students are the ones becoming the meaning makers by creating the steps rather than just listening to them or reading them This could be a recall situation in which they are recreating the steps that they have already done Step 1 Step 2 Step 3 Step 4 Step 5 26 Picture Notes As you explain how to use a piece of equipment the students are taking notes in the form of pictures A picture is worth 1000 words would best describe this strategy For the visual learners this is the preferred method Often the lower achieving students are the ones who prefer to take notes via pictures The non traditional students are the hands on learners This is also a great alternative to note taking while watching videos 27 Content Frames This is used to see relationships between concepts Stud
6. e unique restaurant duties As one type of job is happening in the restaurant other students could be planning the next step critiquing the current job be a gopher or become the buser 19 QAR Question Answer Relationships This involves using a textbook or user s manual and answering questions about what is read By knowing the type of questions that are asked the answer can be found quickly There are two types of questions In the Book and In my Head In the Book questions can be divided into two additional types of questions Right There and Think and Search These questions can be found in the book as the name suggests Jn my Head can also be divided into two additional types of questions Author and You and On my Own These types of questions the student must think a little deeper about them Often students try to look for an answer that isn t there Helping them to realize that a question should come from their background knowledge and not from the book can be a revelation to them 20 Reciprocal Teaching Anytime a teacher can create a situation environment in which students are teaching their peers is an ideal situation We remember 90 of what we teach another person Getting students to summarize question clarify and then predict is how they will teach other students Anytime a student has a question and you think another student knows the answer or can figure it out send him her to that student It will boost their confi
7. ents class will write comments in each blank explaining the particular item Speed of loss Consequences Effectiveness Death rate ABC XYZ Diet 1 Diet 2 Diet 3 Diet 4 28 Semantic Feature Analysis This is similar to a content frame except the students are just identifying whether the diet has each characteristic or not Quick weight loss High effectiveness Physical damage 123 Diet 1 Diet 2 Diet 3 Diet 4 s has this characteristic does not have this characteristic 29 Two Column Notes In column two students list the definition or explanation of the concept in column one This could take on the look of three column notes if you wanted to add another column for a picture graphic or an example Cultural cuisines japanese italian mexican indian 30 Observation Entries You Ought to be in Pictures This is used to imagine what life was like way back when You could show pictures of how cooking utensils sewing methods or quilting were used at the turn of the century have students guess what they were for if no longer used or available describe explain what replaced that use the advantages of modern machinery etc 31 RAFT Role Audience Format Topic Students take on the role of another person or inanimate object They must describe or explain another operation For example a student may
8. hould have a new concept to explain The explanation process continues Rotate Repeat until all concepts have been reviewed 1 2 3 4 1 2 3 4 3 4 1 2 3 4 1 2 15 Sticky Note Discussion As students read a text see a demonstration hear a process they make comments questions connecting text to text text to self and text to world statements about what they see hear These are later used to answer questions and create deeper discussions 16 Discussion Webs These are used to create a debate about an issue The center offers a debatable question One side offers the pros and the opposite the cons to the issue Challenge students to take the side against their personal view to evoke deeper thinking pro 1 con 1 pro 2 con 2 pro 3 Controversial question topic con 3 pro 4 con 4 pro 5 con 5 17 Seed Discussions After starting a conversation explanation or towards the end of a unit as a review students create a seed question that will result in a deeper discussion This may be a problem solving topic such as you have just been hired as an interior designer Questions may include budget types of materials to be used where to get the materials special needs to be taken into account etc 18 Roles within Cooperative Groups As hands on teachers this could take on a whole new look than traditionally seen in classrooms When working together on a project each person could hav
9. ks This could be paragraphs or smaller sections between bolded headings Students read in pairs or small groups Each reads the chunk and one by one the students paraphrase each section Depending on the text they could add comments about any connections they make text to text text to self text to world An alternative to this is to read and write something The same concept is there but they are writing independently rather than discussing They can form groups after reading writing and discuss what they wrote Using only their notes they can come up with a new text to explain what they read 10 Read Recall Check Summarize This is very similar to 9 but this usually involves a process They continually ask themselves check if what they are reading summarizing recall makes sense summarize 11 Magnet Summaries You can have them discuss all four magnets or just 1 2 or a different one each day piece Different students groups could have different magnets For example if the topic was qualities of home furnishings and appliances some of the magnets might be performance safety cost quality efficiency space clean ability etc If the topic was health some of the magnets might be personal emotional physical and sexual Concept idea vocab 1 Concept idea vocab 2 performance safety Main idea appliances furnishings Concept idea vocab 3 Concept idea vocab 4 quality space 12 One
10. way to elicit background knowledge about a topic or to review already demonstrated material You can use the whole alphabet or just a few letters You can assign certain letters to a group of students individuals This is a quick way to find out what the students already know or have learned 7 Carousel Brainstorming A question or topic is posed to the class What does healthy eating mean What are the risks of sexual activity What are the qualities of home furnishings and appliances The students work in groups or independently to come up with an answer Ideas are shared one by one as you go around the room carousel The ideas can be gathered and used in a later discussion or answers can be discussed right away 8 Three Minute Pause After explaining and modeling a new concept put kids in groups of 3 identifying person A B and C Each student speaks for 1 min You may choose to do more or less depending on the topic objective personalities of kids Student A explains the concept Student B continues the explanation Student C asks a question Encourage students to ask a question that they may know the answer to just to practice developing questions It makes kids think and verbalize the process one more time This usually works best immediately after an explanation as the brain wants to organize the information provoking students to talk about it 9 Read and Say Something When reading a complex process or text break it into chun
11. y did You can question their procedure by providing what if scenarios based on their process This allows them to experiment with the procedure without the element of safety concerns 4 Think Pair Share This is sometimes called Think Ink Pair Share TIPS Anytime you have them do a worksheet or textbook problem this is an ideal time for this They think about the answer ink it share their response with a partner and then share demonstrate with the whole class This builds in wait time for the slower students builds confidence because they are sharing and validating their answers with another student collaborative work teamwork skills possibly even some reciprocal teaching may be going on if their answers don t agree and then sharing one thought out answer with their peers The key is that the student is doing the processing not the teacher for the student 5 Mind Streaming This is a great way to assess the students background knowledge In pairs a topic is given such as nutrition child rearing a cooking tool a process or any other concept One student talks for 1 minute saying everything s he knows about the topic The other student may not say anything however gestures such as nodding or smiling may be used At the end of the minute the roles are reversed The second student may repeat what the first student said but again must continue talking for the whole time 6 ABC Brainstorming This is also another
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