DOCUMENT RESUME
ED 114 511 CE 005 235
TITLE Consumer and Homemaking 5-6. Manual for Career Education. INSTITUTION Knox County Schools, Knoxville, Tenn. REPORT NO VT-101-993 NOTE 77p.; For related documents, see CE 005 234 and CE 005 236-237
EDRS PRICE MF-$0.76 HC-$4.43 Plus Postage DESCRIPTORS Activity Units; Career Awareness; *Career Education; Class Activities; *Consumer Education; *Curriculum Guides; *Elementary Education; Grade 5; Grade 6; *Homemaking Education; Learning Activities; Relevance (Education); Resource Materials IDENTIFIERS *Knox County Schools; Tennessee (Knox County)
ABSTRACT Objectives of the SPICE (School Programs in Career Education) curriculum guides are concerned with the areas of self-concept, dignity of work, constant change in the world of work, and relevance of school to work. The career education curriculum in the volume presents units which may be taught as separate subjects, incorporated into all areas of the existing curriculum, or usedas the total curriculum, with texts as references. Each unit contains suggested assignments and activities in math, language arts, science, and art. The consumer and homemaking cluster for grades 5 and 6 offers opportunities for learning about jobs by involving the students in activities that can be reproduced or simulated in the classroom. It also stresses pre-occupational learning, with job interviewing simulation. A 31-page appendix provides a booklist, instructional materials, and other teaching suggestions. (Author/MF)
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Manual for Career Education 5-6
Curriculum Guide
Developed by The Staff ofSchool Programs in Career Education Bruce Hinton, Director James C.Stewart, Curriculum Coordinator PhyllisMorelock, Guidance Coordinator
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Published by The Knox County Schools Knoxville, Tennessee Mildred E. Doyle, Superintendent 3 PHILOSOPHY The world of work is a dynamic, swiftly changing aspect of modern life. FOREWORD JobsChildrenfind that themselves whoseare flourishing only left exposure far todaybehind to maycareer in notour education evencompetitive, exist is twelve from technical theiryears parentsfrom age. now. may theircreased late awareness teens to on concern the part themselves of students about who, a career.heretofore,The increased have waitedchange untilin the job market must be counterbalanced by All education, all an in- decisionsschool K-12, that iswill a partaffect of theirthe process future ofjob building plans andaStudents career. prospects, at the middle school level (6, 7, 8) must frequently make In years course di washadpast oftenlittle students erratic if anyentering andcareer based this orientation uponintermediahe frivolous and direction.stage considerations of their educational such as snorts, development Their selection of courses ; becausecoveredfriendships, they that had andthey not popularity. had taken irreversibly school or eliminatedthe future manyseriously. of the most desirable Later in high school many of these students dis- careers Workhave as come a way to ofsee life work needs as a anecessary better image. evil which mayChildren eventually have, be foreliminated. some years, looked upon work with mixed feelings, There is not only monetary reward Many jobcreatedin workwell butindone, childrenthere regardless is aalso true offulfillment respect the type for ofand work work. satisfaction. as well as an appreciation for a Children must come to see that There must be re- GENERALthere is OBJECTIVES dignity in all work. To integrate career education concepts into the existing elementary selvesstandingcurriculum - theirof K-6careers abilities,in order and developthat limitations students a true and mayappreciation attitude's,broaden their and as understandingknowledgethese relate and to ofunder- them- a Self-ConceptSPECIFICfuture career. OBJECTIVES 2.1. To To help help each each student student see develop himselfcommunity.abilities, the as ability important ambitions, to assessand andnecessary himself prejudices, to the as they relate to a career. - his 4. Po heln nnch student rezilicncognting1.0 thatis -414(1'1the getting kev himself. *hp to along mn ysuccessful relat with other career peo1,3,,, and that this comes by first student ap.1,--cintn his abilities regardless of the ca,-eer Dignity of Work 1. To help students develop an dignityappreciation of any for job work well and done. for the 3.2. To help students knowrealize and thatacceptthedifferent allmost the work important rewardsfact is thatimportant andobjective. workers satisfactions and work necessary. for and many that money isn't necessarily Change is Constant in Careers 4. To help students understandrespected. that anv productive worker is to be Ca 1. To help students think of thebyundersta worldchange. of that work some as changing.jobs are eliminated and that others are created To help them, . 3.2. To To ht.3.. students appreciatemaw,by te(,,:hr.ologv the many new andjobs social that change. have been created students plan for a world of change where they may be retrained iii Relevance of School to work 1. To help students rot ate sekool to work and realize that school helps 2. To help students understandprocessothers.now that and ofschool will developing alsoattendance help self *:o -is Prepareconcerts a part forofand the the10.arning future. to get along with 4.3. To help students understandrecognizevalue thespelling, thatthat schoolwhere abasic career math,jobsis skills the must andand best suchcareershespeech builtframework as arereading,are slowly skillsconcerned. within andwriting, which thatwhich have a career a high may be built. carry-over The Curriculum 5. To help students understand career.jobsthat andthe themselvesgaining of ismuch an knowledgeimportant aboutpart of the process of choosing a existingas to give curriculum. the teacher maximum flexibility. The career education curriculum here presented is developed in such This is to sa,,, it may be taught as a separate subject. Each unit may he an adjunct to the a way Onarts,career the otherand education science. hand, intothe teacher,all areas if of she her so curriculum, desires, may including incorporate math, aspects language of At the most com-xehensive level, the teacher may use the science,unitS.P.I.C.E. contains and unitsart. suggested as her aczignments total curriculum, and activitiect with texts in asmath, references. language arts, Each so iv IND The units are prepared for multigrade or nongraded classrooms as well as depending3-4,the self-contained5-6. upon the classroom.capacity and interest of the class. The teacher may use as much or as little of a unit Units are developed in three blocks: K-1-2, Supplementary materials as she sees fit, ordinatorshelpare containedand materials will in assist the may resource thebe obtainedteacher kit whichinthrough planning accompanies the herproject unit, each coordinators. utilizingunit guide. materials, TheAdditional co- extentacquiring with additionalclassroom activities.materials, obtaining The curriculum guide is given as an outline of what might resource persons, and aiding to some be done in teach- alter,ing about or replace a particular any teaching job cluster. technique The teacher should feel free to supplement,or suggested activity with those of - GIO Thematerialsher Teacher own. not contained in the resource kit. The teacher should also feel free to acquire and to use additional istaught any educationcareer education which attempts for years to withouthelp the giving child itCareerfind education does not represent a new subject. a name. himself, his abilities,Many teachers have Career education heandand must his what liveambitions, life miiilof is likeas his well there life. as to teach him something - in the real world - outside the classroom - where about the world of work INN The only change that need take place in the teacher is a change in emphasis. latedtheInstead purpose to laterof insimply learningschool teaching years these andchildren skills. beyond to that read to a Help them see how these skills are re- or write or do math, teach them career. This,a part at ofthe a elementarygood teacher, level, such may as beunderstanding called guidance. andThe a goodconcern career for educationchildren. teacher has other attributes which In practice it means are always withoutacceptablepatience; feeling itto meansthem; inferior lettingit means because children helping of those discovereach hechild doesthemselves feel not proud in of his abilities possess. a wav that will he It means making people.inga child among feel her pridepupils in an any appreciation job or career-that for all kindsinterests him; and it of work and for all kinds of means develop-
vi CONSUMER AND HOMEMAKING 5-6
10 CONSUMER AND HOMEMAKING 5 - 6 girlsThisopportunitiesGeneral clusterto learnScope offers aboutfor boys manyjobs and richin 1. careers.helpsObservationConcepts improve of knowledge people at about work decorating,serving,ducedinofconsumer thisthe in skills clustertheandsewing, caring classroom:homemaking. used can furnishing,for bybe children, workers repro-cooking, Many 2. making.helpscareersInteraction improve in consumer betweenknowledge andworkers about home- employetc.tivitiesissidered recommended as themanyas possible.best involvement that teacher, the teacher ac-it Since experience is con- The 3. occupations.performhomemakingIndividuals in many are in differentqualified consumer toand wouldsumerportantteacherstudents consider and thisshould homemaking.whether clustera stresscareer or is'for not howin theycon-im- all Many 5.4. TechnologicalInformationjobschanges in consumereliminate aboutand sociological andcareersand homemaking. create is women,iron,howationstimes to findetc. incook,where life themselves sew,they men, washneed as in wellclothes,to situ- know as 6. Leisure-timeoccupations.consumerneeded by and all activitieshomemaking individuals in games,aothermanyThis part opportunitiesunitandstudents of activities.self-concept,will performgive to the seein andchildren skits,the it This is 7, Careersmakingchoice(hobbies, careers. arein consumergrouped etc.) byand affect families home- career behaviorotherthemselveshelpis hoped thebehavior" leads students thatand to seetheleads success understand howteacher to certain failure.while will 8. clusterThejobcluster.in consumer theclusters. isconsumer related and homemakingand to homemakingother This unit will also stress pre occupational learning. Students will simulate job interviewing and will discuss how one should dress, talk, and act when apply- ing for a job. It will all be in fun, yet the students will learn many things that will help them throughout life.
r V SCOPEI. Concept: ObservationimprovOr knowledge of people about at workcareers. helps ACTIVITIES RESOURCES A.II. Therer are many skillsoncept: ficfaialaiSTEPigii7W5RgiiEgipsconsumerimprove knowledgeand homemaking. about careers in 1. The children should work.byandpationsrelatedand observing girls homemaking whichto can consumer others learnboys occu- ofa.discuss "observing": the meaning wordserving"?What for is "ob-another b.c. byNameonehavebyWhat observing ovservingsomethingelse: canlearned we some- learn others?toyou do (5)(1)(4)(3)(2) WashRide IronPlantMake dishesa abikeflowers bird house B. Manysumerusedknow children bymanyand workers homemakingof alreadythe in skills con- 2. Have students name needandskills homemakingin thattheir consumer careers workers (6) Sew occupations. d.b.a.9. Serving'SewingCookingSweeping -2- Nowe.skillsindicate let thethey which students can ofdo. them, Decorating C.SCOPE helpedThe children to see shouldthat they be ACTIVITIES3. discussingLead the students the follow- in RESOURCES ceptbyhaveseeer observing. by learnedmightwhat letting happensbe many made the things whenclear-students one This con- b.a.ing: NametheseHow jobsthey skills. theylearned is not able to observe. c. observingNamemothers.havehave jobslearned learned theirthey by by e.d. Nameinglearnedfathers. askillstelevision. skill by learnedwatch- andawareChildren how of importanttheirshould senses be each made 4. madeThisthe clearerconceptfollowing bymight experi-doing be byand watching sisters. brothers tremelyindividual.ing,tasting,ofis. the smelling valuablesenses feeling, - toisseeing, hear-theex- Learning the value Many jobs b.ment:a. thatSelectthreeBlindfold canstudents. something betwokor learned ofnaturalthesebetoaddtcareers self-concept.carried appreciate senses. gifts on couldiswithout these a partnot Learning moreingintoample,otherserving quicklya away:stapler staples,putting than by in for ob- staplesopen-an for ex- -3- manyteacherthestapling otherbulletin can itemsthings devise. board, onto the or SCOPE ACTIVITIES c. Show the rest of isthe done. class how it RESOURCES d. Unblindfold the task.toaskstudents perform one ofand thethem then Chances willdrenastasktoare completeonenot whoasthe of be quickly has student theable the ob- chil- D. muchandremindedStudents bythat observing theythatshould shouldwe beotherslearn 5. Thereipatestudentstivities are to manyacquirecanin which partic-ac- served. practiceactivities.observing this the skill following while thecouldmaking.consumerpracticalin followingskills be presentedand experience used home-list in The class totes,theBeforeandlect do allowedlist ask the onepresenting theof following:activity. toactivi-class se- a. Write down on a servelearnthepiece things theasof theypaperactivities. they ob- SCOPE ACTIVITIES b. homemakingwithforPrepare theconsumer joba listedposter titles and RESOURCES theytitleshaveeachonchildren it. activity,feelthem of wouldthelistobserve jobs thebe As the to:tivitythetivity.related dressmaking would to the relate ac-ac- For example, 3.2.1.4. SeamstressHomemakingDressmakingSewing Activities List: 7.6.5.8. ClothingYouthFashionsWardrobe coordinator managerattendant a. whichwherehowkindsgroupKinds theytheyones ofcould arefoodsFoodcomewe exploreneedprocessed, -from,we This foreat, the bulletinbooketc.onesa ferentbalanced theycould boardfoods have diet,be or foundfortried, scrap-which a in Pictures of dif- various-5-and family old homemagazines. journals 111111 SCOPE ACTIVITIESb. modelpresentModeling clothes. tips - Let on ahow group to These mentMiller'sMarciRESOURCES Store, Pape Depart- magazines,mationgettheknowstudents subject.additional somethingfrom friends, mayfashion alreadyinfor-about They may 524-4040 F GJ DepartmentMakirole-playstudentsrectorparents., at willStore.andMiller'sfashion perhapswant mod- to Pape, Youth Di- The eling for the class. c. TheChecksforprovide store them. -,A newmight group fashions even may obtainwantfromstudentsaclass check. to a some ininstructbank willhow blank or tp need perhaps thewritechecks to First, the projector.ditto.maketateshould their for be the owndrawn overheadon on ace- A model check howdemonstrateOneserveteacher toof writetheas will a students toresourcea becheck.the able others could person to The money.tothetalkfor invite group this to theamightgroup; banker class also however, toabout want SCOPE Bob and Mary Brown ACTIVITIES RESOURCES orderPayKnoxville,1441 to of Cowhoovethe Tennessee Drive 19 Knoxville,Bank of Knox Tennessee County Dollars For The class should dis- Mr. Ben Hanna, checks;er:sonssafe;ingcuss Why withwhy some somewhypeople peoplea ofchecksofguest theusethe put speak-follow-arerea- guestcalledBank,Park Nationalspeaker.could on as be a relatedalsobalance.withandtheir somebekeeping moneyactivity.a ofgood the ain math- bank problemsbanks; This would SCOPE ACTIVITIES RESOURCES d. ThePlanningagreeaboutgroup school planningtopresent Meals talkcook -oninformationmight aHave meal.the asub- Otherplanscooktheject school. will theresourceof mealmealsexplain planning peoplefor how a week.she for Perhaps the mightthis begroup obtained. plan a meal. Let Supervisor.FoodCountyReagan,Mrs. ServiceHelen Schools Knox525-5261 playsRole-play!toshowdentBank open Account other(orthe a students)bankpart students - account.Aof stu- a couldhow One student tainedingformsbanker.customer account forfrom andopening acould anotherlocal bea bank. check-ob-the The necessary Samples of these bepracticeA form.andhanded dittomade each and copytofilling student eacheach could studentstudentout couldbe the Play money could formsfurther are on.given couldainterestedstudentsamount savings-Wt'dbunt. deposit of mightmoney. in a setting certainalso be up The ofr -8- lib SCOPE ACTIVITIESf. couldClassifiedads instudy a newspaper.Ad classified - Students A RESOURCES manymuchandnewspapercouldstudent wordsahow linecheck much(or are tocosts, students) with aseein word a howa how line, localcosts. writeupThefor a students classifiedpractice.it on the could boardad andmake They muchfiedgoStudentsacould throughnewspaperit ad would thensection mightthe check cost.to -lassi- tolikesee withsee howto makehiscouldfinallythingshow own. amany scrapbookwrite areeach different listed,an student adof of and Students could g. givenCaEUJstudentsContestSpecialsunusual twenty-five ads.- ofTwo the groups areWeek Atcalleda S.P.I.C.Egameboard SHOPPING week.buypurchases.adollars grocerygroceries with list forwhich of the its to Each group makes The class is available. Let-9-bargain-hunting.itsdecideor students themoney whichteacher most discuss group wisely.may spent SCOPE ACTIVITIES RESOURCES h. orSundayDinnerGroceryfamily relatives. dinner- ListandLetor somestudents) aoffor student Sunday friendshis plan a Let stu- couldandWhatDinner"dents"Thanksgiving where theybediscuss ordiscussed. it likeperhaps comes "Sunday toDinner." eatfrom i. uptheseveralGrocery a groceryclassroom. studentsStore store - Let setin Stu- onThearrangecontainersdents a studentstable could their according from couldbring products home. empty to the way these items are posterthemwithshortening,market:arranged couldthese board in bewordsetc. or amade realtag printed on board.super- on cereals, spices, Signs managerTheentation,histo students invitework. in toadiscuss mightsupermarkettell aboutlikeshopping After the pres- -10-aboutand let their students own experiences. tell ACTIVITIES toThe set class aside might a bargain like RESOURCES andoutadentsboard. cornerlocal putthe could thembestpaperon the goinbargains and throughbulletinthe take Each day stu- . Playhousebargain corner. - Build a gomakedentsplayhousecardboard. in playit.decorate furniturefrom itheavy and to Let stu- k. mother,theplaystudentsPlay roles houseHouse brother, mightof by- father, A taking likegroup'ofsister. to I. UsedMakethe"Who's Carsacar?" skit going- Howaround toto washbuy C1 / andcar,onmechanicsdentsTUFWaUir. howhow what check tomuch tobuy with tolook geta pay.used variouspointersfor, Let stu- pricehowtheThe(1) muchpricestudentsgoes The of fordowncar the could topurchasing break see, -11- (5)(4)(3)(2) InsuranceFinancingFederalLocal taxes taxes ABBREVIATED LIST OF CONSUMER AND HOMEMAKING ACTIVITIES 5.4.3.2.1. DiaperingHoldingMaking FeedingDressing bedbaby baby babybaby (use (use (use'use doll) doll) doll)doll) 25.23.24.22..Answering21. FillingWriting PuttingShopping outa up job for job W-2curtains ad bargains adsforms 10. Using an9.8.7.6. automatic CookingWashingMaking Kool-Aid clothesdisheswasher 29.28.27.26. WritingListingDiscussingGetting checkjobsa workchild children permit labor can laws do to earn money 15.14.13.12.11. SweepingBudgetingSettingHaving Using aantable birthday automatic party dryer 32.31.30. SellingBudgetingGetting througha abirth month's newspapercertificate income ad for a job 19.18.16.17. DustmoppingCoordinatingSelecting Covering furniturefurniture furnishings and decor 35.34.33. SavingListingUnderstanding money things salesto eat tax for breakfast C7 20. Discussing children's allowance 40.39.38.37.36. MakingSewingDiscussingRestoringPlanning clotheson mealsbuttons oldhow furnitureto save on the grocery budget u 43.42.41. ListingbudgetMakingthatListing do athe Christmasnotthings best cost akind familylist of on presentscan a limiteddo together 75.74.73.72.71. ModelingCarpetingMakingCaringKnitting forcardboard clothes pieceshoes of playhouse cardboard 46.45.44. HangingWaxingListingto get floors curtainskindsfor Dad, of foodMom, weSister, eat Brother 78.77.76. LearningBakingstoreSetting bread howup grocery(homemade)foods are store dated in inclass 50.49.48.47. MakingWashingIroning cookies clothesdifferenthair types of fabrics 80.79.81. DecoratingDiscussingareLearning fresh how child'show to totell babysitroom when foods 55.54.53.52.51. VacuumingThingsKeepingCleaningDrying for different thewindows the yard garden--tools types of fabrics 84.83.82.85. Gettingetc.KeepingCaringMaking forthingsa checkbook, socialthe fromnew security babyscrap stubbing, clothnumber 60.59.58.57.56. MoppingInterviewingCleaningComparing floor carpeting types for ofjob vinylcarpeting 89.88.87.86. LearningGettingApplyingFilling workoutaboutfor jobpermitcredit minimum application wages 65.64.63.62.61. KeerinrCleaningFixingDoing chores a clothesrefrigeratorstoveburned-out at homein good light repair 70.69.68.67.66. CallingMakingPatchingGettingComparing out inspotspants ordercatalogold out and of ordernew clothes catalogs - SCOPE Questions:ACTIVITIES These are ques- RESOURCES attions1. the thatend ofmight each be activity: asked eachHowthe many other?workers things learn could from 3.2. WhattheyIs ithappens work important well if theytogether? that do 4. withWhichlearningnot? people? is more tonew get important:skills along or 6.5. ofeachHowDidcommunicate? the did other?they things. the learn workers from List some 8.7. activity?dentsWhatDidtogether? they commentshave work about dowell thestu- E.SCOPE Children learn many things ACTIVITIES RESOURCES bebyencourageform.about observingkeen themselvesobservers her others children ofand per- human others to The teacher should a.Thethegrouplike The children following: toaccording judge might each to suchhelpnature.following:they questionsthem observe. interpret as the what She should also Discuss f.e.d.c.b. The groupmostsmoothestslowestfastestfriendliest cooperativeI liked working working best 2.1. DidWas everyone appearinvolved toin bethe happy? activity? Thecouldalso children discussapply mightto how a job.these 4.3. Did theone groupsor more do stu- betteractivity?dents whendirect everybody the Whatbodysaidabouttalked saiddid anything? those or youmuch? when thinkwho no-never SCOPE Concept: ferentareIndividuals qualified occupations. into consumerperform inand many homemaking dif- ACTIVITIES RESOURCES A.IV. Many jobs inConcept: consumer and eliminateTechnologicaland homemaking. and andcreate sociological jobs in consumer changes Thebymanyhomemakingskills. thepurpose things professional shareofthat this relatedare con-cook. done The caterer does 1. Let the students dis- posesa.jobscuss Discovering inwiththe mind: followingthese howpur- prouddentsdifferentskillsseecept that to iswill are know to manyjobs. probablyusedhelp that of in students thethey manybe same The stu- b. Discovering how manybyskills all skillsof the theare jobs aresameneeded making.learninglikelyjobsthealready skillsin look consumerpossessothers. requiredforward manyand to byhome-of They will most c. Listing almost alike homemaking:fromtheThethis following studentconsumer activity can jobsand usingdo appendix.scriptionstoStudents the job mayde-in therefer f.e.d.b.c.a. WaitressWaiterFoodChef RestaurantCaterer products cook tester MOPE ACTIVITIES i.h.g. KitchenPlant hostess supervisor RESOURCES 1.k.j. MaidCaterersupervisorFoodHead servicecook helper 2. a.Questions and Projects Areand jobs homemaking in consumer like- b. Namesociologicaltechnologically tosome be inventionschanged change? and by c. magazinesnewLetnaturethat gadgetsstudents haveof pictured. these changedfor cut jobs.the fromof the whattheandhomecouldletin peoplegadgettry and board.discussto make didwasdecide a beforeinvented. eachbul- one They d. ofchangedrecentorWhat these new new yearsmachinesjobs?the discoveries nature have in SCOPE ACTIVITIES RESOURCES e. ofShowthehomeDo houseworkapioneer howstudygoing the ofbackdays. hasnature the to f. years.andtheMakechanged ofpioneer a thescrapbook in modern recenthouse of scrapbook).siteotheronthehome, one twopage on contrastingpage, homes theof theoppo- (one g- nishmodelsStudentsorfromLet other and students cardboardof decorate eachmaterials.could makehome boxesfur- h. Domadeeachand art housefromother work cardboard withmaterials.of the models beances.usingthedoingpioneer usedmodern modernjobs housewifeas housewifeanda appli-bulletin of This could -19- board. SCOPE ACTIVITIES i. Students might want RESOURCES thegetsappliances,oldhometo haveclasshome today" adisplay utensils,and"pioneer and school.bring forgad- j. communitiesusedbeAn"thein invitedolder andto way be." talkperson homemaking tohave aboutcome mighta Most KUBMonroeMrs. Phone: Ellen524-2911 personhistorylyhistorian talk who ofabout will orthe other theglad-region. 'KUBLindaRUBMrs. CruzeAnn Dooley k. subjects:Creative writing KubBecky Davis (3)(2)(1) MyThingsIf ChristmasI Had I Want$100 to SaveBudget For (6)(5)(4) Should HowWhy IIs ISpend SavingWork Myfor So MyAllowanceHard Allowance? to Do? -20- (8)(7) My What Imaginary I Want MostHouse For es Birthday)Christmas (My SCOPE Piggy Bank ACTIVITIES (10) I Like (9)Flowers Things I Like to Do Around the Yard RESOURCES Use small bleach bottle (13)(11)(12) MyChina I FavoriteLike Is Allfor House KindsMe Planof Curtains(Dishes) anotherthinears,Decorate piecefelt bleach it eyesof plasticbottle andfrom curl ke a pig: , tail (use felt (16)(15)(14) ISilverware Like Handlingto Tend Is Whatto MoneytheI Like Baby Colorit),feet legs withfrom from magicbleach plastic marker. bottle straw, plastic. (18)(17) I WantLike to TellCook You- RoomHowSpecialitiesHere I DecoratedAre My My (22)(21)(20)(19) WaysI WantLikeCollect I Earnto TellWorkDolls Money Youwith Pottedabout PlantsMy Aquarium X25)(24)(23) I SewingILike Like to IsWorking Decorate What withforI LikeChildren Parties SCOPE Concept: Information about careers is needed ACTIVITIES RESOURCES A.V. oftenInformation taught inabout home jobs eco- is homemakingby all individuals occupations. in consumer and 1. Role- Playing sideredthemuchcareernomic subject aclasses.' awareness' partin more willof thisdepth beis con-cluster,so un- Since hunter).Letandinto students(one the groups theother employerdivideof a twojob, The two educationaljobs,theStudentsder thisworld working concept. needof requirements, work:conditions,to know about about andhomemakingtheselectstudents study consumer a up couldjobcluster on andfrom it. toetc.;totheytion apply talk however,alsoto fortothis need someonea informationinjob, to addi- knowhowabout how .-img forpracticestudentsthenThe a studentstakejob. thiscould turns couldalone first apply- The beencooperativelythemselvestions,nenta job, found, and how important howonceto withconductaskto a work johperti-otherques- has haveAfterclass.and had laterall the students before oppor- the Certainlydoparepeople,It these is.afor and a thingslittle nobetter howfifth seriously.toearly position. orpre- to applyletthearefortunity familiarthemteachera:Job for to switchjobsthat interview couldwith, about theyand bepointshouldaslooksixth in crucial, fun;theyupon gradernot however,should suchbe. and is activities theygoingonly there to At this questionthegivewhichlittle, opportunity the they theemployer know job tovery This should. tending.play-actingarethat many can valuable oppbe and learned pre- things by -22- cations.necessaryorhunter she tohas qualifi-see the if he SCOPE ACTIVITIES2. Following is a mock RESOURCES ; r_-, ofinterview the students which mightsome FE S ONN E use thisOFFICEandstudents likeas write ato model maystage.their want own to Other L Thislit. skit iservehouldf anhow examplecarefully benot asked job.to apply to seeob- f6r The students 01! AO hat they ployer:think. I'M SO GREAT Come in, young 1mYoung Person: mantheslouchily). (woman). Twobit(Person Industry? is dressed Is this Employer: J.B.ispardon. the Tobiten. Tobiten Industry. I beg your The title He's Young Person: werewrittennamethe dim.boss wasn't and and the veryowner. lights well Oh, the -23- SCOPE ACTIVITIES Employer: Rave a seat. RESOURCES herenine:Notemployer'sto thatsitin(Job front downone hunter chair.) inof thethetries Sit right It's Young Person: This sure desk.is (Bossa hard frowns.) chair. YoungEmployer: Person: What sort of mind?like)job did you have in (Very business- cigarettevisor,Vice-president,thing.(Pretends you sloppily) know. to Super-`smoke a President, Just any- M YoungEmployer: Person: How Like much one edu- yearIcation didn't of highdo want you school. tohave? fool money.Howportanttostuffaround domuch somethingandwith likedo so allyou makeI decidedthat,pay?im- You know? -24- elb SCOPE ACTIVITIES Employer: We haven't RESOURCES Young Person:. How much invacation?yet.talked chair) about a job (Slumping YoungEmployer: Person: President?(Irritated) Which job? Say, Vice- Employer: vacation40boy?lieve hours shop athe week, clean-upfirst no $1.80 per hour, Would you be- Young Person: Vice-Presidenteveryear.just had. lost the you coolest Man, you In Employer:Young Person: not going(Getting to giveup) And you I'm Is that right? Right! ordinator,PlacementBob Werner, Co- KnoxJob Employer: Youit.hirea secondhad me the andchance chance you either.blew to interviewing.thegivesCountycedure proper aSchools, talkfor pro- jobon -25- closet.Coulddoor? I show you the That's theThat's too bad. 525-7686 SCOPE ACTIVITIES Young Person: I can byfind myself. the door all RESOURCES Employer: That's the door!!!don'told fire go escape;out that I loie Oops... 3. briefposterLet students sentencesstating makein what a thatmore waysjob hunters poster,Beforeduringa person a making letjob should theinterview. the class do instructionsCheck the thecanshouldthingsanddiscuss chartcomparelet notone theminterviewing below. do. shouldthese list withandthe They appendix.givenfor aapplyingin job the SCOPE SO YOU WANT THAT JOB ACTIVITIES RESOURCES 1. Be familiar with the firmdecideand its whatbusiness. job in its For a Successful Interview We Suggest: Then 8.7. InDo anot private chew gumoffice, or smoke. 2. Apply on time and alone. talkThefriendsline employerwith you or you,can relatives.wants donot best. yourto 9. Let the employer do mostofseated.stand the talking.until invited to be . Know who the personsionally.thatcall isyou him are by toname see occa- and 11.10. DoSpeak not clearly,criticize confidently, others, won'tcourteously. hurt you. A smile . doDocan't.State anything"not claimwhat youbecauseyou can"can do.you 12. Do not fear the interview. Mostoreither your employers associates.previous are employers human 5. Be dressed suitably. beforenotFastidious in goodor after overdresstaste you either get is job.youforsides,and are considerate.good lookingthey workers are for lookingjust a good as Be- 6. If you have to wait, do soimpatience.shufflethe graciously, job. around or show Don't SCOPE TheACTIVITIESthe class interviews could judgeof the RESOURCES thedittoedPerhapsforchart.class students each byandthis statement.using handedsocould thatthe tobe Allow 10 points tointerviewsTheevaluateeach thetape teacherstudent groups. recordeach to might couldinterview.play the wantback
-28- elk VI. COPE Concept: homemakingLeisure-timecareer choice careers. activities in consumer affect and ACTIVITIES RESOURCES A. mindedconsiderisStudents only that oneshouldwhen vacation thing deciding be tore- 1. HowDiscussionleisure is a person'stime af- time.thenoticeaupon wideamount depending athat job.difference of there leisure is in They will upon b.c.a.fected by his job? VacationIncomeHours time whowhetherTheleisurediscussthe do students jobnothing or andtimethe not shouldthe ideaare andpeople income. of d. weekends,onworkWeeklyschedule shifts, at worknight, etc.) (Someon always happy. 2. mationdifferentofdentsreceive.Discuss days the aboutvacation withworkersnumber this stu- Infor- b.a.mayfrom: be obtained TeacherBanker 3. thetheirStudentsd.c. amount parents couldof vaca- about ask DressmakerCaterer bymakeTheceivetion jobs. classa timecharteach could they of thisre- year. SCOPE ACTIVITIES RESOURCES 4. The clasi will want asandtolook concerns takehomemaking at a consumerspecial vacation jobs 5. Why are some jobs Nametionalmosttime. some themselves? like of them.vaca- v VII.SCOPE Concept: cluster.inCareers the consumer are grouped and homemakingby families ACTIVITIES RESOURCES jobstionshiptherecareers;Jobsjust in constitute isas a asbetweenapeoplefamily. closein'families, familiesdo.therela- In 1. What is a job family?DiscussionGive some examples thisandjobStudents informationhomemakingfamilies should in since canconsumerdiscuss be "-*3. from Draw consumer a job treeand for making.consumerhomemaking. and home- whovaluablemationainof career. maytheirvalue isbe to especiallyselectiontochanging the them worker later of This infor- 4. What are the skills usejobsthat in below?aall worker of the might ofsamerequirejobs the skills infrequentlysame many a familyknowledge.and of muchthe sinceoften e.d.c.b.a. NurseryKindergartenFosterNursemaidDay care motherschool worker teacher worker 5: Let each student list making.inhasthe consumer skillsthat could heand already behome- used 6. A dressmaker wants Whatdressto make arefor a theawedding customer.' skills , -31- she will need? SCOPE ACTIVITIES7. A caterer plans a meal for a group of RESOURCES need?WhatentertainmentHeinfifty amustskills local businessmen arrange doeshotel. also. hefor . 8. Mary has just gradu- skillsclass.teachatedand fromis ashe kindergartenplanning collegewill need? to What are the VIII.SCOPE Concept: The consumer and homemaking ACTIVITIES RESOURCES A. Whatlike"cluster do an we unnecessary"? mean by the ques- term This may seemjobcluster clusters. is related to other Discussion dentsshouldthedren-willtion; concept. granythe behowever, surenot understand the termmany stu- be-chil- The teacher 2.1. WhatName isthings a cluster? that a.come Grapes in clusters: beA lated.jobsthefore clustermade concepts thatshe up is goesofare aofseveral groupcloselytoo clusters. far of re-into The cluster may 4.3. AreWhat the is trucka job drivercluster? b. Bananas qualities.quirements,skills,arejob relatedby families, educational and certain allpersonal ofre- which 5. Let the class prepare atheand jobchart samethe clusters. showingcaterercluster? thein workersmakingworktheirintoIn theconsumer contact workersjob thatcourse family are andwith oftenof not home-or theirother incomeeven 7.6. HaveHow isstudents the dressmaker prepare dependentfrom other upon clusters? workers withotherandarein manyworkoftentheir clusters. workersvery dependentcluster. closely from upon They board.)inoldmakera center chartmagazines(Cut in theoutwithof poster- center.pictures andthe pastedress- from -33- SCOPE ACTIVITIES RESOURCES variouslationshipKnowingthatIt isis job thisofthat clustersimportance.between relationshipthis re- theclusterspasteAround dressmaker. symbols this related picture for to the Be- clusteraappendixCheck sheet the of for the dentforimportantexists whohis canisfuture to preparingbe the verycareer. stu- writethedentdressmakerexplainingtween clusters. inupon the statements each twoishow depen-symbolsofthe symbols.
1) rem rn & X.e-1-
CONTENTS ResourceBook List People Page 4337 ListBulletinFilm of List Careers Board Ideas 494845 EvaluationChartChecklist of Abilities 655958 S.P.I.C.E.ClusterThoughts Symbols Pertinent Activity toRecord Applying for a Job 696866 VocabularyIdeasLetters for to Integrating Parents the Skills 777372 Consumer and Homemaking r Book List 5 - 6 Ames,Alexander,Adler, Gerald Irving Arthur FoodTheFibers Hiddenand Life You Arnold,Aylesworth,'ThomasAndry, PauleneAndrew ItFoodHi, WorksNew Facts Baby. like for This Young People Barr,Banks, JeneDonald Marjorie WhatHow CanandWe GetMoneyWhy OurWonder Do? Dairy Book Foods of Building Bendick,Beim,Beck, JerroldBarbara Jeanne TheTimVegetables Firstand the Book Tool of ChestSupermarkets Black,BetterBerry, AlgernonHomesErich & Gardens TheBetterEating First Homesand Book Cooking &of Gardens Ethics Around Decorating the World. Book Buck,Breetveld,Boydorr, Pearl John Jim GettingThe Wonderful to Know World United of NationskOOd Crusader's Buehr, Walter Bread:Welcome The Child Staff of Life -37- Buehr,Beuhr, Walter FoodCloth from from Farm Fiber to toHome Fabric Carter,Carson,Callahan, PhyllisByrta Dorothy TheHow StoryYouGreat Look ofNutrition Clothand Dress Puzzle Colonius,Clayton,Checroun, NanaleeLelliunNatalie AtYoungPull the UpBakeryLiving a Chair Dow,DeSantis,Cooney Emily Mallen Brooms,BubbleIt's Up BathstoButtons You and and Hair Beaux Bows Evans,Eberle, Eva Irmengarde AllPeopleThe AboutWorld Are Usof Important Fabrics Georgior,Floethe,Felson LouiseConstantine WhiteyTheLetters Farmer and to Whiskers anda Teenage His andCows Son Food Goldenson,GlynneGlassner, SherwinRobert AllTheHow AmericanAbout the Americanthe Girl Human BeautyEconomic Mind Book System Functions Gruenberg,Graham, Ada Benjamin YourGreat BreakfastAmerican Shoppingand the PeopleCart Who Made It .Hastings, EvelynHammond, Winifred AtPlants:Cotton: the DairyFood From and Farm People to Market Henriod,Hiroch,Helfman, LorraineS. Elizabeth FourscoreTThis Know Hungry a Grocerand World More Hurd,Hollos,Hoffman, Edith Clara Peggy ComeTheSew withEasyStory Me of to Your Nursery Coat School Jubelier,Johnson,Jackson, LoisKathrynRuth Jill'sWhatHomes We AroundCheck-up Eat the World Katzoff,Jupo,Kenworthy, Frank Betty Leonard NothingThreeCathy's Billionto First Wear NeighborsSchoolbut Clothes Lent,Lee,Leaf, TinaMunroHenry MenMannersManners at Workto Can Grow in Be the OnFun South Lerner, Marguerite WhoMichael Do You Gets Think the YouMeasles Are? Lowenherz,Liang,Lewinton, Yen RobertMina PopulationTheFaces Skyscraper Looking Up Martin,Maher,Maginley, JohnLealon C. J. ConquestIdeasHistoric About of Models Disease Choosing of Early America McDonald,Meeks, Esther Barbara FamiliesCookingCasserole LiveFun Cooking Together Fun C) Neurath,Neigoff,Neghbert, AnneMarie Ester ManyDinner'sThe TrueFoods StoryReady of Cloth 11, Perkins,NewNewcomb, York WilmaHeraldEllsworth Tribune TheYoungMiracle Fannie America's Fabrics Firmer Cookbook Junior Cookbook Petersham,Petersham,Perl, Lila Maud Maud TheLeesRed-Flannel Story Learn Book About Hash of Silk ThingsandAShoo-Fly We Wear Pie Pitt, Valerie Let's Find Out About the Family ProvusPost,Radlauer Elizabeth WhatTheHow Emily IsFamilies a Community?PostPeople LiveBook Togetherof Etiquette for Young Rogers,Riedman,Roberts Matilda Sarah TheWhereFood First forTime PeopleBook Stood of StillCotton RosenbaumRomano, Louis HowEconomicsThis a IsMarket a Departmentof Economythe Consumer WorksStore Rossomando,Schloat,Scheib, Ida Warren Frederic MilkTheEarning Firstfor MoneyYou Book of Food Schloat, Warren ,w he Wonderful, Egg Smaridge,Shannon,Schneider, TerryNorah Herman LookingAboutEveryday Food at Machines Youand Where and ItHow Comes They FromWork Stanek,StanekSpeiser, Muriel Jean HowUNICEF People and Live the inWorld the SuburbsBig City Vogel,Waller,Symons, Ray Leslie Arthur ClothingTheFix-It Other Book City Wilkinson,Young,Whitney, Dot DavidJean DotComeLet's Young'sto Find Work Out Sewingwith About Us Book inMilk a Hotel Zim,Young,Zim, Herbert HerbertMarjabelle YourThingsStand Food Up,Around andShake Youthe Hands, House Say "How Do You Do?" RESOURCE PEOPLE NewMrs.FinancialMt.588-6544 Hopewell KempAmaryllis FainService School S. DeatonCorporation HomeRegionalMrs.525-7307 KatherineEconomic Supervisor EducationGreenwood 524-2911RUBMrs.577-4545 Ellen Monroe MarcieKnoxElementaryMiss525-6261 CountyWillaPape SupervisorSelveySchools LindaMrs.524-2911KUB AnnCruze Dooley FashionKarenMiller's524-4040Youth Henry Coordinator CoordinatorDepartment Store 524-2911KUBBeckyRUB Davis Mr.Job546-8111Sears Walter Placement McMillanExt. Coordinator 216 KUBMt.524-2911 Tom Milligan Knoxville524-7485ChildMr.Knox John Countyand HudsonFamily Schools (TalksServices of the Family) JobKnoxMr:525-7686 Placement BobCounty Werner SchoolsCoordinator KnoxvilleChildMaggie524-7483 and Barnard Family Services Resource Peo for the Welfare De artment- 546-1530 Mary Arms Child Development Ext. 288
Charlotte Turner Child Department Ext. 287
Margarit'Guess Social Work Ext. 287
Carolyn Condry Social Work Ext. 294
Elizabeth Miser (* *Note: Call Mrs. Miser for scheduling all theabove.) Child Development Social Work Ext. 208
54 Buying and Selling FILM LIST Keeping Busy MoneyInflation and andGovernment You FoodOurFood FamilyStore from tothe the Sun Rescue OurMoney Money Goesand System Panicto Work KeepingGettingFruit (Food Food for fromReady Us) Spoiling for Market AtTooState Home Little andin theSpendingLocal Evening Taxes MilkMarvelousKinds of FoodPeanut GettingFamilyBrothers FunReady and Sistersfor Bed SugarStoryProduction Throughof Food of theFood Ages HelpingGrowingGetting UpMotherReady for School VegetablesWhereWhat's Foodin (FoodOur Comes Food? for From Us) Buttonholes (Sewing Series),
Buying Food Wisely
Cooking Terms (Cooking Series)
Cotton Fabrics (Consumer Education)
Finishing Touches (Sewing Series)
Getting Acquainted (Child Care)
How to Cook Meat by Dry Heat
How to Cook Meat by Moist Heat
Keeping Children Happy (Child Care)
Keeping Children Safe (ChildTare)
Materials (Sewing Series)
Measuring Accurately (Cooking Series)
Rayon Fabrics (Consumer Education)
Retail Store (Consumer Education)
Safety in the Kitchen (Cooking Series)
Seams (Sewing Series)
Select Your Style (Consumer Education)
Serving Meals (Cooking Series)
Sleeves and Necklines (Sewing Series)
Slide Fasteners (Sewing Series)
56 `Special Daytime Problems (Child Care)
Sterling Silver on Your Tables
Storing Food (Cooking Series)
Using Your Pattern (Sewing Series)
Wool (Clothing and Shelter)
Wool Fabrics (Consumer Education)
Eskimo Family (Families Around the World)
Family of Brazil (Families Around the World)
Family of Central Asia (Families of Other Lands)
Family of Guatemala (Families Aroilnd the World)
Family of India (Families of Other Lands)
Family of Israel (Families Around the World)
Family of Jamaica (Families of Other Lands)
Family of Jordon (Families Around the World)
Family of Mexico (Families Around the World)
Family of Scotland (Families Around the World)
Family of West Germany (Families of Other Lands)
Family of Yugoslavia (Families Around ,the World)
Getting Along with Your Brothers and Sisters (Family Living)
Is There a Typical Family? (Family Living)
Parents Are People Too (Family Living)
57 -47- BULLETIN BOARD IDEAS 2.1. PicturesA bulletin of boardtools madeand productsup ofmagazines) pictures used in of housekeeping. tempting dishes. (Cut from old (Cut from old 4.3. PlaceLet each sample student of creative draw, color, writingmagazines)himself and on placeas bulletin a consumeron the board. bulletin or homemaking board aworker. picture of 6.5. PicturesPut up poster cut from showing magazines namesand of placedwhatfamiliesparents their beside involveddoing jobs each variousare. in job. consumer things andat home.homemaking Pictures of each worker could be cut from magazines 8.7. MakeA large a bulletin picture boardof a workerusingproducts.he orthe(three she labels does.feet from tall) various with captionsfoods or explaininghousehold what 11.10. BulletinPicture 9. ofboard Usingperson of newspapers suggestionsproperly dressedmake for a applyingbulletin contrastedimproperly forboard dressed.witha job.of picturethe best of bargains person of the week. 13.12. Bulletin board madeusing up Charlie of cartoons Brown fromascationcation. a thecartoon or book self-concept. characterof cartoons for from career S.P.I.C.E. edu- The caption could be some of the concepts used for career edu- CONSUMER AND HOMEMAKING WORKERS
Nursemaid
Foster mother
Child-care attendant (School)
Kindergarten teacher
Day care worker
Laundress
Clothing management specialist
Wardrobe specialist worker (motion picture)
Dresser (amusement and recreation)
Nursery school teacher
Wardrobe mistress (amusement and recreation)
Wardrobe attendant (amusement and recreation)
Dressmaker
Seamstress
Garment inspector
Costumer (motion pictures)
Caterer
Director (school lunch program)
Manager (cafeteria or lunchroom)
Food products tester
59 WM -49- Food service supervisor
Caterer helper
Home lighting demonstrator
Home service representative
Home lighting adviser (light, heat, power)
`Slipcover cutter (house or car)
Hand sewer
Drapery operator
Slipcover seamstress
House mother., (private school or college)
Executive housekeeper
Management aide
Home demonstration agent
Inspectress (hotel or restaurant)
Maid (motelr.hotel, he 1)
Maid (hospital)
60 a- have taught the specific conEe7FFet forth in your Belowcareer check education the column manuals: S.P.I.C.E. UNIT CHECKLIST that best expresses the degree to which you 1. Integrated career educationthe into total curriculum. / Very Little Some Extensively 2. Helped students recognize atheir limitationsabilities,career. ambitions,as they relate and to 4.3. Helped studentseach student develop see preciationanhimself asap- important for alland jobs.necessary. 6.5. Helped students understandwork why is necessary.desirable. 8.7. Helped students relateunderstand their ofchangingthe work. nature of the world 9. Helped students see the withim-portanceworkschool others. outside workof getting theto theclassroom. alongworld of 10. Helped students participate broadenincreasein hands-on their their activitiesknowledge awarensm andthat of jobs. -58- . R. Chreer Manual Artistic Academic Planning Decision Inventive Creativity Self-Concept Organization and Skills Ability Maturity Skills Skills and Making Skills m o G2 . 116 , . . 1 kg . m m m m 4 * .. Cl) , Pi 11 01 lici ' gH.0 H. . 03(11 )4rt 0. 0 trl al0' rt 0.rt 0 11F.1. ? ' 0a'rlrt 0 rt I-. I-. 0 0 PN-'11 tr 11al 0'rt rt 1
10. Role-playing
11. Creative writing
12. Filmstrips
13. Records or cassettes
14. Parent helpers
15. Other helpers
16. Other activities.
68 17. Guidance activities
Future Plans --
69 Dear Farent,
School Programs In Career Education is attempting to give boys and girls a broad knowledge about many different jobs. We are sure that you will find your child's knowl- edge of the world of work increasing daily. We hope that much of what the students learn will come from parents of
South Knox County who are willing to sit down with a class of students and discuss their work.
The parent is not asked to make a speech but rather to come dressed in his or her work clothes and simply discuss his or her work with the children. If the parent can bring some tools of his trade or something else related to his work to show to the children, this will be very greatly appreciated by the students.
Parent's name
Address
Phone
Job title Job location
Day or days of the week that would he most convenient for you
The time of day you could come
Signature 70 -72- MATH Activities for Integrating the Skills into Consumer and Homemaking 2.1. TheingredientLet students the students iscould in thestudymake container. athe graph labels showing of food the containersproportion toof seeeach what ingredient. part of each Use fractions. 1/2, 2/3, 3/4, etc. 3. weightThe students to see ifcould it correspondstake food items to that from on the the supermarket label. and check their 5.4. Letounces,Theconvert students quarts this workcould toto otherpints,with study decimalsforms quartsthe weightof toinmeasurements. poundsdetermining information and ounces, miles given peretc. gallon of Ounces to grames, pint to on the label and gas, 6. themLetTheusingamount thefour spendmoney ofstudents basic a thisforliquid mathematicalshopping.amount plan in theiraover container abudgetfunctions period whenaround of can reducedtime abe givendividedused to amountwhena smallerinto dealing ofunits container, withof days, in money, and let money. 7. workerswagesweeks,ownLet time,the at months,and astudents setdeductinghourly etc.amount pretendworkers. lunchper hour. toand be coffee workers breaks, and let etc. them practice keeping their Explain the difference between salaried Let them convert this into 9%8. Lettime. the classstudents study study receipts time andand makepractice out theirmeasuring own dailythe quantities schedule basedsuggested on in the receipts. 73 *MO 10. Letandsleeve the women, classand shoetrouser examine sizes length, clothes for boys waist and and shoeand men. bustsizes. measurements, This would include color size, shoe sizes for girls LANGUAGE ARTS 1. Enhanceterms, vocabularyuse them in learning written bywork introducing and oral activities. new words and terms. List these words on Defing the 2. ofEncourageHavetheirposters, an studentslearning.oral in themreport notebooks, doto outsidewithshare a and their visualreading use findings themaid. in connectionin withspelling other with class their games to help reinforce members in the formresearch projects. 4.3. GiveHaveand the inyoungsters writingstudents short collaboratepractice written in onusingreports. preparing resource books in gathering information an interview form to use on field 5. TheyLetresourcetrips thecan and studentswrite personwith a resource paperimagineand the telling people.thatimportance theyall theyare of wordingknow about them carefully. Talk about appropriate questions to ask the some worker in consumer and homemaking. their job. Oa 8.7.6. HaveLetRead studentsan interesting oral reportgather information daynewspaper each week articlesfrom at the which and timeform each news relating to consumer and homemaking. a weekly bulletin board. student gets to tell 9. consumerTheandsomething homemaking.students andinteresting homemakingcan take thatany and creativehe examine or she writing ithas from done theythe point of view or learned about consumerhave done relating to of grammer. SCIENCE 1. LetIdentify, the class parts discuss of speech, various punctuation, household chemicalsspelling, in sentence structure, etc. order to determine what gardenis harmful bug anddust, what medicine is not. in the medicine Alm This74 could include soups, blioNsp, pesticides, cabinet. 2. Theand class their could effect discuss on the the body. taking of prescription and nonprescription drugs 4.3. theLetmeantThe compositiontheclass by studentsresearch. could is discussdiscuss changed thethe by scientific effectheat. of heatmethod of investigation on different types of food and how and what is 6.5. DiscusstheeffectLet effectthe produced. theclass ofeffect freezingdiscuss of salt theand freezingandthe spicesbest ofmethod different for fruits The class could make.a.poster listing the fruit upon food. preserving each. and vegetables and"the or vegetable, 7.8. waysDiscusswillHelp astheinvolve youthe students canimportance'of that identify water water isas usedmany to indifferent cooking. the study of the diets and eating habits of our body and to our lives. types of food as they can. many countries. List as many This 1. obtainmanyclass.library.activityStudent artists information canat gethome.practice their on commercial drawingstart in cartoon theart elementaryand characters cartoon classroom. Perhaps the class could adopt the best cartoon Commercial is a profession that can be started early representingdrawing their through favorite the local character for the The teacher can and 3.2. makingclassRole playing usescenery, a wide activities props, variety and areof costumes. materialsmore successful and if art supplies in designing and scenery is used. Let the 4. DesignclassinConduct designing identifya acolorful discussion clothes, other mural uses within depicting preparingofthe art class inthe labels foods that onconsumer the use andof arthomemaking. in decorating homes, for food products, etc. are needed in a well Let the talentbalancedfrom consumerin diet,clothes orand designlet homemaking. the or mural in representing represent 75 some of the studentsmany own ofcreative the different workers 5. clothing,Have students or"furniture, collect magazine and make and a collagenewspaper of picturesthege pictures. of different foods, 6.7. theHavebyMake thetable. studentsan class. attractive make dioramas,poster representing models or shadowthe best boxes lable depicting for food their stuff family designed at
Ira Vocabulary Words for plusVocabulary additional Study words - Let of the their students own, anduse makethe wordsa Consumer provided and inHomemaking this vocabulary Dictionary. list, Consumer and Homemaking 5-6 The students will need to carry 2.1.out the following tasks: eachLookArrange word.up allmeanings words ofalphabetically words that are not well known, and write a definition for The following books available 4.at5.3. the Knox County Materials Center were Designwords.CutDrawused picturespictures asa coverresource out toand illustrateof make old upmagazines; a wordstitle where forpaste the possible. them dictionary. in the dictionary to help define books in compiling this'Gladys vocabulary: PerkinsDorothyVanTaber Der - -CalliahanLindeMy The Own Fannie- CookAround - YoungBookFarmer the America's WorldJunior in Cook Cook80 DishesBook Book Vocabulary Words for t is suggested that Cinammonthe teacher allow students to look these words Consumer and Homemaking37. Napkin 73. Wire whisk up in a dictionary) TarterPepirroniPizzaAraganoSpaghetti sauce 42.41.40.39.38. CanFlourCasseroleSaucerCup opener sifter dish 75.76.74. SauteDissolveDilute - to cook in asmallfrying amount pan with of buttera 11.10. 9.8. PerchFlounderSnailsLobsterOysters 46.47.45.44.43. CakeVegetableCerealParingButcher pan knife knifebrush 80.79.78.77. ParmesanApronRareSprinkle cheese or fat, stirring often. 16.15.14.13.12. VinsenLambBeefPorkFrog legs 52.51.50.49.48. CarrotsGreenBrockleyAsparagusCelery beans 85.84.83.82.81. HerbesMinestroneBouillonBlueCheddar cheese cheese (Italian) 21.20.19.18.17. TinderShoulderRibroastT-boneMutton loinsteak roast 57.56.55.54.53. LettuceGreenCabbageRadishesOnions peas 90.89.88.87.86. CutletOliveMarjoranTarragonParsley oil 25.24.23.22. PancakeOnBuffetSmorgasboard the house turnerdinner 61.60.59.58. CracklinsCroutButterBlackeyed beans peas 94'.93.92.91. VealMustardClovesOlive (green, black) 30.29.28.27.26. ElectricFryingWoodenDoubleSauce panspoonboilerpan mixer 66.65.64.63.62. LiverKidneyNavySalamiSausage beans beans 99.98.97.96.95. 3ggnogWatermelonCocktailChippedAppetizer beef, ham 35.34.33.32.31. TableclothPepperMeasuringSaltRolling pinspoon 71.70.69.68.67. SouffleTaffyFudgeShrimp dish 103.102.101.100. RyeGkiddlecakesDumplingsButterscotch bread 36. Plates IMO 72. ColanderBalance scales 78 105.104. CafeYeast on bread lait - coffeewith cream 106. Peppermint 147. Shish kebab 107. Applesauce 148. Goat milk 108. Boston cream pie 149. Soybean 109. Ginger snaps 150. Turkey 110. Lemon chiffon 151. Yorkshire pudding 111. Peanut brittle 152. Enchiladas 112. Divinity 153. Tacos 113. Poultry 154. Egg roll 114. Rolled oats 155. Beef Stroganoff 115. Sandwiches 156. Wiener Schnitzel 116. Tart 157. Custard 117. Chop suey 158. Chocolate 118. Clam 159. Cocoa 119. Almond 160. Coffee 120. Frozen Mousse 161. Chop suey 121. Sherbert 162. Chili con carne 122. Mushroom 123. Anchovy 124. Cottage cheese 125. Croquettes 126. Haddock 127. Halibut 128. Mackerel 129. Salmon 130. Shell fish 131. Clambake 132. Chowder 133. 0 la Newburg 134. Glazed 135. Stuffed 136. Garnishes 137. Giblet gravy 138. Macaroni 139. Hungarian goulash 140. Fricassee 141. Meringue 142. Avocado 143. Horse raddish 144. Rocquefort cheese 145. Sour cream 146. Caviar
79