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AUTHOR Montana State Office of the Superintendent of Public Consumer Education DOCUMENT RESUME ED 275 908 CE 045 531 AUTHOR Levine, Marjorie C. TITLE Science and Math Activities and Resources for Teaching Rome Economics (S.M.A.R.T.). INSTITUTION Montana State Univ., Bozeman. SPONS AGENCY Montana State Office of the Superintendent of Public Instruction, Helena. PUB DATE 86 NOTE 194p. PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052) EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS *Basic Skills; Child Development; Clothing Instruction; Competence; Competency Based Education; Consumer Education; *Educational Resources; Family Life Education; Food; *Home Economics; Home Furnishings; Rousing; Integrated Curriculum; Learning Activities; *Mathematics Instruction; Nutrition Instruction; *Science Instruction; Secondary Education; State Curriculum Guides; Textiles Instruction IDENTIFIERS Montana ABSTRACT This guide was written to aid home economics teachers in developing a greater understanding and use of basic skills in the home economics curriculum. The objectives of this guide are (1) to expand the awareness of underlying mathematics and science principles in the consumer and vocational home economics curriculum and (2) to provide a bank of resources to give teachers a practical and useful base from which to launch their own basic skills instruction. The curriculum guide, structured around the Montana Scope and-Sequence, is divided into the curriculum areas of child development, family life, clothing and textiles, foods and nutrition, consumer education, and housing and home furnishings. Objectives and page numbers corresponding to the Scope and Sequence are noted on the top of each page. Science and mathematics concepts, competencies, learning activities, and instructional resources are numbered under each objective. (RC) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** SCIENCE AND KITH ACTIVITIES AND RESOURCES FOR TUCKING HOME ECONOMICS (S. M. A. R. T.) Developed by: Marjorie C. Levine Montana State University Bozeman, Montana 59717 Under a Grant Written by:Angelina 0. Parsons Department of Home Economics Montana State University Bozeman, MT 59717 Phyllis Dennee Department of Home Econamics Montana State University Bozeman, MT 59717 The project reported herein was performed pursuant toa grant from the Office of Public Instruction, Helena, Montana,through funds provided by the Carl D. Perkins Act. Grantees undertaking such projects under Government sponsorshipare encouraged to express freely their professional judgments in the conduct of the project.Points of view or opinions stated do not, therefore, necessarily represent official Office of Public Instruction pcsition or policy. The Office of Public Instruction and Montana State Universitydo not discriminate on admission, access to or conduct of its educational programs and activities,nor on its employment policies,on the basis of race, sex, national origin, age, marital status, or bandicap. SCIENCE AND MATH ACTIVITIES ANDRESOURCES FOR TERMING ROME ECONOMICS The roots of home economics have long been interwoven with scientific or mathematic principles. At its very conception, home economics was described by Ellen Richards to be "the utilization of resources of modern science to improve the home life." Catherine Beecher, too, stressed that the application of pr:ience was essential to good teaching in the field of home economics.Now, the recent "Back to Basics" mlvement has brought renewed interest in fostering math and science learning through practical application in home economics classes. The Vocational Home Economics Education Coalition Statement "A Quest for Quality: Consumer and Homemaking Education in the 80's" stated that although consumer and homemaking classes donot teach singly all basic skills,the "programs do serve as a vital segment of the whole education system in bringing basic skills, principles, and theories to life for students in their questtor independence." These basic skills become critical as our society becomes increasingly more complex. Home Economics classes can give practical meaning to the basic skills movement. Math or science can come alive when students perceive themto be useful skills for everyday living. As Moxley (1984) stated,"One gains both greater understanding and utilization of pie basic disciplines when they are applied with one'sown life."' SMART Home Economics (Science and Math Activities and Resources for Teaching Boma Economics) was written to aid teachers in developing a greater understanding and utilization of the basic disciplines. The objectives of this curriculum guide are to a) expand the awareness of underlying math and science principles in the consumer and vocational home economics curriculum and b) provide a bank of resources to give teachersa practical and useful base from which to launch theirown basic skills instruction. SMART, structured around the Montana Scope and Sequence,is divided into the curriculum areas of Child Development, Family Life, Clothing and Textiles, Foods and Nutrition, Consumer Education, and Housing and Home Furnishings. Objectives and page numbers corresponding to the Scope and Sequenceare noted on the top of each page. Science and math concepts, competencies, learning activities, and instructionalresources are numbered under each objective so Concept 1. relates to Competency 1., Learning Activity 1. and Instructional Resource 1. "The Vocational Home Economics EducationCoalition (1985). A Ouest for Quality: Consumer and Homemaking Education in the 80's. Home Economics Education Association, Washington, D.C. 2 Moxley, V.M. (1984). Home economics at risk. Illinois Teacher of Home Economics2146-48. 4 The learning activities and resources presented are by no means the only ones which should be taught.Indeed, you will have fun discovering many more as you develop your own units! The science and math principles that are commonly integrated into most home economics curriculums (ie. consumer problems dealing with interest rates and mortgages,sexual education and physical development) have not been expanded upon in this guide due to the ease of finding information in textbooks and other resources. The learning experiences are not designed to stand alone, but rather are to be incorporated into a unit or lesson plan which would provide background information via lecture, readings, audio-visuals, discussion, etc. Due to space limitations and copyright laws, only a concise description of most activities was possible. A reference has been listed to give you more detailed directions. Several worksheets,indicated by an * in the Instructional Resources section, have been included in the appendix to get you started. A short reference list of other easily obtained resources may be found at the end of the guide. And now, do something smart for yourself and your students: a) Incorporate some of the activitier of SMART into your curriculum, b) Inform your principal,school board,and parents on what a smart curriculum you are teaching (some schools even give math and science credit for home econamics classes!) and c) Provide us feedback on how you used SMART in your classroom by completing the evaluation form enclosed. If you have any II smart" ideas ofyour own that you would like to share, please send those as well! 5 Child 1 Development Child Development Level I (S.S. 1) Objective I. B. Identify developmental stages of early childhood. Math Concepts: Solve real world problems involving averages of whole numbers. Math Competencies:Determines averages related to characteristics of the newborn baby. Learning Activities: 1. Complete the Pretest. a. Observe a teacher demonstration on how to add andaverage heights and weights of a sample group of ten newborn babies. b. Bring into class individual birth weight and heightto write on a class chart. c. Find average class birth weight and height. d. Find thu average heights and weights of girls and the boys in the class. e. Obtain a list of birth weight/heights of newborn babies born during the last several months at a local hospital. Make comparisons with the class averages. f. Complete the Post-test. Instructional Resources *L-7. Height and Weight Activity. Pretest/Posttest from Crabtree._ Myrna. Teacher's Guide for Home EConomics Curriculum Competency Base(' Modules for Integrating Basic Skills in Reading, Writing and Mathematics, Florida State University. Child Development Level 1 (S.S. p. 1) Objective II. C. Explore Job Procurement Skills Math Concepts: 1. Mean, median, range 2. Solve real world money problems using multiplication and division. Math Competencies: The student will 1. Find the mean, median and range of current wage for babysitting in the community. 2. Determine number of hours of babysitting wages needed to purchase desired money goal. Learning Activities: 1. Survey community and find out current wage rat.e tor babysitting. Identify mean, median and range oi babysitting wages for community. 2. Set personal money goal (item to save money tor) and compute # of hours of babysitting needed to satisfy goal. Child Development Level II (S.S. p. 2) Objective I. A. Identify personal development characteristics. Math Concepts: Solve measurement problems. Math Competencies: The student will determine elapsed time between birth and specific development tasks. Learning Activities: 1. Complete thePretest. 2. Use Instruction Aid, The Baby Book, to makeyour
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