Time Frame: 1 – 3 blocks (your call)

Objectives

• 10.1 Analyze career paths within the hospitality, tourism and recreation industries.
• 10.1.4 Analyze the impact of hospitality occupations on local, state, national, and global economies.
• 10.5.4 Assemble information needed for domestic and international travel.
• 10.5.5 Produce travel documents and itineraries, utilizing current technology.

Set

• Tourism & Travel Survey has students get up and talk to each other questions about their travels.

Materials

• Computer Lab
• Projector

Instruction

• If possible contact your local AAA office and have a travel agent come in and talk to your class about travel and about travel related careers.
• Have a class discussion on travel and the travel industry. The PowerPoint below will help guide that discussion. Have students take notes on the discussion not just on the slides.

Activities

• There are several activities you can do depending on time. There are two projects (see attachments) that have students plan a vacation for a specific amount of money. There is also a mini assignment that has students create a timeline of how the travel/tourism industry changed over time in America. Finally, there is also an assignment (1 page paper) about the future of tourism/travel that makes students think about what new things there may be and what restrictions may be enforced.

Attachments

• Tourism & Travel Survey (Pdf)
• Tourism Packet (Word)  This group project gives students “$10,000″ to plan a vacation including when to travel, how to get there, food, activities, accommodations, etc. Rubrics, directions, etc included in packet.
• Travel & Tourism(PPT)
• How has Tourism Changed Over Time (Word)
• The future of Travel and Tourism Through My Eyes (Word)
• $1000 Travel Project (Word)

Links

• Commercial Flight History
• American History Timeline
• Tourism & Poverty Alleviation
• TimeLine Toast (if you want your students to create online timelines)

Every so often I will write a sponsored post. I allow companies who have products or services that I think would be helpful to you as readers advertise through a sponsored post. COPE24 is a parenting curriculum that is unique in that it is not a typical lecture style DVD but rather a DVD with realistic scenarios that parents deal with that are open ended allowing for plenty of discussion opportunities. What I like is that there is no commentary in the DVD’s but rather the students have to come up with the solutions– exchanging the normal passive ways students receive this information to active participation in solving these real life problems. The scenario based problem solving is effective as students will tend to recall even years from now when they are parents a specific scenario and the way to handle it. There are enough statistics and a variety of “solutions” for each scenario in the instructor’s manual that it is easy to instruct students and correct any errors in their solutions. COPE24′s instruction style is one that I personally like for high school students who think they know everything. It allows for the student to give their solutions first then correct any errors they may have.

The program

• DVD broken up into the following sections:
  • Crying Baby (preventing shaking)
  • Co-Sleeping/Bed Sharing
  • Bedtime
  • Potty Training
  • Negative Parenting
  • Homework
  • Dress/Clothing
  • Report Card
  • Sexual Abuse
• Worksheets: require scenario summaries, scenario modifications and problem solving.
• Instructor’s Manual – Filled with easy to read and follow instructions, statistics, and additional resources for each section

Samples

• Scenario: Bedtime
• Sample Video Clips

How to fit COPE24 into your curriculum

• Child Development classes: COPE24′s sections on the crying baby , co-sleeping, bedtime, tantrums, and potty training, can all be valuable for your students to go through. Even though this is technically a parenting program if your students are going to work in a day care or your school’s preschool program they will most likely run into similar situations and they will need to know how to constructively handle these problems.
• Life Skills: Student/Parent Focus. Want to talk with your middle or high school students about their parents and the everyday stressors they face as an adolescent? COPE24 sections on Homework, Dress/Clothing, Report Cards, and Sexual abuse that most teens can easily identify with. These video clips can help facilitate discussion and help teens see the situations from their parent’s point of view. They promote empathy and discussions can help students work through their frustrations that they may not realize are common to most teens. Teaching parenting can be tough because you’ll most likely be painting all too familiar pictures of students’ home lives. It is important to stress that this is not a time to judge their parents but rather to make a commitment that the dysfunction or bad parenting stops with them. They can make a choice to parent differently, learn the skills they need, and have healthier kids.
• Life Skills: Parenting Focus. Since this program can easily be split into bite size portions I would strongly recommend some sections to be taught to high school life skills courses. From my experience, there tends to be more female students who voluntarily sign up for child development courses therefore if you can teach some basic parenting in a life skills course where you may get a few more male students it would be beneficial. Imagine how many young men we could help become better fathers if they had some simple training before they left high school!

Testimonials

Yesterday, Ms. Rene Howitt from www.cope24.com came to our school and spoke to all of my classes and she did an excellent job! Rene founded COPE24 as an outgrowth of her experience and frustration with the Social Services system. Her message hits home with teens, she presents the reality of parenting, she does not sugar coat or glamorize what it is like to be a parent at any age, but especially shows teens how hard the road will be when they decide early on to accept the responsibility of becoming a parent. I decided to have Rene speak to ALL of my classes, not just those relating to parenting, because as she puts it, “almost all of you will become a parent at som e point in your life.” This was a great supplement to the curriculum that I am using and can be woven in at multiple points to show students doses of reality and what behaviors are to be expected at different stages of parenting. I highly recommend this program and inviting her as a speaker at your school. COPE24 is relatively new and based in Missouri. As such, Missouri schools have the opportunity to have Rene speak with our students. I would imagine that this program will be expanding rapidly and it will b ecome increasingly difficult to get her booked to speak. Her approach is genuine, she speaks from the heart and with her experience, kids listen and know she is not just “talking” but telling the truth.
Marina Scheiner | FACS, Smith-Cotton High School

“Can you image the impact this program, with the inclusions of a 2-week curriculum, will have in reducing incidents of poor parenting among our families in Missouri as well as the United States? We may never know the impact COPE24 will have on changing behavior, but it is the risk and fortattitude that makes it a worthwhile endeavor.”
- Cheryl E. LeFon | Supervisor, Family & Consumer Sciences Education

How to Purchase

• Purchase the COPE24 Parenting Program Instructor’s Manual & DVD
• Purchase the book, Whose Best Interest
  • Read the First Chapter

Background

• COPE24 is a non-profit 501(c)(3) status organization that was founded by Rene Howitt. Rene has spoken in over 120 Missouri, Illinois and Kansas middle schools, high schools, and universities totaling nearly 10,000 students. Their stories of abuse, neglect, foster care and lack of permanency in their lives led to the founding of COPE24 | Changing Our Parenting Experience. COPE24 believes that the way to break the cycle of abuse for the sake of future generations of children is through educating and providing our youth with a coping skill set that may not have previously modeled to them.
• List of Schools that current use the COPE24 program.

Have Rene Howitt speak at your school

• If you are looking to reach students on the important topics of child abuse/neglect, and parental coping skills, but want a forum that can reach a bigger audience at one time COPE24 founder, Rene Howitt is available to speak. During the past three school years Rene Howitt has spoken to over 13,000 students from middle schools all the way up to universities. She has traveled to over 150 schools in Missouri, Illinois and Kansas.

[contact-form]

This creative lesson is a design challenge that reaches beyond your classroom. Students are put in groups and assigned an administrator to interview and then design a tie for. This lesson focuses on the customer side of the fashion design world where customers are an integral part of choosing what they wear and what they’ll pay for. Of course a bonus is that administrators get to see what you do in your classroom!

Time Frame: 2 blocks

Objective

• Students will apply their basic sewing skills and their knowledge of design concepts and work to satisfy a client’s desires.
  

Set

• Give an introduction to the project as well as a demonstration on how to sew a basic tie. You can also show how to make a tie via a video like the one below.

Materials

• Fabric
• Scissors
• Sewing Machines
• Matching Thread
• Pins
• Rotary Cutter & Mat
• Old Ties from the consignment shop that students can use as templates

Instruction

• Instruct students to think beyond the standard ties they have seen. Questions to consider:
  • Texture?
  • Color?
  • Width? (Skinny ties, fat ties, “normal”)
  • Length?
  • Shape?
  • Embellishment?
  • Pattern?
  • Themes?

Activities

• Pair students up
  
• Have students interview their administrator
• Design ties by sketching and choosing fabrics – have them get approval to start cutting
• Students should then cut, stitch, and press ties
• When the class is finished, each group will discuss their tie design in front of the class and administrator. Students should talk about what inspired their design, why they chose the color/pattern/style, etc.
• Administrator should give feed back about what they like and dislike about the tie

Background for Teachers

• Another way to run this is to have one administrator come to your class and have the different groups interview him. Let the groups design based on their own interpretations of what he would like. When the groups are finished have him come back and decide which group’s creation he would be most likely to wear. He will wear the winning group’s necktie on a specified day.
• Have female administrators? Have students design a scarf, shawl, or handbag.

Evaluation

• Ties are graded for construction and client satisfaction.

Attachments

• Design a Tie challenge: Interview Questions (Word)
• Tie Pattern (PDF)

Links

• Bow Tie Pattern
• Tie Inspiration
• Bacon Tie

Similar Lessons

• Introduction to the elements of design and line
• Introduction to the principles of design and balance
• Personal Body Types
• Ying/Yang Characteristics in Clothing

This lesson is the second lesson of the grains unit. It is a grains cookery lab where each lab group makes a different grains dish and the class samples and taste tests them all.  It is a great way to have students try a variety of grains without breaking the bank or spending too many days on it.

Time Frame: 1 block

Objective

• Apply food selection and preparation guidelines related to grains.

Set

• Review from Introduction: What are the three most common grains in the US? What is the difference between short and long grain rice? What is the ratio of water to rice? Name some uncommon grains.

Materials

• Food for Today or other text book worksheet on the grains unit
• Bran
• Pearled Barley
• Quinoa
• Buckwheat Flour
• Bulgar

Background for Teachers

• A few notes on the recipes. First of all the recipes finish a different times. I usually assign a book worksheet (I use Food for Today) along with the lab worksheet so as individual groups finish cooking or are waiting for something they work on book work. As taste test samples are done students sample and fill out the lab worksheet.
• I also have a maximum of 20 students per class. I have students only make one recipe (recipe serving sizes vary)….these are taste test samples not full meals. That being said I have the bran muffin group make mini muffins and the buckwheat pancake group make enough small pancakes so each person can have one.
• Note there are several ways to deal with the Tabbouleh recipe. The first is to soak the Bulgar for the students (1 hour) or at least start it so there is 15 minutes remaining. The second is to have them taste this recipe the following class since the flavor deepens with time sitting in the refrigerator. I would suggest the later if you are going to give a quiz on grains the next class…then they also get to eat. I don’t know about your students by mine like to eat every class!

Instruction

• Go over the standards of quality for grains. Have students write them down in their notes.
  • Grains should not be so soggy/mushy that they become clumpy in most circumstances. Distinct particles, granules or flakes.
  • Pasta should not be over cooked so that it turns into a  slimy, sticky, clumpy mass. Instead it should have distinct strands or pieces and be tender but not mushy to bite.

Activities

• Each lab group will make a different grains recipe. 
  • Barley Soup
  • Buckwheat Pancakes
  • Quinoa Pilaf
  • Tabbouleh
  • Bran Muffins
• When everyone is complete, have students sample each of the recipes and fill out the taste test lab sheet.
• While grains are cooking or while groups are finishing cooking students should work on textbook grains worksheet.

Closure

• Class Oral Evaluation: Take a vote on the class’ favorite grain recipe. Was anyone surprised that they liked a grain that they wouldn’t have normally thought they would like? Why is eating whole grains important?

Evaluation

• Graded Grain Lab Worksheet (below)

Attachments

• Grains Lab Recipes (Word)
• Grain Lab Worksheet (Word)

Similar Lessons

• Grains Unit: Day 1 Introduction
• Cereal Grains
• Grains and Rice Lab
• Preparing Pasta, Grain and Rice Lesson Plan (PDF)

Know of other professional development events coming up this year? Shoot us an Email with the details and we’ll add it!

Need ideas for your grains unit? Look no further! Taste tests, power points, videos, labs, and unit quizzes.

Time Frame: 3-4 blocks

Objectives

1. Apply food selection and preparation guidelines related to rice, grains, and pasta.
2. Identify types of rice (brown, instant, long grain and short grain), and cooking methods for rice.
3. Identify cooking methods for pasta.
4. Identify the functions and food sources of fiber.
5. Identify foods high in natural fiber, and how to increase the bulk in low-fiber foods.

Set

• Class Questions: What is a grain? What is the difference between whole grain, multi-grain, and white bread? What are the health benefits of grains?

Materials

• Projector/Computer
• Cooking at the Academy (DVD)
• 366 Delicious Ways to Cook Rice, Beans, and Grains
• Bob’s Red Mill Cookbook: Whole & Healthy Grains for Every Meal of the Day
• Betty Crocker Whole Grains: Easy Everyday Recipes
  • Grains (for samples, taste tests, and grains cooking lab)
    • Kamut
    • Quinoa
    • Buckwheat Flour
    • Amarantha
    • Rye Berries
    • Oat Grouts
    • Triticale Rolled Flakes
    • Bulgar
    • Jasmine Rice
    • Couscous
    • Polenta
    • Instant Rice
    • Wild Rice (actually a grass not grain)
    • Long Grain Rice
    • Barley
    • Arborio Rice

Instruction

• PowerPoint lecture
• Taste test most grains that are discussed in the lecture (prepare these ahead of time and/or pass around bags of them for students to look at)

Activities

• Day  1: Introduction PowerPoint & Grain tasting and/or handling
• Day  2: Grains Lab (Quinoa pilaf, Barley Soup, Bran muffins, Buckwheat pancakes, Tabbouleh)
• Day  3: Rice Lab
• Day  4: Pasta Fundraiser (lasagna, stuffed shells, chicken Alfredo)
• Day  5: Quiz/Test & Cooking at the Academy Video

Background for Teachers

• Depending on your time frame for this unit you can either have samples prepared of each of the unusual grains or you can have the class make these grains by having each lab group (3-4 students) make a different grain recipe.

Evaluation

• Grains Unit Quiz
  

Attachments

• Grains, Pasta, Rice PowerPoint (PPT)
• Grains PowerPoint Fill-in Notes (Word)
• Grain Taste Testing Chart (Word)
• Grains Quiz Version A (Word)
• Grains Quiz Version B (Word)
• Grains Quiz Modified Version (Word)

Links

• Cooking Whole Grains Information Packet (PDF)
• Fiber Basics and Beyond: More to Know About Fiber
• Printable Nutrition Resources from Kellogg

Similar Lessons

• Cereal Grains
• Grains and Rice Lab
• Preparing Pasta, Grain and Rice Lesson Plan (PDF)

Since the new FDA food guide recommendations came out we’ve all scrambled to revamp our nutrition lessons to meet the new requirements. Since it has been a few months there are new resources available that you should be aware of. You’ll find links, lesson plans, power points, worksheets, and products to help you stay on top of the changes.

Quick Guide to What Changed:

• The Logo
• Focus on smaller portion sizes
• Replace sugary drinks with water
• Fill half your plate with fruits and vegetables
• Choose low fat dairy
• Make half your grains whole

Lesson Plans

• Choose MyPlate Lesson Plan
• MyPlate Introduction & Application
• MyPlate Lesson Plan (1-2 grade)
• Gregory the Terrible Eater Lesson Plan (1st grade)
• Family Meal Time (1-3 grade)

PowerPoint

• Make Half Your Plate Fruits and Vegetables (PPT)
• My Plate and Your Healthy Lifestyle (PPT)
• MyPlate (PPT)

Links

• Portion Distortion Online Interactive Quiz
• Blastoff Game
• Pick Your Portion Sizes
• Nutrition and Washington

Products for your Classroom

• MyPlate Banner
• 1 Great Plate Magnet
• Create a Great Plate MyPlate Dietary Guidelines DVD
• MyPlate Plastic Food & Plates
• MyPlate Cling Kit

Worksheets

• MyPlate Worksheet (PDF)
• My Plate Food Choice Continuum (PDF)
• Sample 2000 Menus (PDF)
• Food Groups Coloring Sheet (PDF)
• Mixed Dishes Calorie & Food Group Chart (PDF)
• My Plate Food Recall (PDF)

Works Cited

• ChooseMyPlate.gov
• SuperHealthyKids.com
• AllRecipes

Ever seen the television show “Chopped”?  My students love to watch it and have been bugging me to let them compete in our class.  However, with large classes, short bells, and limited budget, it was proving to be a bit difficult.  However, I think I have figured out a good way to go about it.  I think it’s a great and of the year project as well, because it helps get rid of extra food in a good way.

Time Frame: 3Periods
Class Size: 20

Objective

• The students will compete together and against other kitchen groups in style of the TV show “Chopped”.

Materials

• Kitchens, secret ingredients, pantry and fridge of other ingredients.

Background for Teachers

• If you haven’t seen the show then you may want to watch it.

Instructional Procedures

1. First day watch chopped and plan.  Elect half of team to be in charge of entrée, half of team to be in charge of dessert.  That team is also in charge of your own clean-up.
2. Second day, is day of entree cooking, 3rd day is dessert.  Can only take ingredients from demonstration table (including spice drawer and white bin), and designated fridge.  Can’t take ingredients back to table though, you must measure them out at demo table.
3. On days students aren’t cooking, students are in charge of judging; can’t vote for their own team. Vote for 1st, 2nd and 3rd place
4. To determine winner – at the end of both days, count up points.  Each 1st place vote = 3 pts, 2nd place = 2 pts, 3rd place = 1 pt.  Team with most points, after both rounds, wins!

Activities

• Since the food needed to be somewhat simple and quick, but also fun, this is what I came up with, but feel free to create your own secret ingredients.

(Wednesday) Day One:  Entrée – 35 minutes
-       Need samples for roughly 12 people
-       Secret Ingredients:

• ½ lb. chicken  (7 lbs chicken)
• 1 Red peppers (13 peppers)
• 1 Zucchini (13)
• ½ c. Orange Juice (2 jugs)

(Thursday) Day Two:  Dessert – 30 minutes
-       Need samples for roughly 12 people
-       Secret Ingredients:

• 1 can Manderian Oranges (13 cans)
• 1 tubes of biscuit dough (13 biscuits)
• 1 container strawberry yogurt (13 strawberries)

Other things for pantry:
-       Onions (1 bag)
-       Salsa
-       Lemons (6 lemons)
-       Chocolate
-       Whip Cream
-       Cream Cheese  (4 bars)
-       Marshmallows (2 bags)
-       Pasta
-       Cans of tomato
-       Eggs (2 containers)
-       Pretzels
-       Graham Crackers
-       Peanut Butter
-       Ramen noodles (13 packages)

Attachments

• Chopped Rules (PPT)

Links

• Chopped Casting

Works Cited

• Chopped: Food Network

Based on the My Lifetime show, Project Accessory this lesson will challenge your students to design accessories for an outfit of their choice. The objective of this lesson is to test student’s design skills and practical application of the elements and principles of design and color. Skills required: matching colors & patterns, sewing, construction, neatness, flexibility, adaptability.

Time Frame: 1-3 blocks

Objectives

• The objective of this lesson is to test student’s design skills and practical application of the elements and principles of design and color. Skills required: matching colors & patterns, sewing, construction, neatness, flexibility, adaptability.

Set

• Have your class watch an episode of Project Accessory.

• Handmade Chic: Fashionable Projects that look High-End, Not Homespun
• Paint
• Scissors
• Pliers
• Knife & Mat
• Hot Glue
• Fabrics (pleather, fur, felt, etc)
• Beads
• Sequins
• Thread
• Buttons
• Hair clips/combs
• Pin Backs
• Elastic hair bands
• Jewelry Clasps
• Jewelry Findings (earring backs, rods, necklace wire)
• Trims
• Used items from Goodwill or students’ houses (neck ties, bow ties, purses, tote bags, shoes, jewelry, scarves, belts)
• Internet (idea generation)

Background for Teachers

• First it is important to watch at least one episode of the show so the rest of this lesson is in context.
• Have students  bring in an outfit to accessorize from home. You may choose to tell them why they are bringing in the outfit or not depending on the class’ ability. Telling them its for an accessory competition will give them more time to plan ahead. This can be a dress, a formal outfit, or a casual outfit. It can be an outfit for men or women. It is really neat to display everyone’s outfits on a hanger on a rack or on a mannequin if at all possible prior to revealing the challenge.
• For middle school,  inexperienced classes, or time constrained classes, have students work in partners to complete the challenges.
• As far as getting supplies there are a lot of supplies listed and this can obviously add up. To deal with this you can either ask students to bring in the supplies they need for their specific projects (assuming multi day approach) or you can solicit faculty to bring in some of these odd ball things and just provide the basic materials listed above. You may also be able to solicit donations from your tech-ed department or a local hardware store for used or broken stuff.

Instructions

Scenario 1

• The first challenge is to create at least two accessories for your outfit made out of common recycled items.
  • Suggested Supplies
    • Paper Towel Tubes
    • Newspaper
    • Cardboard Boxes (ask your school’s cafeteria)
    • Bottle Caps
    • Containers
    • Twist ties
    • Bread Ties
    • Plastic Bags
    • Paint

Scenario 2

• The second challenge is to create at least 3 accessories based on nature with at least one using an item from nature (non animals) in the product.
  • Suggested Supplies (you can have your class go find stuff outside if you prefer)
    • Small twigs
    • Tree bark
    • Vines
    • Thistles
    • Seed Pods
    • Small Pebbles
    • Sea Shells, coral
    • Hay
    • Moss (purchase at craft store)
    • Pictures of flowers, leaves, trees, etc.
    • Fake flowers, leaves, stems (from craft store)
    • Snow flakes (purchase at craft store)
    • Paint
    • Feathers
    • Acorn

Scenario 3

• The third challenge is to create 3 accessories based on inspiration from the hardware store.
  • Suggested Supplies
    • Wire (various colors/thicknesses)
    • Nuts
    • Bolts
    • Screws
    • Chain
    • Sand paper
    • Paint
    • Tiles
    • Siding
    • Knobs
    • Carpet samples
    • Wood

Other Scenarios

• Lines, shapes, curves, 3-d shapes
• Black & White Accessories
• City Inspired Accessories
• Decade Inspired Accessories

Activities

• Have students set their outfit up either on a rack, mannequin or hang on doors, tables, chairs, etc. Give each student/group their own space. Read the challenge, I like to make it dramatic by opening a letter on a silver platter with the challenge.
• Remind students how they will be judged and what is at stake for the winners of the challenge. I personally do not like giving grades for challenges only bonus points or prizes. I personally believe that students are under enough pressure from the competitiveness of the competition that adding the grade component can overwhelm some students causing more fear than fun.
  • Judging Guidelines:
    • Theme Adhesion: implementation of the theme and compliance with the rules
    • Cohesiveness: All accessories must be tied together but this doesn’t mean they have to be matchy
    • Outfit Statement: How well the accessories go with the outfit, how clear of a statement the out fit is making (what adjectives describe the look? Is it a clear statement?)
    • Quality & Craftsmanship: How well the items are assembled. (Are their glue strands? Loose threads? Will the item stay together?)
• Give your students time to complete the challenge. Depending on what you are asking them to do you can do this lesson in one block to three blocks per challenge. If you are going to squeeze this into one block you might want to consider having students do their design drawing at home by telling them the challenge ahead of time. I would suggest one accessory per block. So if you are asking them for three accessories you should give them three blocks.

Extensions

• Have your students participate in a fashion show showing off their accessories. Collaborate with drama club to have someone do hair and makeup for the show. Students can either personally model their outfits or chose someone to model. Ask three faculty and staff to judge the show along with an audience choice winner. Ask local businesses for donations to sponsor the show or the show’s prizes. Since fashion shows can be a lot of work you may also consider combining your show with your school’s art show or concert.
• You can also add a budget component to this challenge.
• If you want to do  this challenge but don’t have the time to have students make everything collect a variety of accessories and lay them out on a large table. Have all your students put on their outfits and split the class up into teams of three. Have each team pick a group member to be the model. When you say, “go” have the other team members accessorize the model from the things on the table.  When time is up have all the models stand next to each other at the front of the classroom and discuss the positives and negatives of the accessories chosen. Ask the class about the elements of design, matching, color, cohesion of the look, other accessories that might be chosen that weren’t available.

Attachments

• Project Accessory Design Challenge Rubric (Word)

Links

• Full Episodes of Project Accessory
• Accessory Pictures for Inspiration

The holiday season can be stressful for us as the students get riled up in anticipation of school break, classes get shorter making it hard to cram our lessons into half days, and our personal lives get busy. I personally view holidays as a way to celebrate with students and take some of the pressure off of the normal academia pacing that at this time of the semester can leave us all exhausted. Here are a few holiday ideas to either help your department raise money, fit in some extra holiday excitement, or comply with a half day schedule.

Fundraisers

• Thanksgiving Pie Fundraiser

Baking & Pastry

• Tiny Turkey Dinner Cupcakes
• Nutter butter Turkey Cookies
• Pumpkin Cream Cheese Roll

Hospitality

• Turkey Placeholders

Sewing

• Felt Turkey Pins
• Turkey Chair Covers
• Soft Pumpkins These can be made into pincushions

Preschool

• Foot & Hand Turkey Craft
• Turkey Songs

Community Service

• Find a Local Food Bank
• Thanksgiving Food Baskets (PDF)

Life Skills

• Collage Family Tree