Who should I consider is a Socratic class discussion on how students’ choices effect the different “circles” of people in their lives. This lesson is intended to develop students’ sense of empathy and their role in a community larger than themselves. Actions are not without consequences and sometimes its others that bare that burden unfairly.

Time Frame: 55 minutes

Objectives

• 1. Analyze family, community, and work interrelationships

Set

Materials

• Projector & Screen
• Preferably a SMART board to capture student’s responses

Background for Teachers

• Brush up on Socratic Questioning by watching some YouTube videos like the following:

Activities

• Have a class discussion walking students through the different circles of people they should consider when making the decision of becoming sexual active. I choose this topic because most students will pay attention and have lots to say but if your not comfortable chose one from the list below.
• Then have students do the same exercise personally and write a 2 page essay on their answer to one of the following questions:
  • Who should you consider when deciding to recycle or not?
  • Who should you consider when deciding to drive after a few drinks?
  • Who should you consider when deciding to post a nasty comment about one of your classmates on Facebook?
  • Who should you consider when stealing a T-shirt from your favorite store?
  • Who should you consider when deciding not to do homework and play video games instead?
  • Who should you consider when bullying that nerd on the bus?
  • Who should you consider when answering that text real fast when your driving?
  • Who should you consider when purchasing lots of clothes, shoes, movies, and food with your credit card?

Closure

• Are all your decisions private decisions?
• What percentage of decisions that you make in high school do you think are private decisions? What percentage do you think impact more than just you and your family?
• Why is it important to make good decisions?
• What are the consequences of bad decisions financially? Give examples.

Evaluation

• The rubric for class discussion participation is included in the PowerPoint

Attachments

• Who Should I Consider (PPT)
• Who Should I Consider Worksheet (Word)

Links

• Six Types of Socratic Questions

Similar Lessons

• Decision Making
• Value & Goals
• Self Management Unit
• Values

This project encourages students to write their own children’s book using the STORYBIRD free website.  They don’t even have to be artistic as templates from a variety of artists are available for use.  After they write their book they create a VOKI to encourage others to read it.  VOKI is also a free website where student create a talking avatar.  Students can create books on any themes or you can assign a specific theme.  The possibilities are limitless.

Time Frame: 1 block

Objectives

• 12.3.2  Analyze the role of communication on human growth and development.
• 15.2.1  Choose nurturing practices that support human growth and development.

Set

• The Gift of Storytelling (Example)

Materials

• Projector & Screen
• SMART Board

Background for Teachers

• You should sign up for these sites before class to familiarize yourself and create a sample Storybird to show the class. Also, if you are teaching a preschool class and want stories for each unit assign topics that the students should write the stories about.

Instruction

• Write a digital children’s book using the Storybird.com website and then encourage a child to read it with a Voki book hook!
• Create a Voki, a talking avatar, which gives children an exciting summary of your book without giving away too much information.
• Instructions on how to sign up for each of these sites is in the directions attachment below.

Activities

• Students will write and read a story that they create using the Storybird and Voki websites.
• As a class watch/listen to all the stories that the class created.

Evaluation

• Storybird and Voki are graded according to the rubrics in the project instructions attachment.

Attachments

• Literacy Project Instructions & Rubric (Word)
  

Websites

• Storybird
• Voki

Similar Lessons

• Literacy
• Literacy: ABC Activities

This lesson marries traditional consumerism with social media and explores the strategies used to market consumer goods and brands via social media. This lesson is primarily one that promotes awareness and critical thinking about advertising and the subtleties that can influence consumers like students through a medium they are all too familiar with. I think of this lesson like an informatory discussion with your child about how not every person they meet is a safe person. This lesson is about teaching caution by  thinking & researching before jumping on every trend and by analyzing the company’s point of view and intentions so students can make smart, informed decisions about what they participate in online.

Time Frame: 2 blocks

Objectives

• 3.5.1 Conduct market research to determine consumer trends and product development needs.
• 3.5.1 Analyze features, prices, product information, styles, and performance of consumer goods for potential trade-offs among the components.
• 3.5.8 Utilize appropriate marketing and sales techniques to aid consumers in the selection of goods and services that meet consumer needs.

Set

• What is social media?
• What is the purpose of social media?
• What does it mean to go viral?

Materials

• Computer Lab
• SMART Board

Background for Teachers

• I included a PowerPoint that is merely a slide show of screen shots from Target’s social media sites. It is far better to go to the sites in class so they are most up to date however, I realize a lot of schools still block social media sites. If you want to make your own “screenshot” PowerPoint click here for instructions.

Instruction

• As a class preferably on a SMART board categorize social media sites. Have students give a summary/description of each one.
• Examples

• 
• Next, steer class discussion towards consumerism and their effective or ineffective use of social media. Ask questions like, “How many of you are “friends” or “follow” a company or product. Ask for some examples and why they chose to subscribe, follow, or friend that product/company.
• What are the reasons that companies want you to download their APPS, friend, or get you to follow them?
  • Send you product promotions
  • Brand visibility – to remind you of their brand
  • Get customer feedback on products
  • Track users and data mine user activity to learn about their customers

Activities

• As a class take a look at Target’s social media campaign and ask the class the following questions. It is my preference to let students login to the site individually and silently first to make their own judgments before class comment.  Put the following questions up on the board for them to think about as they view. As an alternative you can also post these questions on a discussion board if your school has access.
  • What was your customer experience like?
  • Was anything compelling about their campaign?
  • Was anything a turn off?
  • From Target’s perspective what do you think their motives are? What are they trying to get you the consumer to do? Do you think it is effective?
  • If this was not a class assignment how many of you would be friends with Target on your own? Why or why not?
  • What demographic is this campaign targeted to? What age range, gender, culture, location, income level, stage of life? How do you know?
• With a partner you are to compare and contrast two similar products or brands’ social media campaigns. Ex. Walmart vs. Target;  Abercrombie & Fitch vs. American Eagle; JcPenny vs. Macy’s; Pizza Hut vs. McDonalds; Este Lauder vs. Lancome; University A vs. University B
  • The final product will be a Glogster (online interactive poster)
  • Guiding Questions:
    • What are the missions of the two companies?
    • If you were in the board meetings of each of the companies what do you think they would say are the objectives of their social media campaign? Awareness, create web traffic, support existing customers, increase sales, brand recognition, etc?
    • Dissect their current social media campaigns. What platforms are they using? There may be more than one!
    • Summarize the messages they are sending or soliciting from their customers.
    • What Gimmicks are they using?  How compelling are their strategies?
    • What things if any are helpful to the customer?
    • Were there any social media marketing campaigns that went bad? How/why?
    • Give a rating, evaluative opinion on which product/brand does a better job utilizing social media and why you think so.

Extensions

• Career Connection: have a social marketing specialist come and speak to your class. Talk about marketing and careers in marketing such as working for ad agencies, promotions, public relations, and social media marketing.
• There are tons of articles out there on how social media sites are tracking user data and selling it. Have students read a few and write a reaction paper.

Closure

• After all the presentations ask the class what type of social media marketing tactics are most effective? What platforms? Why? Answers should involve the idea that brands/companies that can use social media to inform, help, add value to customers are the most successful. Ones that are gimmicky, are misaligned and provide little value put customers on the defensive and destroy customer trust.
• What did you learn today about marketing? As a consumer how can you hedge yourself from being overly influenced?  What are some of the consequences of being inundated with social media marketing?

Evaluation

• Glogster is graded
  

Attachments

• Target Social Media Pictures (PPT)
• Social Media Marketing Consumerism Comparison Glog Project (Word)

Articles

• How Facebook Tracks Its Users
• How to Advertise in Social Media Games
• How Social Media is Changing Paid, Earned, and Owned Media
• How Your Smart Phone is Keeping Track of You

Links

• Glogster

Similar Lessons

• Consumerism
• Consumer Products & Laws & Agencies

One lucky winner will receive a copy of Butterflies in May .

Get $5 Off & 2 Free Gifts When You Buy 2012 Taste of Home Annual Recipes Cookbook from ShopTasteofHome.com!

This lesson teaches the basics parts of a window, window treatments and how to measure for window treatments. It also allows students to physically “make” small versions of different window treatments. These projects make great display pieces for your department’s display case or open house!

Time frame: 2 blocks (or 1 + homework)

Objectives

• 11.3.1 Research product information, including but not limited to floor coverings, wall coverings, textiles, window treatments, furniture, lighting fixtures, kitchen and bath fixtures and equipment, accessories, and building materials.
• 13.3.2 Select manufacturers, products, and materials considering care, maintenance, safety, and environmental issues.
• 11.3.3 Review measuring estimating, ordering, purchasing, and pricing skills.

Set

Materials

• Projector & Screen
• Tape Measure
• Curtain Rod & Floor Length Curtain (not absolutely necessary but helps visual learners)
• Scrap fabrics, trims, paper, hot glue, wire, skewers, dowels, cardboard, markers, needles & thread, scissors, etc.

Instruction

• PowerPoint lecture and notes. Have students draw the treatments on the handout below.
• Demonstration with classroom window on how to measure for curtains

Activities

• Students will create six different window treatments in 3-D for a double hung window. In my sample I glued the piece of paper with the windows to a piece of cardboard to make it more sturdy. Have students label their window treatments.

Closure

• Without looking at your notes what is a Roman shade?
• What is a jalousie window?
• Someone describe to me how to measure a window for curtains.

Attachments

• Windows and Window Treatments (PPT)
• Draw Window Treatments (Word)
• 3D Window Treatment Windows (Pdf)

Links

• How to make a Swag and Jabot

Similar Lessons

• Window Coverings
• Windows, Doors, Roofs, and Housing Styles

Become a nutritionist for a day! This lesson has students to becoming a dietician for a day. They write an analysis of a particular client’s dietary related aliment as well as plan a week long menu for that client. Client’s aliments include diverticulitis, celiac disease, Prader-Willi syndrome, dairy allergy, lactose in tolerance, emotional eating, type 2 diabetes, and high cholesterol. This is a case study based assignment.

Time Frame: 1 block or homework assignment

Objective

• 9.1 Analyze career paths within food science, food technology, dietetics, and nutrition industries.

• 9.3.1 Analyze nutrient requirements across the life span addressing the diversity of people, culture, and religions.

• 9.6.1 Build menus to customer/ client preferences.

Set

How to Download a YouTube Video

Instruction

• Explain the project: “You are a nutritionist and each of the clients below needs your help to come up with a diet that they can live with in light of their current medical condition.” Your task is to create a menu for one week that fits your client’s needs. You are to create a packet to give your client including a letter explaining his/her condition and causes, a week’s menu with recipes and specific brands of food (if necessary).
• You may also want to go over the components of a professional cover letter

Activities

• Have students go to the computer lab to work on the project
• Have each student present his/her findings to the class

Assessment

• Food Aliments Rubric (Word)

Attachments

• Food Aliments Project (Word)

Links

• Safe at School: Guide for Protecting Kids with Allergies (PDF)

Time Frame:  1 block

Class Size: 20

Objective

• 9.3.5 Analyze recipe/formula proportions and modifications for food production.

• 9.5.6 Conduct sensory evaluations of food products.

Materials

• Variety of granola bar ingredients such as:
  • Oats
  • Craisins
  • Mini Chocolate Chips
  • Peanut Butter
  • Raisins
  • Almonds
  • Walnuts
  • Coconut
  • Coffee Grounds
  • Coco Powder
  • Mini Marshmallows
  • Dried Mango
  • Dried Pineapple
  • Apples
  • Wheat Germ
  • Wheat Bran

Background for Teachers

• If you’ve read the majority of my lessons you know already that I am a really big fan of experimenting and allowing students to figure it out even if they get it wrong. For this lesson I like to give students a general idea of how to make granola bars (See recipe) but then let them choose from a “bar” of ingredients to make their bars unique. If they keep the proportions similar to the base recipe they usually turn out just fine.
• One tip I like to tell my students is to think outside of the box. Do granola bars have to be bar shaped? Check out the recipes in the “links” section below for inspiration.

Activities

• Working in groups  of four students will create their own unique granola bars. I have students write down their recipe as they go and hand it in with a reflection of how the product turned out in the end.
• If you have time have your students draw packaging for their granola bar. What health claims can be made about their bars?

Attachments

• Granola Bar Lab Recipe & Worksheet (Word)

Links

• Homemade Granola  Bars
• Lunch Box Granola Cupcakes
• Heart Shaped Granola Cookies

Similar Lessons

• Ingredient Function and Purpose

For innovative teachers, although we may not be able to afford motion sensored kitchens, it is possible to integrate foreign language into culinary classes. One of the ways you can integrate is to partner with the foreign language teachers and make cultural dishes giving instruction in the foreign language then English.  You can also have words of the day or vocabulary words for each unit to incorporate more language. Finally, I love to play music during labs that matches the cuisine’s country of origin.

• French Culinary Terms
• Spanish Culinary Terms
• Italian Culinary Terms
• German Culinary Terms

For the macaroni and cheese lab, I’ve included Spanish vocabulary sheet to post in each kitchen. Go over the vocabulary words with your students at the beginning of the lab. Have one lab group member (4 students per group) be the score keeper. Make it a challenge to see what lab group can use the most vocabulary correctly while making their macaroni & cheese!

• Macaroni & Cheese Recipe (Half Recipe)
• Spanish Vocabular for Macaroni & Cheese (Word)

Submit one of the following: an original worksheet, lesson plan, power point, quiz, exam, etc. Entries must be teacher’s original work and content must be family and consumer sciences related. All valid entries will be posted on FamilyConsumerSciences.com for teacher use.

Congratulations to Gema Cuffari who submitted a lesson plan on self-esteem. She will receive two Becoming the Best Me character education books. Be watching for her lesson coming soon!