DOCUMENT RESUME AUTHOR Warpinski, Rober' TITLE ... · learning- experiences list ... to- fit apprOpriate-ly into existing,. logical COUtO-content. 2. ... De can add quality to our

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ABSTRACT

DOCUMENT RESUME

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Warpinski, Rober'A Supplementary irogram for Environmental Education,Home Economics, Beginning, Intermediate, Advanced.Project I-C-E, Green Bay, Wis..Bureau of Elementary and Secondary Education(DHEW/OE) , Washingtoh, D.C.72111p.

MF-$0.65 HC-$6.58Behavioral Objectives; *Environmental Education;Fundamental Concepts; Home Economics; InsttuctiOnalMaterials; Interdisciplinary Approach; LearningActivitiet; *Lesson Plans; *Secd-hdary Grades;*Teaching GuidesESEA Title III

Presented. in_ this- teacher's- guide -for beginning,intermediate, and_advanded gradet,ate letsern piaht and-ideat- for

_Integrating= home econdmietAfaMtly living, child development, family-consumer economies, faMily housing and interiors foday foods anduittrition,_arAfaMily_clOthihg-and textiles), and environmental_edOcatiOn. Each letson originates with a- hndaMental-cOndeptipettainingio the environMent-and_Otatet,7 in additiOni_area, sub3ect area, and problem orientation.-FOliOWingithit,behavioral objectiVetandzsuggesed iearningl=experiendetTaxeOil:dried._ Behavioral objectiVet ihclude:dognitiVe=and,:affectiveobjectives and skills=to be learned,_ While learning- experiences liststudent- centered ih=class activities and-oUttideretoUree and-doMiunity activities._ Spade is provided_ for teachers -to -note resourceand reference Materialtpdblicationt4

Av416-VisuaI-aidti: and--coMMUhity-tetodrde 'The guides- are ttipplekentary in=- nature and theletsohs or epitodet rare designed to be plaeed-ih'_eitisting course.content at-appropriatetimet.:This work Was prepared under an ESEATitle III eontract-fot Project-I-C -E

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SCOPE OF INTEREST NOTICE

The ERIC Facility has aisisnedthis document Processingto

In our judgement. this doCumentis also of interest to the clearing-houses noted to the right. Index-Me Should reflect their specialpoints of view.

US DEPARTMENT OF HEALTH.EDUCATION A WELFARENATIONAL INSTITUTE OF

EDUCATIONTHIS DOCUMENT -HA:, SEEN- REPRODUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINATING IT POINTS Or VIEW OR OPINIONS ,STATED DO NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLICY

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_PREFACE

"Oikus" for house is the Origin of the term '!ecology''. EnvirstudieE our house --whatever or wherever it may an- uldbrellafexpand, or contract to fit manTI.dfiges,natural, and-,0*-made. Je oin'=.

ehirirotmentS, our many:"hoUSee'if:W-omit -rancor and-cite clong-range:'coMpie2aties4 Cur goikus uses. the-,i0S-ightS of all .suhjedt-S, Thus_; -

multidiSdip/inary,prOgrat_iike-obrO necessarily reSul4.:=4100 sincealong One, OUt :plrOgrEM:ranget thiu lifeenv#0nthene.thIrrbts OvalteS. These values have _that origin Iii_they"oikUe'-ot our -collect;minds.. Lat-us--betoMe-tasters_ of our hoUSO by replacing the -g4eek-sdaiwith "Enot4 thyself-and t_hine h_oUSe.'"

1. Written and designed by _your fell* teachers -,_ this guide mi. :le-to- fit apprOpriate-ly into existing,. logical COUtO-content.

2. Eadb page or episode offers _suggestions-.. -kfio1/44ing your students 151b.-to adapt or adopt;., liMitleSs A-:chances are here for _yoOki:ekperiMent.Many _ep1.8odes-are self, oOntained, rabme: open - minded, 0641 totherS_ C.developed- over a= lew:-dayS .

3. Try theseleOisodet_-bu' t hlease_o.i-repian. -SiMply 016- guide h-and no _curriculumwill N4orkunless'v3.ewed-10 the context of your s_

4. Readt tojhiStOideith SeratCh:_ide4 andmotes on the ,episode paAfter using, an episode, fill-out the:,attached.esialuation,fort in t,duplicate-or request more of these-forms.: Send,the67ingly- or c0-WO sincerely want yOur react-bins or- suggestions-- negative and pOsievalUatiOns are the key in telling us !vhat-i4brks" and-ltr aidingthe guides.-

TERMS AND ABBREVIATIONS

ICE RMC is Project, -ICE Resource Materials Center serving all publicschool districts in CIST 3, 8, and977EFEk the Project ICE Bibliogr.resources. Cur address and phone number is on this guide's cover. F:or call us for any materials or help:

BAVI is Bureau of Audio Visual Instruction, 1327 University Avenue,Madison, Wisconsin 53701 (Phone: 608-262-1644).

Cognitive means a measurable mental skill, abilityti=or prq.''ees base.Affective refers to student attitudes, values, and feeling's.

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PREFACE

fir Greek origin of the term "ecology". Environmental education

a, or wherever it may be. Like an umbrella, our house can

n Iany ranges--natural and man-made. De can add quality to our

tge uses" if we omit rancor and cite long range gains, costs, and

, uses the insights of all subjects. Thus, a rational, positive,

ice Like ours necessarily results. Also, since attitudes grow over

o anges K thru 12. The environment mirrors our attitudes or

'ct their origin in the "oikus" of our collective and individual

Aa ?rs of our house by replacing the Greek adage of "Know thyself"

ne house.'

der your fellow teachers, this guide is supplementary in nature- -

to existing, logical course content.'be, fers suggestions. Knowing your students best, you decide what

nt itless chances are here for your experimentation and usage.

c. contained, some open-minded, still others can be changed or

ys.Please pre-plan. Why? Simply, no guide has all the answers,work unless viewed in the context of your students.

pa h scratch ideas and notes on the episode pages.

t fill out the attached evaluation form in the back. Use,

co more of these forms. Send them singly or collectively to us.nsi reactions or squestions--negative and positive. Your

;o r in telling us 'what works" and in aiding our revisions of

is 'tsource Materials Center serving all public and non-public

v.- 8, and 9. Check the Project ICE Bibliography of available

F: id phone number is on this guide's cover. Feel free to write

Ils or help.e, Visual Instruction, 1327 University Avenue, P. C. Box 2093,

r Phone: 608-262-1644).,se able mental skill, ability, or process based on factual data.

I:lent attitudes, values, and feelings.

ACKNOWLEDGEMENTS: The following teachers and consultants participateet the Supplementary Environmental Education Guide en

CESA #3 CESA #8D. C. Aderhold, Bondbel Mary Anders, Winneconne, Pe ivia

John Anderson, Peshtigo Robert Becker, Fox Valley (L) Le: RoWalter Anderson, Viausaukee Mary Chriss, Hortonville Ka as

Bonnie Beamer, Coleman Cliff Christensen, Winneconne Me 01Merlyn Blonde, Shawano Kenneth Couillard, Hortonville Sa KeR. A. Dirks, Gillett Raymond Emerich, Hortonville Du KaDennis Dobrzenski*, Ehite Lake Mike Ercegovac, Winneconne Roy =Ai

LeRoy Gerl, Oconto Dona Geeding, Menasha Jai DoKaren Grunwald, St. James (L) Donald Hale, Winneconne Ph DoWilliam Harper, Lena James Huss, Freedom Ke JaSister Claudette, St. Charles Sister Lois Jonet, Holy Angels Ja: SiErvin Kunesh, i!arinette Kenneth Kappell,.St. Aloysius Mi. Ke

Kathleen LeBreck, Oconto Kenneth Keliher, Appleton He KeP. E. Lewicki, Gillett Everett Klinzing, New London Ga 11V

Dorothy O'Brien, Wausaukee Fred Krueger, Oshkosh Nan FTerry Otto, St: John (L) Jim Krueger, Winneconne Jo JiArthur Paulson, Cconto Falls Mae Rose LaPointe, SI:. John High Ca MaMarie `Prochaska, Lena Rosemarie Lauer, HortonvilleY De RoChristine Proctor, Wausaukee Robert Lee, Neenah Kr RoArthur Schelk, Suring Harold Lindhorst, St. Martin (L) Me HaPeter Skroch, Cconto Falls 'Dennis Lord, Little Wolf Ja DeDavid Soitesz, Crivitz Robert Meyer, Neenah Si ".to

Bill Stillion, Shawano Arnold NeuziLi'Shiocton El ArCathy Warnack, White Lake James Nuthals, Lourdes . Jug Ja

Connie Peterson, St. Martin (L) pr. CoConsultants Rosemary Rafath, Clintonville C. Ro

CESA #3 Mark Reddel, St. Martin (L) Wi 4a

Dr. Richard Presnell, Gladys Roland, Little Wolf Ro G1Univ. of Wisc.-Greer, Bay Kathryn Rowe, Appleton Ja (a

CESA #8 Mary Margaret Sauer, Menasha Ca 4a

Dr. James Marks, Edwin Schaefer, Kaukauna Ma , }i:d

Lawrence University Lee Smoll, Little Chute Ca 1.e

CESA #9 Doris Stehr, Mt. Calvary (L) Ma Oo

Dr. Charles Peterson, Ginger Stuvetraa, Oshkosh CA

St. Norbert College Richard Switzer, Little Chute M.

Tim Van Susteren, Holy Name Vi

Lila Wertsch, St. Margaret Mary Li

Warren Wolf, Kimberly Ja

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g teachers and consultants participated in the developmentemeutary Environmental Education Guides:

CESA #8Mary Anders, Winneconne,Robert Becker, Fox Valley (L)Mary Chriss, HortonvilleCliff Christensen, WinneconneKenneth Couillard, HortonvilleRaymond Emerich, HortonvilleMike Ercegovac, WinneconneDona Geeding, MenashaDonald Hale, WinneconneJames Huss, FreedomSister Lois Jonet, Holy AngelsKenneth Kappell, St. AloysiusKenneth Keliher, AppletonEverett Klinzing, New LondonFred Krueger, OshkoshJim Krueger, Winneconne Joseph Hucek, PulaskiMae Rose LaPointe, St. John High Catherine Huppert, DePereRoselaarie Lauer, Hortonville DeAnna Johnson, DenmarkRobert Lee, Neenah Kris Karpinen, West DePere

Mel Kasen, GibraltarJack Koivisto, Green BaySister Mary Alyce, CathedralEllen Lotz, West DePereJudilyn McGowan, Green BayPriscilla Mereness, WrightstownC. L. Paquet, DenmarkWilliam Robert', Sturgeon BayRoger Roznowski, Southern DocirJan Serrahn, SevastopolCalvin Siegrist, How.Suam.Mary Smith, Green BayCarol Trimberger, KewauneeMary Wadzinski, How.-Suam.

CESA #9Peter Biolc, West DePereLee Clasen, Lux.-CascoKathryn Colburn, AlgomaMerle Colburn, AlgomaSara Curtis, Green BayDuane DeLorme, Green BayRoberta Dix, St. Joseph Acad.Janet Elinger, A3hwaubenonPhyllis Ellefson, Wash. Isle.Keith Fawcett, West DePereJack Giachino, SeymOurMike Gleffe, St. MatthewsHerbert Hardt, GibraltarGary Heil, DenmarkNannette Hoppe, How.-Suam.

Harold LindhorSt, St. Martin (L)Dennis Lord, Little WolfRobert Meyer, NeenahArnold Neuzil, ShioctonJames Nuthals, LourdesConnie Peterson, St. Martin (L)Rosemary Rafath, ClintonvilleMark Reddel, St. Martin (L)Gladys Roland, Little WolfKathryn Rowe, AppleconAary Margaret Sauer, MenashaEdwin Schaefer, Kaukauna..ee Smoll, Little Chute,)oris Stehr, Mt. Calvary (L)Ginger Stuvetraa, Oshkoshttichard Switzer, Little Chute'im Van Susteren, Holy NameLila Wertsch, St. Margaret MaryIarren Wolf, KimberlyJery Farrell, Menasha

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C 12. Private ownership must be0N regarded as a stewardship andCE should not encroach upon or violatePT the individual right of otherS.

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BEHAVIORAL OBJECTIVESCognitive: T e stu entcomprehends the signi-ficance of privateownership and using itwithout violating therights of familymembers.

Affective: The studentappreciates the rightsof others and valuesprivate ownership.

Skills to be LearnedDiscussionGraphic illustrationsKeeping journal

Discipline Area Home Econ

Subject Personal.

Problem Orientation Family.

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SUGGESTED LEARNING EXPER.I. Stu ent-Centere in class II. Outsid

activityA. Students 7 on sheet of

paper all or their personalpossessions. Ex., clothes,bicycles, records, etc.

B. Students discuss how someof these items might en-croach upon the rights ofothers if they are notused as they were intended.Ex., playing reco...i playertoo loud riding bicycle onneighbor ;s lawn, etc.

C. Students keep journal forthree days recording everyincident when they misuedtheir personal possessionand violated the rights ofothers.

D. Students prepare bulletinboard or show case advocat-ing the proper use ofpersonal possessions so asnot to violate rights ofothers.

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on : be Discipline Area Home Economics

1 and Subject Personal and family relations

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SUGGESTED LEARNING EXPERIENCEStu ent-Centere in class:tivityStudents list on sheet ofpaper all of their personalpossessions. Ex., clothes,bicycles, records, etc.

. Students discuss how someof these items might en-croach upon the rights ofothers if they are notused as they were intended.Ex., playing record playertoo loud riding bicycle onneighbor's lawn, etc.Students keep journal forthree days recording everyincident when they misuedtheir personal possessionand violated the rights of.others.Students prepare bulletinboard or show case advocat-ing the proper use ofpersonal possessions so asnot to violate rights ofothers.

II. Outside Resource andCommunity ActivitiesA. Social worker, lawyer or police-

man talk to class on "Violationof Individual Rights."

B. Students record incidents orexamples within their communityillustrating "violation on en-croachment of rights" byneighbors, children, townofficials, etc. Individualrepresents to the class.Discuss and evaluate.

Resource and RefFi-FriTe Materials Continue and A ditional sugge

Publications:Homemaking For Teen - Ayers, Book 2,Chp. 2, I-C-E RMC

Audio-Visual:"Family Teamwork and You," BAVI,6654, $4 50"Family Life," BAVI; C69., $2.00"Your Family," BAVI, 2525, $2.00"Your'Family Budget," BAVI, 2526,$2.25

Community:

1,rgenued and Additional Suggested Learning Experiences

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C 7. Factors such as facilitating trans- Discipline Area Home E0N portation, economic conditions, popu- Subje-ct PersonC

E laton growth, and increased leisure Problem Orientation Fami.PT time have a great influence on changes

in land use and centers of population density.BEHAVICRAL OBJECTIVES SUGGESTED LEARNING EXPERTI

Cognitive: The studentanalyzes inter-relation-ship of family leisuretime and land use.

Affective: Committed toleisure activities thatdo not abuse the land.

Skills to'be LearnedWorking in a groupThree dimensional illus.Editorial writing

I. Stu ent-Centered in classactivityA. List family leisure time

activities.B. List land resources. Ex.,

earth, plants, minerals,water, etc.

C. Make showcase to displayresources used in familyleisure time. Ex., tennisracket, animal intestine,wood (plant)

D. Walk in neighborhood toobserve land use forleisure time activities.Ex., swing set, bar-b-que pit.

E. Based on their, observa-tion, students composeeditorial to local news-paper pointing outcommunity use and abuseof land for leisureactivities. Ex., Groupof five or six studentscompose introductoryparagraph. Remainder ofclass pair off to developrecommendations to be put

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SUGGESTED LEARNING EXPERIENCESStudent-Centered in class II. Outside Resource andactivity Community Activities

List family leisure time A. Park and Recreation Dept.activities. "Recreation Dept. PhilosophyList land resources. Ex., of Leisure" (values and methods)earth, plants, minerals, B. Summer RecreactiLn Directorswater, etc. "Types of recreation programs

. Make showcase to display available for the family"resources used in family C. Physical Education Teacherleisure time. Ex., tennis Teach a couple of leisure timeracket, animal intestine, activities. Ex., volleyball,wood (plant) badmitton.

. Walk in neighborhood to D. Professor of Leisure Science- -observe land use for UWGB--to discuss how much landleisure time activities. people need for leisureEx., swing set, bar-b- activities.que pit.Based on their observa-tion, students composeeditoriP.1 to local news-paper pointing outcommunity use and abuseof land for leisureactivities. Ex., Groupof five or six studentscompose introductoryparagraph. Remainder ofclass pair off to developrecommendations to be put

(cont.)

Resource and Reference MaterialsPublications:Camp Recreation, I -C-E RMCHappier-Vacations, Coleman Co.,Wichita, Kansas 67201Creative Travel and Your LeisureTime, Harvest Years Publishing Co.,Suite 741, 69-Market Street,San Francisco, Calif. 94705Conservation Piece, Mobile HomesMfg. Association, Modern TalkingPicture Service, 1212 Avenue ofthe Americas, N.Y., N.Y. 10036

Audio-Visual:Wisconsin Recreational Resources,BAVI, 4852, .

Community:Travel bureau

Continued and Additional Su1. (cont.)

E. into logical paragraphsix students.Alternative Act: Presepsychology class

L Su ntinued and Additional Suggested Learning Experiences

(cont.):aph E. into logical paragraph sequence by group of five or

six students.7ese Alternative Act: Presentation to sociology or

psychology class

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C -9. Man has the ability to manage0N manipulate, and change hisC

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Problem Orientation

BEHAVIC RAL OBJECTIVES _ SUGGESTED LEARNINGCognitive: The studentanalyzes-methods ofmanaging, manipulatingcr changing personalactions in problemsituations.

Affective: The studentdevelops a plan tomanage,- manipulate orchange personal actionsin problem situations.

Skills to be LearnedProblem solvingRecording in diaryCritical thinking

. Student-Centered in classactivityA. Open ended questions A

1. Students answer openended questionsa. I get angry when...b. The thing that upsets

me mostc. It makes me furious

whend. I dislike

2. Students write theirsolutions to abovesituations.

B. Students discuss how theywould react to followingsituations1. Fellow asks for date,

promises to come at7:00 and doesn't comeuntil 10:00. How doyou react?

2. Fellow takes you to adance and dances withyour best friend allevening. How do youreact?

3. Gal leads fellow on with-out commitment, he hasasked her to marry him.

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Problem Orientation Family Living - Grade Inter---problem solving mediate

DIG SUGGESTED LEARNING EXPERIENCESI. it-Centered in class

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A . ended questions,tudepts answer open?nded questions

I get angry when.... The thing that upsetsme most

. -It makes me furiousViher14.04e.o

d. I dislikeStudents write theirsolutions to aboveituations.

dents discuss how theyid react to following

ellow asks for date,promises to come at7:00 and doesn't comeuntil 10:00. How doyou react?Fellow takes you to adance and dances withyour best friend all,.?vening. How do youreact?

leads fellow on with-out commitment, he hasasked her to marry him.

(cont.)

.I. Outside Resource andCommunity ActivitiesA. Person from Division of Family

Services, minister or priest1. Speak to students on methods

of problem solvingB. Representative from MENSA

1. Speak on how mental attitudesaffect problem solving.

Resource and Reference Materials

Publications:Marriage and Family Living, Landisand Landis

"Positive Mental Attitude," PsychologyTodayPower of Positive Thinking, NormanVincent Peale

Audio-Visual:"Anger at Work," BAVI 3842

Community:

Continue an A ditiI. cont.

B. 3. How would feC. Teacher introdu

1. Attack m2. Detouris3. Stand still4. Retieatz.....--r

D. Teacher uses amethod was emplfellow arrivesnothing, she isdoes not talk thim head-on whe1. Students ana

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determine whsolving is.

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(cont.)B. 3. How would fellow react? How does gal feel?

C. Teacher introduces methods of problem solving.

1. Attack meets problem head-on.

2. Detour skirts problem

3. Stand still . knows problem exists but does nothing

4. Retreat4.7--runs away from problem

D. Teacher uses a previous example to illustrate what

method was employed. i.e., #C-1. If gal is gone when

fellow arrives she retreated; if she is home but says

nothing, she is at a stand still; if she goes-out and

does not talk to him, she is detouring; or if she meets

him head -on when he comes/she is attacking problem. .

1. Students analyze remainder of situations in relation

to problem solving methods.

2. Students keep personal diary for three days to

determine what their individual pattern of problem

solving is.

E. Class discussion of problem solving methods--which

method is best? Weigh alternatives. Is there a best

method?

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Discipline Area Home

Subject Pera

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BEHAVIORAL OBJECTIVESCo nitive: The studentwill app.y principlesof good communicationsto marriage.

Affective: The studentwi assume theresponsibility forimproving communicationin marriage.

Skills to be LearnedBrainstormingResearchingDiscussingRole playing

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SUGGESTED LEARNINGI. Student-Centered in class

activityA. Students brainstorm on

methods of communication.1. Verbal

a. Wordsb. Tone of voicec. Pace (fast, anxious,

tense, slow, angry)2. Non-verbal

a. Foodb. Clothingc. Gesturesd. Touche. Eyes.

B. Students research & discusscommunication theories.,l. Listen to "Are you

tistening", (audio-tape)C.-Students role play situations

in which communications areimportant, yet ignored.t. Student silently act out

scene of husband cominghome from office after abad day and wife doesn'tnotice.

2. Students act out situationin which two women meet ingrocery store and one isanxious to be on (cont.)

nteract Discipline Area Home Economics

r Subject Personal & Family Relations

ntricate Problem Orientation Family Living Grade Advanced

SUGGESTED LEARNING EXPERIENCES. Student-Centered in class II. Outside Resource andactivity Community ActivitiesA. Students brainstorm on A. Minister or priest to

methods of communication. talk about typical1. Verbal communication problems

a. Words he sees in the couplesb. Tone of voice he works with.c. Pace (fast, anxious, B. Social worker to. talk

tense, slow, angry) about the importance2. Non-verbal of communication in

A. Food marriage.b. Clothing C. Speech teacher toc. Gestures talk about inter-d. Touch preting gestures,e. Eyes. voice tones, voice

B. Students research & discuss pace, etc.communication theories.I . Listen to "Are you

Listening", (audio-tape)C. Students role play situations

in which communications areimportant, yet ignored.1. Student silently act out

scene of husband cominghome from office after abad day and wife doesn'tnotice.

2. Students act out situationin which two women meet ingrocery store and one isanxious to be on (cont.)

Resource and Reference Material.Publications:7W7CRology Today" (magazine)

Audio-Visual:"Are you Listening", (video-tape)J. C. Penny

"And They Lived Happily EverAfter", (film) Guidance Assoc.

Community:Local division of Family ServicesMinisterPriestSocial workerSpeech teacher

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Continue an A ditiona Su esteI. cont.)

her way, but the other doe3. Students act out situatio

daughter to have the car tconsulting father & obvio

D. Students act out the above siattention to communications.1. Wife notices husband had a

him his paper & leaves hi2. Women meet in, grocery stor

The other notices this & sbut call at the end of th

3. Mother_c_opsults father abchave car.

E. S,tudents and teacher establisbiological and family ecOsysli"':.Example Variety and DiversVariety of plants in forestvariety of forms of communiccthe family strong and interes2. Interdependency and De encFood chain interdependent inMother and child interdependc(Mother must appeal to child)child has the responsibilit3. Change and AdaptabilityNature (evolution) is changigrowthUnderground family - membersway they communicateChildren increase vocabulary4. Pattern and SimilaritiesNature follows, patternsFamily members & families fin both form and content (fGrocery store pattern - smaWedding - don't giA..eulogyitualence - speak ei.:zerentl

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. cont.)her way, but the other doesn't see this.

3. Students act out situation in which-mother allowsdaughter to have the car to go shopping withoutconsulting father & obviously is perturbed.

D. Students act.out the above situations paying careful. attention to communications.1. Wife notices husband had a bad day & quietly brings

him his paper & leaves him alone for a while.2. Women meet in grocery store and one is in a hurry.

The other notices this & says she will quit talkingbut call at the end of the week.

3. Mother consults father about allowing daughter tohave car.

E. Students and teacher establish parallels betweenbiological and family ecosystem.4I-2xample Variety and DiversityVariety of plants in forest keeps forest strong andvariety of forms of communication in the family keeps

the family strong and interesting.2. Interdependency and DependencyFood chain;interdependent in natureMother an&-thild interdependent in family(Mother must appeal to child mentally, emotioaally;child has the responsibility to listen and anticipate)

3. Change and AdaptabilityNature (evolution ) is changing to survive life, dea_h,

growthUnderground family - members constantly must change the

way they communicateChildren increase vocabulary and are expected to say more.

4. Pattern and SimilaritiesNatUrnilows. patternsFamily members & families follow communication patterns

in both form and content (facts, argumentation)

Grocery store pattern - small talk

WeigilRge--dgol;g0W22111-My to child than adult

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Conn t ye: e stu entanalyzes the familyecosystem and how itinterrelates withother ecosystems.

Affective: The studentbelieves in theimportance of a balancedfamily ecosystem andits interrelationshipswith other ecosystems

Skills to be Learned=lingRelatingDramatic illustraticnsVerbal communications

Subject PersonaPam

Problem Orientation int

SUGGESTED LEI. tu ent-Centere n c assactivityA. Define family ecosystem

1. Greek origin of wordeco-house

B. Write and act out playsshowing typical inter-action in the fairtily eco-system.

C. Relate family ecosystemto other ecosystem.1. Neighborhood2. Urban3. Rural4. Country5. Culture

D. Tape (audio) a hypo-thetical example of anafter-the-fact interviewwith members of familiesof a national disaster andhow it affects the manyecosystems.1. North Dakota floods2. Hurricanes3. Pandemic disease

E. Define needs (individualfamily)1. Make bulletin board show-

ing typical family needs(cont.)

shi

N NGII. Outs

CommuA. Gu

sefa

B. Gup1coP1syre

ni

nd

E.t

cep

Ec .nisms interact Discipline Area Home Economics ...1Subject Personal and family relations

#

FamilyProblem Orientation interrelation-. Grade Advanced

ship

utsmmuGusefaGu1. t

coP1. cedsyre

I. tu ent entere n c assactivityA. Define family ecosystem

1. Greek origin of wordeco-house

B. Write and act out playsshowing typical inter-action in the family eco-system.

C. Relate family ecosystemto other ecosystem.1. Neighborhood2. Urban3. Rural4. Country5. Culture

D. Tape (audio) a hypo-thetical example of anafter-the-fact interviewwith members of familiesof a national disaster andhow it affects the manyecosystems.1. North Dakota .floods2. Hurricanes3. Pandemic disease

E. Define needs (individualfamily)1. Make bulletin board show-

ing typical family needs(cont.)1

S.

. Outs e Resource andCommunity ActivitiesA. Guest speaker from social

services to speak on differentfamily speakers.

B. Guest speaker from communityplanning. Speak on specificcommunity interactions. Ex.,Placement of a major highwaysystem and how it affectsresidents.

Resource 'and ,reference Materials

Pu cationsMarried Life, Riker and Brisbane,17-7C.711 RMC"Life" magazine, May, 1972 on50-50 contract"Life" magazine, Communes"Open Matfiage," PsychOlogy'Today-.

Audio-zVisual,:This ZEWEling Couple," BAVI,"Families,".BAVI, 7898, $4.75

Community:Social Services Dept.Community Planning Comdission

Continued ana Adaitional Su esteiI. cont.

F. Relate individual -and familyof the ecosystem.1. Situational phppet shotas.

welfare and how it affectsG. Investigate-various-types of

. 1. Monogamy2;: Polygamy;3. Matriarchial4. Patriarchial5. Polyandry6. Oprti. contract

. 7. Communes.8. Extended`9. NucWi

H. Trace family tree to discOver

to

as.ntsof

over

Continued and Adciltional SuggeifeaMi-Fiag Experiences

I. (cont.)F. Relate individual and family-needs- to the functioning

of the ecosystem.1. Situational pbppet shows. Ex., family goes-On

welfare and how it affects neighborhood ecosystem.

G. Investigate various types of family structures

1. Monogamy2. Polygamy3. Matriarchial4. Patriarchial5. Polyandry6. Open contract7. Communes.8. Extended9. Nuclear

H. Trace family tree to discover community interactions

0

C 4. An adequate supply of pure water0N- is essential for life.

EPT


Subject Human

Problem Orientation ChiDey

e

f

AtiONTAIRVIki*OWAYIPM1.111111111111 DIMPAtraiR(e ;ii itCognitive: T e stu en wanalyze the role of -adequatesupply of pure water playsin human growth and childdevelopment.

Affective: The studefft willazcept the responsibilityto help conserve pure wateras an essential naturalresource for human growthand child development.

Skills to be LearnedListingDramaticsDiscussionComputations

I. tu ent-Centere in c assactivityA. Students role play

situations.1. Life and dirty water

(polluted)2. Life and lack of water

(drought)3. Life and water destruc-

tion (flood)B. Students list or make

bulletin board listingwater uses essential for..living (examples - bathing;.drinking, food preparation,maintain body functions,leisure, etc.).

C. Students calculate how muchwater a typical family of 4need for a day.

D. Students record how muchpure water their own familyuses in one day (washingmachine, food preparation,hygience).

E. Students view & discuss film,"City Water Supply" to under-stand water sources & proble

F. Local speaker to talk on loc 1water source and local waterpollution prob3,143 (cont.)

7aa

. t

aa

r)

ce supply of pure water Discipline Area Home. Economics

for life. Subjecii Human Growth & Development

Mme

man

ChiDev

h4

lm,

er-lens°caler

Problem Orientation ChildDevelopment

iJECTIVEStudent willof adequate

later playsand child

.tudent willensibilitypure waternaturalan growth ,1pment. _

-StGaSTED LEARNING

Grade Advanced

rued

I. Student-Centered in classactivityA. Students role play

situations.1. Life and dirty water

(polluted)2. Life and lack of water

(drought)3. Life and water destruc-

tion (flood)B. Students list or make

bulletin board listingwater uses essential fof.,-living (examples - bathing;_drinking, food preparation,maintain body functions,leisure, etc.).

C. Students calculate .how muchwater a typical family of 4need for a day.

D. Students record how muchpure water their own familyuses in-one day (washingmachine, food preparation,hygience).

E. Students view & discuss film"City Water Supply" to understand water sources & proble

F. Local speaker to talk on loc 1water source and local wterpollution probl.,,Is (cont.)

I..Outgide Resource andCommunity Activities-A. Biology teacher to

talk about Waterneeded for bOdyfunction.

B. Sewage disposalplant trip to lake,river, etc.

C. Dietician-or' nurseto speak on.purewater in relation tohealth.

Resource and -Reference'MaterialsPublications:Wanted for'Murder: Water PcillutiOnPoster, I-C-E RMCSo You're Going tc the Beach,I-C-E RIYIC

Clean Water - It's Up to You,I-C-E RMC

What' You Can Do Abdut. Water

Poutirr17171M77-01g-,70-Free Consumer Product InformationP.O. BOX 1205Arlington, Va. 22210

Water Pollution and You, WisconsinUniversity County Extension

Audio-Visual:Water'Around Us, 2903, BAVICity Water Supply, 0433 BAVIWater for Farm & City, 4816, BAVIKit 12 - Ecology: Water Pollution,I-C-E RMC

Community;

Continued nod Additional Suggecr-I. (cont.)

and/csr local dietician cr numatcr in relation to health..

G. Stuecnts write proverbs, dafJsay -- iilustrate cartoovs Uimate/ and combat the p,

1

erials Continued ,aod Additiona Sugger-( earn:.-_.)? ExperiencesI. (cont.)

llution and/'r local dietician cr nurse to talk on purewater in relation to health.

h, G. Stuecnts write proverbs, dafiynishions, Confuscioussay '--. Lllustrate carton's oo ways toconserve pure

u, watel and combat the wt,n po:.LuAcrA problem.

rmation

sconsinn

, BAVIlution,

C 5. An adequate supply of clean air0N is essential becaus'e most organisms Discipline Area Home EconomCE depend on 'oxygen, through respiration,. Subject Human GrowtPT to releaSe-the energy in their

food.Problem Orientation Famil

BEHAVIORAL OBJECTIVESCognitive:. Analyzes effectsof adequate supply (of cleanair on health odmilymembers.

Affective: Assume respon-sibilities for controllingair pollution.

Skills to be LearnedFinding substitutes forproducts or practicesthat pdillute air.Practice methods of cleanair control.WritingCollectingInterviewingReadingDiscussinq

SUGGESTED LEARNING EXPEI. Student-Centered in class II. Ou

activity CoA. Buzz groups to identify A.

air pollutants.1. List on board

B. Read variety of referencesto identify respiratoryproblems precipitated byair pollution. "Fattier B.in the Dell" method ofclass reporting.

C. Experiment, using gelatinand petri dishes toidentify effects of air C.pollution.1.. Report findings on

charts.D. Panel discussion, Relatio

ship of air pollution toquality of life.

E. Interview knowledgeablepersons, read varietyof :eferences and listpractices contributingto control of air pollutio .

F. Collect cartoons relatedto objectives; discuss.Students participate in(Con't)

pply of clean air

se most organisms Discipline Area Home Economics

through respiration, Subject

rgy in their

Human Growth and Development

Problem Orientation Family. Health Grade Advaevel

TIVESffectsclean

ly

spon -

lling

:or

lean

I.

SUGGESTED LEARNING EXPERIENCESStudent-Centered in classactivityA. Buzz groups to identify

air pollutants.1. List on board

B. Read variety of referencesto identify respiratoryproblems precipitated byair pollution. "Farmerin the Dell" method ofclass reporting.

C. Experiment, using gelatinand petri dishes toidentify effects of airpollution.1.. Report findings on

charts.D. Panel discussion, Relatio

ship of air pollution toquality of life.

E. Interview knowledgeablepersons, read varietyof references and listpractices contributingto control of air pollutio

F. Collect cartoons relatedto objectives; discuss.Students participate in(Con't)

II. Outside Resource and,Community ActivitiesA. Guest speaker:

representative fromWis. Tilblic Service"Total Comfort Control,"concerning air pur-ification in the home.

B. Guest Speaker:Extension ArgriculturalAgent to discussrelationship of cleanair to growth.

C. Field trips to industriespracticing satisfactoryand poor air control.

Resource and Reference Materials--FEEMaiond:

Shadows Over the Land, GoodHousekeeping, March, 1972J.J. McCoyAir Pollution and You, Circular676, April, 1971, UW. Ext. JohnQuigleyHousehold Equipment, Peet,Pickett, Arnold, Wolf, Wiley andSons, 1970Pollution: What extension CanDo About It'take Three-Giant 'Steps to CleanAir, Envilonmental Health Service,USDHEW, 1969Clean Air for Your Community,Environmental Health Service,USDHEW, 1969

Audio- Visual:Filmstrips:Environmental Crisis-Whatthe Individual Can Do,Mari and His Environment,I -U -E RMC

Films: Poisoned Air 6576-6777BAVT, Air Pollution 0678 BAVIMan's Impact on His Environment2996 BAVISmog-simulation GameI-C-E RMCCommunity:Write to members o2 theindustrial community aboutcurbing pollution. Ext. ServiceUSDA

Continued and Additional Suggested Learni(Con't from I.)in Smog: The Air Pollution Game, Urban SIG. Write an analysis of effects of air p

health of family members. Discuss wrwrite class article for school newspa

Collect newspaper articles citing propollution, ie, case examples of killeLos AnglesIdentify problems relating to air ,pollIdentify_ industrial polluters after ttrip.

Identify home equipment and practicesto supply of clean air.

002

it

1

Jl

:01

ite:

tni

Sy:pwr

'5pa

>ro

,le

'oilbr t

aterials

ood2

ircularJohn

iley and

Can

D Cleana Service,

aity,'Ace,

-6777BAVI-onment

it

ervice

Continued and Additional Suggested Learning Experilacet(Con't from I.)in Smog: The Air Pollution Game, Urban Systems, Game 1.G. Write an analysis of effects of air pollution on

health of family members. Discuss written analysis;write class article for school newspaper.

Collect newspaper articles citing problems of airpollution, ie, case examples of killer smog inLos AnglesIdentify problems relating to air pollution.Identify_ industrial polluters after taking fieldtrip.

Identify home equipment and practices that contributeto supply of clean air.

C 7. Factors such as facilitating0N transFortation, economic conditions,CE population growth, and increasedPT leisure time have a great influence

on changes in land use and centersof population density.

BEHIVIORAL OBJECTIVES

Discipline Area Home Econom

Subject Management

Problem Orientation NoiseIn The

SUGGESTED LEARNING EXPECognitive: Comprehends therole transportation, economicconditions, populationgrowth and increased leisuretime play on populationdensity and consequentnoise pollution.

Affective: Acceptsresponsibility fordecreasing personal noisepollution.

Skills td,be LearnedObservingClassifyingRole playing

. Student-Centered in classactivityA. Students spend a class

period outside and writedown various noises theyhear.

B. Add to list other commonnoises.

C. Classify noises (trans-portation, economic,industrial, populationdensity, leisure)

D. Students role playways the family couldlessen noise in every-day living (ex. familyhouse on busy streetwith many loud, fastcars, family callspolice to set up speedtrap)

E. Students write essay ontheir responsibilityfor lowering pollution.

II.' OucoA.

uch as facilitating

tom

It

Se

le

Ou'

Co

B.

, economic conditions, Discipline Area Home Economics

C.

wth, and increased

:alle a great influenceland use and centersdensit .

Subject nnagement of Personal & Pam. Reource

Problem Orientation Noise Pollution Grade Adv.

)BJECTIVES'hends the I.

on, economiationised leisure,lationTient

r.al noise

ned

In The Home

SUGGESTED LEARNING EXPERIENCESII. Outside Resource and

Community ActivitiesA. Environmental specialist

George Howlett ProjectI-C-E. Methods ofcontrol.

B. Industrialist-methodsused in industry tocontrol noise.

C. Housewife-show noise

effects on her family.

Student-Centered in classactivityA. Students spend a class

period outside and writedown various noises theyhear.

B. Add to list other commonnoises.

C. Classify noises (trans-portation, economic,industrial, populationdensity, leisure)

D. Students role playways the family couldlessen noise in every-day living (ex. familyhouse on busy streetwith many loud, fastcars, family callspolice to set up speedtrap)

E. Students write essay ontheir responsibilityfor lowering pollution.

Resource an& reference MaterialsPublications:Noise Pollution and You,Sounds & Silence, _Wis. CountyExtension Agent, EnvironmentalScience Center, 5400 GlenwoodAvenue, GolCen Valley, Minnesotaor CESA 9 Project I-C-E

Audio-Visual:Film: Don't Crowd Me,BAVI #7628 $6.00Quest for Quiet, PublicRelations dept.Air Condition-ing-Refrigeration Institute1815 North,4Fort Meyer Dr.,Arlington, Va. 22209

Community:

Continued and Additional SuggestE .el

Dili,IInt

aoc

:111E

Lon

:e

,-erials I Continued and Additional Suggested Learning Experiences

puilty.,

entalaoodnnesota

Lon-:e

t

C 2. All living organisms interact0N among themselves and their Disciprine Area Home EconomicsCE envircnment, forming an intricate Subject Human GkowthPT: unit called an ecosystem. Problem Orientation Mental Hea

BEHMORAL OBJECTIVESCognitive: Analyzes effectsof tamily interaction onrental health of familymembers.

Affective: Values types offamily interaction thatcontribute to mentalhealth of members.

Skills to be LearnedCommunication betweenfamily membersIdentification of problemareas in the familySelf analysisDramatize.tionDiscussicnGraphic illustration


activityA. Buzz session to identify

types of family interactionwhich affect mental health.

B. Dramatize and/or role playvarious faMily situations.Analyze possible effectsof actions and behavioron mental well-being ofall family membersinvolved. Ex. Fatherunemployed-reduced familyincome-reactions fromneighbors.

C. Discuss influence ofvarious types of familyrelationships on mentalwell-being of familymembers after readingcase studies.

D. Use "two-seater" experienceto attempt to have studentsunderstand what it feelslike to be in anotherperson's place and/oracquire empathy for aanother person.(Con't)

EXPERIENII. Outsid

CommunFieldspeakeServicHospit"How tmental

nics

:h a

Hea

1IEN:sid

ldak e

vic1dtw ttal

organisms interact

ves and their Disc.iprine Area Home Economics

forming an intricate Subject

n 'ecosystem.

BJECTIVESes effectstion onfamily

types ofn thattal

nedween

problemly

Human Growth and Development

Problem Orientation Mental Health

SUGGESTED LEARNINGI. Student-Centered in class II

activityA. Buzz session to identify

types of family interactionwhich affect mental health.

B. Dramatize and/or role playvarious fatily situations.Analyze possible effectsof actions and behavioron mental well-being ofall family membersinvolved. Ex. Fatherunemployed-reduced familyincome-reactions fromneighbors.

C. Discuss influence ofvarious types of familyrelationships on mentalwell-being of familymembers after readingcase studies.

D. Use "two-seater" experienceto attempt to have studentsunderstand what it feelslike to be in anotherperson's place and/oracquire empathy for aanother person.(Con't)

Grade Adv.

EXPERIENCES. Outside Resource andCommunity ActivitiesField trip and/or guestspeaker from CommunityService Center and CountyHospital to speak on topic"How the family affectsmental health'

Rez-lurce and Reference MaterialsPublications:Power of rositive Thinking,Dr. Norman Vincent PealePsychology Today, MagazineMarried Life, Riker & Bisbane(good reference for case studies)

Audio-Visual:BAVI 75 28 Don't Crowd Me

7256 Hature is for People1.1AVI 2725 Vental Health

Community:

Continued and Additional Suggested I(Con't from I.)Example for D: Place two chairs outsit in one chair and weigh one sidethen switch chairs and explore otherE. List factors that contribute to ahealth, such as physical health, seof others in life, etc.

1. Relate personal behavior patternsmental healtha. Define behavior patterns:

1. Pessimistic 3. Ectomorph2. Optomistic 4. Endomorph

2. Analyze how own behavior patternsmental well-being or the mental healF. Identify personal and family valrelate to personal mental health, eyto maintain good mental health. Nemaintain good mental health.G. Develop scrap book and/or bulletigoals that would enhance good mentalrelated values used in obtaining go-Example:

ValuesEducationStatusMoneySocial prestige

CollPicwit

?.d I

out[de

:her:0 asel

.rns

aerials

,

e

pane-;tudies)

eople

arnslea].

al, eyNe

Letalta

go

Coll

Picwit

Continued and Additional Suggested Learning Experiences(Con't from I.)Example for D: Place two chairs out. Have one studentsit in one chair and weigh one side of decision andthen switch chairs and explore other side of decision.E. List factors that contribute to and/or affect mentalhealth, such as physical health, self concept, significanceof others in life, etc.

1. Relate personal behavior pa :terns to factors affectingmental healtha. Define behavior patterns:

1. Pessimistic 3. Ectomorph 5. Messomorph2. Optomistic 4. Endomorph

2. Analyze how own behavior patterns affect individualmental well-being or the mental health of others.F. Identify personal and family values and goals as theyrelate to personal mental health, ex: Need for recreationto maintain good mental health. Need for social life tomaintain good mental health.G. Develop scrap book and/or bulletin board illustratinggoals that-would enhance good mental health. Write

related values used in obtaining goals.Example:

i

Values!EducationStatusMoneySocial prestige

GoalsCollege degreePicture of man or womanwith cap & gown and diploma.

a.

C 8. Cultural, economic, social,0N and political factors determineCE status of man's values and attitudesPT towarE his environment.

Discipline Area Home Economics

Subjedt Personal & Fami

Problem Orientation Family Valu

BEHZ_VIORAL OBJECTIVESCognitive: Analyzesinfluences of cultural,social, and politicalfactors cn family'svalues and attitudestoward the environment.

Affective: Appreciatefactors that determineman's values- and atti-tudes toward theenvironment.

Skills tc be LearnedInterviewingIdentifying valuesWritingResearchingRecordincDebatingSentence completion

SUGGESTED LEARNI. Student-Centered in class

activityA. Students define valuesB. Students list cultural,

economic, political, andsocial factors that coulddetermine values. ex.Living in Russia

C. Students research news-papers for articlesconcerned with environ-ment and values. Ex:Editorials, features,correspondents, Ray Pagel(Green Bay Press Gazette)

D. Interview people in thecommunity on their enviromental values. Samplequestions:1. Is clean water impor-

tant to you?2. Are you affliated with

any environmentalorganization?

3. Have you written to yocongressman, DNR, etc.about cleaning up thewater?

(Con't)

3S

NG EXPERIENII. Outsid

CommunA. Lo

reOncocola.

r

ics

Fami

Valu

RIENtsidmanLo

oncocola

social,

; determine Discipline Area Home Economics

as and attitudes Subject Personal & Family Relations

JES

Problem Orientation Family Values

SUGGESTED LEARN NG EXPERIENCESI. Student-Centered in class II. Outside Resource and

activity Community Activities

4. Students define values A. Local newspaper

B. Students list cultural, reporter to speak

economic, political, and on environmental

social factors that could concerns in the

determine values. ex. community in the

Living in Russia last two years.

C. Students research news-papers for articlesconcerned with environ-ment and values. Ex:Editorials, features,correspondents, Ray Pagel(Green Bay Press Gazette)

D. Interview people in thecommunity on their enviromental values. Samplequestions:1. Is clean water impor-

tant to you?2. Are you affliated with

any environmentalorganization?

3. Have you written to yo rcongriessman, DNR, etc.abou cleaning up thewat r?

(Con' )

Grade Adv.

Resource anC Reference MaterialsPublications:Penny's awareness materials"Community etion for EnViron-mental Quality" U. ExtensionNational Auclubon Society QuarterlWisconsin Survival Handbook,Doug La Follette

Audio-Visual:"I Never Locked at it ThatWay iiefore; Guidance Associates"Garbage", I-C-E RMC"LSD Trip or Trap" BAVI"The Way Back-Heroin" BAVI"Values for Teenagers-The Choice is Yours", GuidanceAssociates"Diary of a Harlem Family" BAVI

Community:Guest speaker from theEthnic Community ondevelopment of resourcesand the effects on minoritygroups and the environment.

Continued and Additional Suggest(Con't from I.)4. Could you name two ways you hhousehold' water?5. Do you think it is advantageofoods?6. How have environmental probleof living?E. Record likes and dislikes fortwenty favorite activities and ain terms of values (example: likF. View and listen to the "Our VG. List individual value hierarcE. above put the most important tthe less important at the bottom)H. Write an essay on how individfrom two years ago to the presenthese changes.I. Students use puppet plays ofspending money and identify relaas economics, cultural, politicaA young couple buying a flashy nto improve their'social status.J. Students debate personal valuvalues, ex. Should people buy adetergent or a more expensiveK. Students circularly respond tproblems on the environment.Garbage is A lakeOver Population can Paper mSmog could HavingSunshine CountryFamilies

..e]

1

t(

et

tnc

.stc

1 h-

'Teo

)1e

or1aLik 2

C V.Irc

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iidsen a

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B la a

ica

e ng3.

alu4

a 4

1.-,

d 1-

ce

r IT1

ng a

try

4,

.:e Materials

:erialsEnviron-

-..tension

,ety Quarterltndbook,

--.. That

Associates

AVI' BAVI

Guidance

Amily" BAVI

le

rcsinorityonment.

Continued and Additional Suggested Learning Experiences(Con't from I.)4. Could you name two ways you have helped savehousehold water?5. Do you think it is advantageous to use organicfoods?6. How have environmental problems changed your styleof living? .

E. Record likes and dislikes for one week and/or ratetwenty favorite activities and analyze these listsin terms of values (example: likes to ski=values health)F. View and listen to the "Our Values" series.G. List individual value hierarchy (from the list inE. above put the most important values at the top andthe less important at the bottom)H. Write an essay on how individual values have changedfrom two years ago to the present and what influencedthese changes.I. Students use puppet plays of young married couplesspending money and identify related values and classifyas economics, cultural, political, and social. Ex.A young couple buying a flashy new car could be tryingto improve their social status.J. Students debate personal values vs. environmentalvalues, ex. Should people buy a cheap high phosphatedetergent or a more expensive low phosphate detergent?K. Students circularly respond to sentence completionproblems on the environment.Garbage is A lakeOver Po9ulation can Paper millsSmog could Having childrenSunshine Country isFamilies

i

C 11. Individual acts, duplicated0N or compounded, produce significant Discipline Area Home 0CE environmental alterations over time. Subject HumanPT Problem Orientation Fa

BEHJVIORAL OBJECTIVESCognitive: Analyzesrelationship of individualacts related to familyplanning & environmentalalteraticns.

Affective: Forms a judgmentconcernirg responsiblilityof deterLining family size.

Skills tc be LearnedIdentifies outsideagencies and resourcesthat might help family.Draws conclusionsSupports opinionsInterviev.ing techniquesCritical thinking

SUGGESTED LEARNINGI. Student-Centeredin class Ii

activityA. Collect & read related

newspaper & magazinearticles concerningfamily planning &overpopulation.

B. Discuss environmentalalterations as affectedby overpopulation.

C. View & discuss film"Family Planning" interms of'effects onfamily life.

D. List factors to beconsidered in familyplanning1. Economic2. Social3. Environmental

E. Dramatize mock courtcase on future familysize.

F. Identify position oncontinuum related tofamily size.

(Con't)

:;m1

;i

n

Fan

NG1

, duplicated

nice significant Discipline Area Home Economics

rations over time. Subject Human Growth & Development

Problem Orientation Family planning Grade Adv.

IVES SUGGESTED LEARNING EXPERIENCES

;ment_ity-dze.

I. Student-Centered in classactivityA. Collect & read related

newspaper & magazinearticles concerningfamily planning &overpopulation.

B. Discuss environmentalalterations as affectedby overpopulation.

C. View & discuss film"Family Planning" interms of.effects onfamily life.

D. List factors to beconsidered in familyplanning1. Economic2. Social3. Environmental

E. Dramatize mock courtcase on future familysize.

F. Identify position oncontinuum related tofamily size.

(Con't)

II. Outside Resource andCommunity ActivitiesGuest speakers:A. Family service

counselor and/orChildren's ServiceSociety to speakon effect of familyplanning on familylife.

B. Zero population growthmember and/or PlannedParenthood Ass. memberto speak on the effectof over-population onthe environment.

C. School nurse, publichealth nurse or localdoctor to speak on theeffect of family planningon health of child andmother.

(Con't from I.)1. "Ellie Eliminate" "ZPG" "C

Completely eliminate Resreproduction we

G. Conduct opinion poll of students,graduates concerning family plann'Sample questions:1. How many children in your °pin'

family size?2. Do you see a relationship betw:

the environment? If so, what?3. Do you see a need for family p

H. Research effects of spacing child& social health of children, of m4attention, etc. .

I. 'Panel discussion: Abortion as a m:control versus therapeautic abort

J. Write an essay on individual's reenvironmental alterations takingthe above concepts developed.

K. Discuss effects of family plannin.

Resource and Reference Materials Continued and Additional Sugested LaPublications:On The Beach, Public libraryPopulation Bomb, Paul Erlich.Brave New World, Audous Huxley1984 George Orwell

?udio- Visual:Family Planning, BAVI projectI-C-E RMCThe Committee, (abortion)Diocesan Education Office1581 BAVI Population Patternsin US6937 B.IIVI'PopUlation Problemsin U.S.A. Seeds of Change6947 BAVI StaL'in Room Only033J BAVI Challenge to MankindPenny's series on Valuespopulation Statistics P :ojectI-C-E RvitPopulation Friends, Project

RMCHuman Ecology, ProjectI-C-E FI4C

Community:Visit local family planningclinic

"C'Re.

We:s, -

Inn.

)in

m:)rt

re.lg

linI

)ntinuea and Additional SuclEfETE3IeTiriing Experiences:on't from I.)"Ellie Eliminate" "ZPG" "Cleo Clone"Completely eliminate Reproduce everything

reproduction we now have.. Conduct opinion poll of students, young marrieds, recentgraduates concerning family planning.Sample questions:1. How many children in your opinion make up the ideal

family size?2. Do you see a relationship between family size &

the environment? If so, what?3. Do you see a need for family planning in India? USA?

. Research effects of spacing children, ie, physical& social health of children, of mother, need forattention, etc.

. Panel discussion: Abortion as a means of populationcontrol versus therapeautic abortion.

. Write an essay on individual's responsibility for possibleenvironmental al,erations taking into considerationsthe above concepts developed.Discuss effects of family planning on environment:

C 9. Man has the ability to.mana &e,0N manipulate, and change his

E environment.PT

BEHAVIORAL OBJECTIVESCognitive: Applies prin-ciples or safety and firstaid to manage, manipulateand/or change the familyor home environment.Affective: Complies withprinciples of safety andfirst aid to manage,manipulate and/or changethe family or honeenvironment.

inCr,

0I0r.

1-4

1

In

1-1HH

*-44.1artE-4

CO

Skills to be Learned

DramatizationObservationGraphic illustrationResearchListening

Discipline Area

Subject.

Problem Crientation

SUGGESTED LEARNTI. Student-Centered in class

activityA. Students look around home,

Home Ec. area, school or onway to school for safetyhazards.

B. Students compile safety hazalist and arrange on flannelboard or tagboard.

C. Students design posters il-lustrating safety slogans*for school safety campaign.(Ex.-Water skiing is funbut not 'in the school hallwaPicture of student or childslipping on floor--put nearbubbler).

D. Pretest--using two sets ofindex cards--one set withinjury; the second set withthe treatment. Pass both, setsout to class each studentreceiving one card. Studentsmatch treatment with injury.

E. Have local fire dept. per-sonnel give presentation onbasic safety and first aidtechniques.

F. Students research & practicefirst aid technives on eachother. (Cont. on back)

mana e Discipline Area Home Economics

Subject Human Growth & Development

Problem Crientation Safety Grade Beginning:ion

on

azael

1-

n,

lwa%Id

ar

th

sets

Its7y,

an

1

.ce

!eh

SUGGE TED L ARNINGI. ent-Centere n c ass

activityA. Students look around home,

Hoze Ec. area, school or onway to school for safetyhazards.

B. Students compile safety hazardlist and arrange on flannelboard or tagboard.

C. Students design posters il-lustrating safety slogans'for school safety campaign.(Ex. -Water skiing is funbut not'in the school hallway.Picture of student or childslipping on floor--put nearbubbler).

D. Pretest--using two sets ofindex cards--one set withinjury; the second set withthe treatment. Pass both setsout to class each studentreceiving one card. Studentsmatch treatment with injury.

E. Have local fire dept. per-sonnel give presentation onbasic safety and first aidtechniques.

F. Students research & practicefirst aid techniques on eachother. (Cont. on back)

I. Cuts e Resource anCommunity ActivitiesA. Speakers such as

publi: health nurse,school nurse, Phy. Ed.teacher, Red Cross orfirst aid instructors,or fire department.

B. Students volunteer toadvocate safety prin-ciples. (Hammy studentto put on skit such ascarnival callerstressing safety prin-ciples.)

Continued and Additional Su estedI.` (Copt:)

-G. Role -play Chiicicare-situataccidents._ perforimproperf:flow. accident could have be

H. Post-teSt - psing :index car

Resource and Reference Materials

FisstKial,, Metro-poilfaTILIT67Iiisfir4hCeCOMpany.Sidewalk Vehicles, National

Safety Council.Playground Apparatus, National

SafetyBeware the Hazard-You Can't See,

National-SafetTCouncil;Health Educatitn Curriculum Guide.i.

--I-C-E RMC.

Audio-Visual:Stitch, in Time (film), Sears,

Roebuck Foundaticn,. c/o Film LibraryNew York,S4.ate. College of Agricul-ture, Cornell. Univ., New York.

Incredible, Jobrne , SinclairCo:, c o Cornell.

A Word to the, Vise, Federal. MutualFire Insurance Co., (same addressas above).

Community:

Added Publication:First Aid, Johnson & Johnson

sted

tuat

p: be

car

on

1

ide,

rary1

il

tual

Continued and Additional Suggested Learning-ExperiencesI. 'Cont.) .

G. Role-play child care situations involvingaccidents. Perform proper first aid. Indicate:show accident could have been avoided.

H. Post-test - using index cards as before.

Added Publication:First Aid, Johnson & Johnson Co.; 1965

C 6. Natural resources are not equallyCN distributed over the earth or overCE time and greatly affect the geographicPT conditions and quality of life.

Discipline Area Home E

Subject Human

Problem Crientation Child

t OB E it) 44NCo nitive: Compre en's t e

effect that resources have onchild rearing practices indifferent areas cf theworld.Affective: Appreciates theeffect resources have onchild rearing practices indifferent areas of the world.

Skills to be LearnedResearchingReportingClassifyingDiscussingStory building

I. Stu ent-Centere in classactivityA. Student groups research and

report on child rearing prac-tices of different groups ofpeople in the world and relatethe effect the resourcesavailable have on work or whatchildren do during the day.Ex.-toys, animals, work to bedone.

B. Students classify and discussgroups such as watriarchial,patriarchial, authoritarian,democratic, child-centered,adult-centered, etc.

C. Student story buildingTeacher tells of a five yearold boy who hits his four yearold sister because she isplaying with his truck. Eachstudent then takes an ethnicgroup or pattern of childrearing and explains whatwould happen in this situ-ation.

D. Invite speaker from LocalDivision of Family Servicesto speak to students.Topic: The role social, eth-nic or economic conditionshave on child rearing practices.

I.

Wit

11d

XPE

ally Discipline Area Home Economics

-er Subject Human Growth and Develontent

raphic Problem Crientation Child Develop-Grade Intermediaterent

SUGGESTED LEARNING EXPERIENCEStu ent-Centere in classtivityStudent groups research andreport on child rearing prac-tices of different groups ofpeople in the world and relatethe effect the resourcesavailabi? have on work or whatchildren do during the day.Ex.-toys, animals, work to bedone.Students classify and discussgroups such as matriakchial,patriarchial, authoritarian,democratic, child-centered,adult-centered, etc.Student story buildingTeacher tells of a five yearold bey who hits his four yearold sister because she isplaying with his truck. Eachstudent then takes an ethnicgroup or pattern of childrearing and explains whatwould happen in this situ-ation.Invite speaker from LocalDivision of Family Servicesto speak to students.Topic: The role social; eth-nic or economic conditionshave on child rearing practices.

I. Outs' e Resource anCommunity ActivitiesA. Representative from

Division of FamilyServices to speak onthe role social, ethnicor economic conditionsplay in chili rearingpractices.

Resource Sand Reference 'Materials

Publications:The Developing Child text, -Brisbane

C i oo an Society text,

Eric TTErionDibs, local libraryCne Little Boy, local libraryThe Story of Sandy, local -library

BAVI 3384 "Children of Germany"

BAVI 0390:"Childken of Japan"BAVI 0391 "Children. of Russia"'

BAVI 0393 "Children, of the Alps"BAVI 0388 "Children of China"'"Bathing Babies in Thiee Cultures";

Univ. of Illinois, Univ. Extension,Champaign, Illincis.

Community:Day care supervisorLocal immigrants or those with a

strong ethnic background

Continued and Additional Sugg4

t

a

terials

Irisbane

arylibrary

many"an"sia"Alps"

na"'ultures",:tension,

with a

COntinued and AdditiOdal Suggestedleathing"Ekettencei

C 3. Environmental factors are limiting Discipline Area Home Ec0N on the numbers of or'ganism's living Subject Persona

E within their influence, thus, each Problem Orientation ChilPT environment har a carrying canacity.

BEHAVIORAL OPJECTIVESCognitive: na yzes t eeffects family's carryingcapacity has '&1-and'stotal development (physical,social, intellectual, andemotional.)Affective: Weigbs alter-naTiTei-Felated to theeffect of carrying canacityon child development andfamily relationships.

Skills to be LearnedWritingDefiningGraphic illustrationsNon - verbal skills

SUGGESTED LtARWING -EXI. Stu ent entere in c ass

activityA. Students make a bulletin

board illustration of alltypes of chili growth(physical, social, intellecruaand emotional.)

B. Teacher interviews smallgroups of students who definein their own words thefollowing terms:1. carrying capacity2. types of behavior3. types of growthand/or students play charadesillustrating types of beha-vior, types of growth, andcarrying capacity.

C, Students view films oncultural familial influenceon child development (seeresource list).

D. Students write a letterfrom the standpoint of ateenager growing up in anenvironment of his or herchoice showing the environ-mental factors affecting hisfamily life and his future.1. write in first person &

use cultural facts re-searching from many sources.

II

? Ec

sona

limiting Discipline Area Home Economics

.iving Subject Personal and Family Relations

each

nacity.

`;'EX:

II

Problem Orientation Child bevelobrade Advanced-ment

SUGGESTED LStudent-Centered in class

activityA. Students make a bulletin

board illustration of alltyres of child growth(physical, social, intellectuaand emotional.)

B. Teacher interviews smallgroups of students who definein their own words thefollowing terms:1. carrying capacity2. types of behavior3. types of growthand/or students play charadesillustzating types of beha-vior, types of growth, andcarrying capacity.

C, Students view films oncultural familial influenceon child development (seeresource list).

D. Students write a letterfrom the standpoint of ateengger growing up in anenvironment of his or herchoice showing the environ-mental factors affecting hisfamily life and his future.1. write in first person &

use cultural facts re-searching from many sources

G XPE NII. Outside Resource 'and

Community ActivitiesA. AFS exchange'students

talk about theirculture and' childrearing practices.

B. Students add toclass discussionrelating significantfacts about the childrearing backgroundand culture fromtheir own particularethnic background.

......!.,-Resource and Reference MaterialsPrEiTall=s;77Po ulation- .Bomb, Paul ErhlichChildhood in cietEriitiSo kson-

Its Goo Lie or All Peo le,.USD Year oo o gr cu .tune:."Parent's: Magazine " ",, Ite_DeV'eloing-

Child, Holly E. $riSbarie.

Audio-Visual:BAVI'-'Foods Clothing, and Shelter in

Three'Environtents""Standing ROom.Cnly"'"Children's EtDcions""Preface"to Life""Children of Switzerland""Children of the Alps""!Children of Japan""Children-of Fogo Island""Children of Germany"

Community:AFS studentSocial Studic teacherlocal or county social servicespublic health nurse

Continued and Additional Suggested Lear

' : "

,ear Continued and Additional Sumested Learning Ex0erieridea

C 8. Cultural, economic, social, and0N political factors determine statusCE of man's values,and:attitudes.PT toward his environment.

Discipline Area, Home Econo

Subject Human Grow

Problem Orientation SocialDevelopment o

d

as

BEHAVIORAL OBJECTIVESSUGGESTED LEARNING EXPERI

HHH0.)H

.14

.

Cognitive: Ana yzes env ronmental factors that in-fluence a child's socialdevelopment.Affective: Appreciates theii=aEhe environment insocial development.

Skills to be LearnedObservationMaking gamesInterviewing

. Stu ent Centere .in classactivityA. Students define social

behavior'.1. List types of social

behavior on board.2. List environmental factors

and discuss how they affectsocial behavior. (Ex.i.flood-social interactionof people working togetherto clean up.)

B. Students create children'sgames to enhance socialinteraction (games like duck-duck-goose, lion hunt).

C. Students demonstrate andrevise games in class.

D. Class develops ar observationsheet for analyzing socialbehavior in chM2en.

E. Pairs of students go out incommunity and observe andreport on children'ssocial behavior (playground,grocery store, etc.)

F. Students make editorialnewspaper (The Child Re orter)analyzing tEreTreas ofthe environmental settingson social behavior and/or

(cont. on back)

I. Ou-CoA.

tb

B. VP

C. Im

cuciSb1

0a1 S

g

S

Csl

P,

r,

JI

n,

a

a

no d Discipline Area Home Economics

Ow Subject Human Growth and Development

Problem Orientation Social Grade AdvancedDevelopment of Children

RI

CuI

P

SUGGESTED LEARNING EXPERIENCEStudent- Centered in classcivityStudents define socialbehavior.1. List types of social

behavior on board.2. List environmental factors

and discuss how they affectsocial behavior. (Ex.-flood- social interactionof people working togetherto clean up.)

Students create children'sgames to enhance socialinteraction (games like duck-duck-goose, lion hunt).Students demonstrate andrevise games in class.Class develops an observationsheet for analyzing socialbehavior in children.Pairs of students go out incommunity and observe andreport on children'ssocial behavior (playground,grocery store, etc.)Students make editorialnewspaper (The Child Reporter)analyzing treeTreas ofthe environmental settingson social behavi ror and/o

wont. on back)

bVPbIm0

isI

II. Outside Resource andCommunity ActivitiesA. Visit day nursery

to observe socialbehavior.

B. Visit Head StartProgram; observe socialbehavior.

C. Interview neighborhoodmothers on the effectsof her child's associ.-ation with peers.1. Is your child

hungry afterplaying withfriends all day?

2. Does your childplay harder whvnhe is with othersthan when he isalone?

Resource and Reference MaterialsPu' icat ons:P a PenneysGuide to Play and Pla things,FAO ChIlaien's World

Parent's Guide, Fisher-Price Toysdress- Gazette articles on childabuse Sunday, July 2, July 3, etc.(1972)

Audio-Visual:CEIDEFETithout", BAVI"The Time of Growing", Metropolitan

LifeHal Turner Learning Basic SkillsThru Music (REUEL

Community:,

Continued and Additional Su::estedI. Cont.-

F. (Cont.)makeup stories. relatingAwdfrom observing-pictures of c

G. Children cometo_school forstudents_observetocial.behathe interaction games-they

H. PaherdistUsbion with, differresPonsibWfOi'different tybehavior (shyness, boisterouattention=iltieking, etc.)

11

a

C4

ted

aoc)f cEorWha

Elber

tyou

11

Continued and AdditiormulastELtualnakaLmatatam.I. Cont.

F. (Cont.)make up stories relating social interactionfrom observing pictures of children.

G. Children come to school for one day 'andstudents. observe social ,behavior.and usethe interaction games they made up.

H. Panel discussion with different studentsresponsible for'different types of socialbehavior (ehyness, boisterous, loving,attention-aveking, etc.).

'4

0i4P4

U)

C 12, Private ownership must be re-0N garded as a stewardship and should

E not encrca2h upon or violate the

T individu(t1 right of,bthers.

BEHAVIORAL OBJECTIVESCognitive : Appl es prin-ciples of operating a daycare center to- promotegrowth of individual.children.Affective: Assumes respon-sibility for children putin students' charge during.nursery school.

Skills to be LearnedmanningEvaluatingRapport with childrenChildren's games and songs

Discipline Area Home Econom

Subject Human Growt

Problem Orientation liana inNursery- S

SUGGESTED LEI. Student-Centered in class.activity:A. Students 'brainstormsto iden-

tify what might be stateregulations to operate a daycare ,ceAtet (sample questions :

1. If you were to open a daycare ,center, what types ofnon-curriculum relateddetails would you have toattend to? List on board.a) StOdent-teacher ratiob). Licensec) Sq#are feet per childd) Evacuation routee),Building inspection

by lire department2. If possible make one copy'

of state requirements bookavailable to each student,

3. Consult requirement bookto check list on board- -delete and add as necessary,

B. Invite speaker in to speakto students about regulationsregarding- day care centers &typical activities for childrenor visit a day care centerto see one in action.

C. Students participate in games,songs, and finger plays (Cont.

RNING EXPERI, II.

Co

uo

A. L''"I

r0-c

B. L-m

8

101II

telt

st be re- Discipline Area Home Economics

and should Subject Human Growth & Development

late- the.

rs.

Problem Orientation Managing a. Grade AdvancedNursery School

RIOur0 tits:

LA

r0

. Lm-s

d

SUGGESTED LEI. Stu ent-Centere c ass.activity.A. Students brainstorm to iden-

tify what might be stateregulations to operate a daycare center (sample questions):1. If you were to open a day

care center, what types ofnon-curriculum relateddetails would you have toattend to? List on board.a) SiUdent-teacher ratiob) Licensec) Square feet per childd) Evacuation routee) Building inspection

by fire department2. If possible make one copy

of state requireMents bookavailable to each student.

3. Consult requirement bookto check list on board- -delete and add as necessary.

B. Invite speaker in to speakto students about regulationsregarding day care centers &typical activities for childrenor visit a day care centerto see one in action..

C. Students participate in games,songs, and finger plays (Cont.

4 NIII. Outs e Resource an

Community ActivitiesA. Local day care super-

visor or Head StartSupervisoi speak onrec-llations onoperating day carecenters

B. Local=child develop-ment specialist tospeak on typicalday care operation.

Resource and Reference MaterialsPub1itati2ns:- :T--State Duf.:elre Requirements, -Divisionof :i.srvicesr, Courthouse-

Audio-Visual:'Setting the-Stage. for Learniqg','

BAVI"Teaching:the- -4's, & jes-;"'

Visual Aids Servide, > Division ESof -Univ:

(from sate addre6s as above)Part.I: "Guiding- Behavior and:

Teaching the 3"-s-, & 5's."Part II; "Setting the Stage"

Community:spec it Division of FamilyServices to speak on child develop-ment and needs

Continted and Additional -Suggeste

C. for- _children'Discuss: ,what'_chi-ldren 1

2.- _Ex....head-, shoulders, knlearns__ placement bodAan-guage..

__.:StUder4s_ -plaw.and runrespon-Si

-state- .recl-tiireMents-. .

2. --,Students ',take specific-aja Snack

d)----Ga-Mesk etc.Activities. -for school -shopportunities for:, leg,-m

-.1ainglahe deVelopment, mudoOrdination, s

F. StUdehtS--eValuate nursery sSample questions_:.1.:---Wh4'.three things did yo2 ----What ,three things- did th

R-e-late cute -expressions4.- -What evidences of social

- observe? etc.

ste

a 1

bod

nuasi

Lc

shig

mus

'yr s

yoth

nsial

Materials

ts, Divisionouse.

iarningist

Vs"ion EIllinoisve)r andVs."age"

Familydevelop-

Continued and Additional Su ested tearnin eriences

C. for children1 DiscUss what- phildren learn:hy activity2. Ex. -head, shoulders,, knees and toes;

learns_placempnt Of b04,:parts,_ rhythm, and_ language. _

D. Students 1444, and run ,a,,OUraet0,100/1. One- 6tUdOt responsible for !OheCking

state- requirements. ; -2. Students :take Specific- responsibilities.

-Snadk .

10-Z leadup,Set=U0

d)- 'Games; etc,3. ActiVities -for schbOl-ahould-inciUdO

"opportunities- tot: leg20.140.1400I-OPMetit,.lang04ge -deVelOPMent,_ music deVeloptogni,eye - hand coordination, socidliiatiOn.

_

E. "ftudent6'.evaluate- nursery .schoOl:Sample- questions:1,A4hat %three :things did .youi,ilijOyM0-6t?'-2: three things did" ;the 6100-

thditf1, leiate cute ex;-essions that took place.4.`What- evidences of social growth did you

observe? -etc.

C 3. Environmental factors are limiting0N on the numbers of organisms livingCE within their influence, thus-, each.PT environment has a carrying capacity.

Discipline Area Home Econ

Subject HuMan Gr

Problem Orientation Child, Dment-Pcip

BEHAVIORAL OBJECTIVESCognitive: Analyzespopulation growth patternsand the environmentalcarrying capacity.Affective: Judges problemsan issues of populationgrowth and the environmentalcarr ing ca acit .

01.4

Skills to be LearnedDefiningNappingViewingReadingWritingCreating gamesPlaying gamesJudging

SUGGESTED LEARNING EXPERII. Student-Centered in class II. 0

activity CoA. Define and discuss "carrying

capacity".B. Students trace world, country,

state, and city maps and colorin terms of population density.

C. Students view and discussfilm, "Family Planning" &filmstrips, "PopulationStatistics", "Population .

Trends" and "Evolution &Extinction".

D. Students write and read toclass stories about living ina crowded world. (Ex.-livingin a high-rise one-roomefficiency apartment.)

E. Students create and playgame on living in uncrowded,crowded, and overcrowdedareas. (Ex.-Students makesituation-solution cards,inuncrowded area they growtheir own foods, in crowdedthey drive to supermarket &in overcrowded areas theywalk or just choose foodsthey want off a large con-veyor belt.(Cont. on back)

t:on factors are limiting Discipline Area Home Economics

Gro or anisms livin: Subject Human Growth & Development

uence, thus, each Problem Orientation Child DevelopisGrade Advanced"ment-Population,

Pop

M I.

Co

carr in: ca acit .

CTIVES

atternsal

problemsationronmental

SUGGESTED LEARNING EXPERIENCESI. Stu ent-CenteredINCiass 'II. Outside Resource and

activity Community ActivitiesA. Define and discuss "carrying

capacity".B. Students trace world, country,

state, and city maps and colorin terms of population density

C. Students view and discussfilm, "Family Planning" &filmstrips, "PopulationStatistics% "PopulationTrends" ana-"Evolution &Extinction".

D. Students write and read toclass stories about living ina crowded world. (Ex.-livingin a high-rise one-roomefficiency apartment.)

E. Students create and playgame on living in uncrowded,crowded, and overcrowdedareas. (Ex.-Students makesituation-solution cardssinuncrowded area they growtheir own foods, in crowdedthey drive to supermarket &in overcrowded areas theywalk or just choose foodsthey want off a large con-veyor belt.(Cont. on back)

Reidurce and Reference MaterialsPu

PopyraTi---.on _Bomb by :ErhiiCitiExpo ,1984Brave New World, by AudusRuxley-.

Audio-Visual:I-C-E RMC ,

"Family Planning""Population Statistics" -

"Population Trends""Evolution and Extinction"

Community:

Continued and Additional §nI. Cont'.--:

F. Students cUti.and COliect,

a -value- jUdgMent :on .these

11

-A-

higg

vet

RS er

Materials

ich.t

Huxley.

Continued and Additional Sggg,Lg_._zesiedteartibc'ekiencesI. Cont.

_ ,_ ___F. Students clip and collect newspaper and Magaiine

articles relate&to:p442/4tion,STOWA44:**ttea value judgment on these articles.

C 2. All living organisms interact among0

N themselves and their environment.C

E forgoan intricate unit called anPT ecosystem.

Discipline Area Home Eco

Subject Hutan Gr

Problem Orientation Diseas

BEHAVIORAL OBJECTIVESCognitive: Analyze inter-relationship of disease,causes of disease, diseasecontrol, and the environ-mental ecosystem.Affective: Forms judgmentsas to personal responsibili-ties for the control ofdisease.

Skills to be LearnedIMEITTYEUEEEMElediseasesDiscussionResearchDiagraming

SUGGESTED LEARNING EXPI.-Stu ent-Centere n c ass

activityA. Define communicable disease.

Class discussion.B. Identify communicable disease

and classify them accordingto the carrier:1. man2. air3. water4. plants5. animalsSmall group brainstorming &reading, write on board,:

C. Each student research adisease and trace its cycleto determine1. breeding ground2. length of life3. how preventedDiagram the cycle andreport to class.

1St

IV1

at(

sese,

rom

gmc

sil

of

Eco

Gr

easCon

EXPI.

CA

isms interact among Discipline Area Home Economics

environment, Subject Human Growth & Development

e unit called an Problem Orientation Disease Grade. AdvancedControl

IVES SUGGESTED LEARNING EXPERIENCESnter- I.-Stu ent-centerealirelass II. Outside Resource andse, activity Community Activitiessease A. Define communicable disease. A. Speakers such asron- Class discussion. public health nurse,

B. Identify communicable disease- doctor, dietician,t.,ments and classify them according or someone from thea

sibili- to the carrier: FDA.of 1. man

2. air3. water4. plants

e 5. animalsSmall group brainstorming &reading, write on board.

C. Each student research adisease and trace its cycleto determine1. breeding ground2. length of life3. how preventedDiagram the cycle andreport to class.

Resource and Reference MaterialsPu iicat ons:.Facts About Health- Quackery,

Better Business- Bureau:Protecting Our Food4:learbook of

Agra-Mire, 1966, "Public HealthPrograms".

Audio-Visual:Nat Praia': BAVI"The Careless Ones" : Sterling"Improving America's Health"Your Health, Disease and

Control; BAVI"Counter - Attack', ParkL, Davis, &"Body Defenses Against Disease,"

Community:

Continued and Additional Su ested Learn

am Continued and Additional Suggested Learning Experiences

C 10. Short-term economic gains may0N produce long -term environmental

E losses.PT

Discipline Area

Subject

Home Econo

Human Grow

Problem Orientation Careersthe Environm

BEHAVIORAL OBJECTIVESCogn t ve: Recogn zes t evariety of environmentaljob opportunities.Affective: Be consciousof the environmental jobopportunities that willhelp to conserve nationalresources.

0 Skills to be Learned

Research and discussionGraphic illustration

SUGGESTED LEARNING EXPERI. S'tu ent entere in c ass I. Ouactivity CoA. Students choose and report

on environmental careers.Ex.-life scientist

aquatic biologistbiochemistpathologist

B. Graphic illustration ofthiugs students valuemost and things theyvalue least.

C. Choose three adjectivesthat best describe them-selves and arrange forpersonal interview withteacher to discuss anddefend choices.

D. Analysis games1. reading palms2. handwriting analysis3. draw a house

E. Invite guest speakers into talk to students aboutspecific careers in theenvironment. Have themrelate some necessarypersonal attributes fortheir specific careers.

11111

ono

tow

rs

onm

IOu

Co

economic gains may

term environmental


Subject Human Growth & Development_

Problem Orientation Careers in Grade Advancedthe Environment

DEJECTIVESognizes t eronmental

consciousental jobnet willnational

arned

Lscussion:ation

SUGGESTED LEARNING EXPL NCESI. tudent-Centered in criseesoufEria

activity Community ActivitiesA. Students choose and report

on environmental careers.Ex.-life scientist

aquatic biologist,biochemistpathologist

B. Graphic illustratiJn ofthings students valuemost and things theyvalue least.

C. Choose three t,;ectivesthat best describe them-selves,and arrange forpersonal interview withteacher to discuss anddefend choices.

D. Analysis games1. reading palms2. handwriting analysis3. draw a house

E. Invite guest speakers into talk to students aboutspecific careers in theenvironment. Have themrelate some necessarypersonal attributes fortheir specific careers.

f

Resource and Reference MaterialsTaTicationslCareer Education in the Environment,

I-C-E RMCThe Place For YouParke, Davis & Co.P.O. 118Detroit, Michigan 48232

"A-7.0.nor Searching"Modern Talking Picture Service, Inc.1212 Avenue of AmericasNew York"The Bridge",Mat. Assoc. of Mfgs. Film Service277 Park AvenueNew York"The Big Question",New York Life Insurance Assoc.600 Madison AvenueNew York

Community:

Continued and Additional Su ested Learnin

in

vironment,

rvice, Inc.

Service

ssoc.

Continued and Additional Suggested Learning Experiences

C 4, An adequate supply of pure0N water is essential for life.CE

T


Subject Perso

Problem Orientation Con

BEHAVIORAL OBJECTIVESCognitive: Proposes ways toconserve an adequate supplyof water essential forfamily living.

Affective: Develops changesin living to conserve an

,k4 adequate supply of water1-4 for future use.

Skills to be LearnedListingViewingListeningSynthesizeFollow up

SUGGESTED LEARNING EXI. tudent-Centered-in-Ciass

activityA. View and discuss filmstrip,

"Water Pollution - AComplex Problem".

B. Students list all uses ofwater in everday life. i.e.food preparation, foodprocessing, bathing,washing dishes, disposal, etc.1. Categorize into natural,

industrial, sewage,thermal pollution.

C. Students view and discussfilm, "Third Pollution",to see how communities canhelp manage and eliminatewater pollution.

D. Invite a cookware salesman todemonstrate waterless cookery:

E. Students propose ways to con-serve water. i.e. brick intoilet tank, quick shower,minimum bath water, use waterfrom dehumidifier instead ofthrowing away, cut downoreliminate lawn sprinkling,suds saver, swim at lake orpool instead of home pool.

F. Students compile proposals inta survey and distribute (cont.

Et

a

21

a(

ee

rs o

Con,

EX

supply of pure

tial for life.

Discipline Area

Subject

Hciae Economics

Personal & Family Relations

Problem Orientation Consumer Ed. Grade Advanced

PCTIVE0as ways toate supply.1 for

os changes2rve ant water

etc .

ned

to,ryz

Nn-

or

in t

nt. -

SUGGESTED LEARNING EXPERIENCESI. Student- Centered classactivityA. View and discuss filmstrip,

"Water Pollution - AComplex Problem".

B. Students list all uses ofwater in everday life. i.e.food preparation, foodprocessing, bathing,washing dishes, disposal, etc.1. Categorize into natural,

industrial, sewage,thermal pollution.

C. Students view ai-d discussfilm,-"Third Pollution",to see how communities canhelp manage and eliminatewater pollution.

D. Invite a cookware salesman todeMonstrate waterless cookery.

E. Students propose ways to con-serve water. i.e. brick intoilet tank, quick shower,minimum bath water, use waterfrom dehumidifier instead ofthrowing away, cut down oreliminate lawn sprinkling,suds saver, swim at lake orpool instead of home pool.

F. Students compile proposals inta survey and distribute (cont.

II. Outside Rescource andCommunity ActivitiesA. Visit sewage

disposal plant tosee how sewagewater is treatedbefore it isreturned to watersupply.

B. Visit water dept.to see how wateris treated beforeit is piped tohome or business.

Resource and Reference MaterialsPublications:Water.Pollution and You,Wisconsin University County Ext.What Every Woman Should Know andDo About Pollution, Betty AnnOttinger, 1970

The House We Live In An Environ-mental Reader, Sheridan B151517Jolna V.B. Rodenbeck, MacMillan,1971

Your Environment and What Ycu CanDo About It, A Citizen's GuideRichard Saltonstall, Jr., Walkerand Co., 1970

Everybody's Ecology, ShelleyGrassman, Grosset and Dulap, NewYork, 1970

What You Can Do About Water.PolfITEEETIMMT:1513T5TEdiaW7EEFt Can Help You ProtectYour. Environment, #7700-086,Consumer Product InformationP.O. Box 1205Arlington, Va. 22210

Audio-Visual:Third Pollution,#6928, BAVIWhat Are We Doing To Our World,#7251-7252, BAVIEcology and Man Series - set of 3,The Management of Water, I-C-E RMC

Water' Pollution - A Complex Problem,1-C-cE

Commmity:Sewage treatment plantWater department

1

-Continued end Additional Suggested LeI. (cont.)

thi:Oughout comunity to. see if pthe proposed ideas.1. Report findings back to class.

nt

nc

Bc

e

zl

'r

I Le

pe

ss.

Ateriais

my Ext.now andy Ann

Env5-11L-Bla TEUcMillan,

You CanGuide,Walker

ley-dap, New

a . .

)rotect86,:ion

I

iorld,

et of 3,I-C-E RMCx Problem,

Continued and Additional Suggested Learning ExperiencesI. (cont.)

throughout community to see if people could acceptthe proposed ideas.1. Report'findings back to class.

C 4. An adequate supply of pure Discipline Area H0N water is essential for lifeCEPT

BEHAVIORAL OBJECTIVESCognitive: Comprehends theffect of household waterconsumption environment.

Affective: Develops a

personal plan in the useof household water.

Skills to be LearnedComparingComputingReportingDrawing conclusi: .s

Subject . ManRes

Problem Orientation

SUGGESTED LEARN'I. Stu ent.Centered in class

activityA. Students list all appliances

in the home which use water.1. Compare the amount of

water used in varioustypes of washing machinesfloor scrubbers, humidifidishwashers, etc.

2. Students note the amountwater used in the familywashing machine for oneweek and calculate theamount which could besaved by running only fulloads or using a sudssaver.

B. Students introduce smal: amoof algae into beakers of watand add varying amounts ofphosphorous to discover howphosphate detergent wasteaffects the environment.

C. Students list recommendationfor conserving water in thehousehold by using appliancewith care.

li

Ho

ManResion

'\RNI

icester.

Lnesiifi

int

Lly

ie

fu

amova t

)f

mw

ionhence

ure Discipline Area Home Economics

life. Subject Management of Personal & FamilyResources

Problem Orientation Housing Grade Advanced

SUGGESTED LEARNING EXPERIENCESI. Student-Centered in class

activityA. Students list all appliances

in the home which use water.1. Compare the amount of

water used in varioustypes of washing machines,floor scrubbers, humidifiers,dishwashers, etc.

2. Students note the amount ofwater used in the familywashing machine for oneweek and calculate theamount which could besaved by running only fullloads or using a 'sudssaver.

B. Students inrioduce small amountsof algae into beakers of waterand add varying amounts ofphosphorous to discover howphosphate detergent wasteaffects the environment.

C. Students list recommendationsfor conserving water in thehousehold by using applianceswith care.

II. Outside Resource andCommunity ActivitiesA. County Extension

agent to talk aboutmethods of conservingwater in the home.

B. Appliance dealers totalk about water useand features ofdifferent waterusing appliancesin the home.

1.6

Resource and Reference MaterialsFabriaTions:Consumer Report Yearbook, 1971(water consumption)

Home Appliances (Better BusinessBureau)

What You Can Do About WaterPollution, #7700-088Consumer Product InformationP. 0. Box 1205Arlington, Va. 22210Tragedy in the Laundramat,I-C-E RMC

Planning Your New 'Water System,Flint & Walling MJnufacturingGuide to Modern Water ServiceG=a's Pump

Audio-Visual:City Water Supply, BAVIWater Supply, BAVI

Community:

Continued and AdOltional Suggeste

17

s Continued and Additional Suggested Learning Ex erieh 0_

,r

U

04

C 6. Natural resources are not0N equally distributed over the earthCE ov over time and greatly affect thePT geographic .conditions and quality

of life.BEHAVIORAL OBJECTI

Cognitive: Infers therole the availability ofresources plays on thequality of family life.

Affective: Appreciates therole the availablity ofresources plays on thereality of femil life.

Si ills to he LearnedResearchingListingGraphic illusL ationRole playingWriting

Discipline Area Hom

Subject Per

Problem Orientation C

SUGGESTED LEI. Student-Centere in

activityA. Students research and list

family kitchen equipmentin ancient, medieval,pioneer and modern kitchens.Exatliple

1. Ancient - bowl &mortar2. Pioneer - cast iron pan3. Modern - dishwasher,

electric percolatorB. Students make a bulletin

board of types of outsideconstruction of homes indifferent parts of theworld and discuss the.natural resources neededto make these home:,Examples -1. Paper house - Japan2. Wood - U.S.3. Adobe - Mexico4. Stone - Europe

C. Students role play atypical day's activitiesin differiaht historicaleras.Examples -1. Ancient - women gather

berries, roots, (cont.)

not Discipline Area Home Economics

'er S1 the earth Subject Personal & Family Relations

affect the Problem Orientatibn Consumer Grade Advanced

.d quality

SUGGESTED LEARNING EXPERIENCESI. Srti ent-Centere in class

activityA. Students research and list

family kitchen equipmentin r.acient, medieval,pioneer and modern kitchens.Fxan3plet. Ancient - bowl &mortar2. Pioneer - cast iron pan3. Modern - dishwasher,

electric percolatorB. Students make a bulletin

board of types of outsideconstruction of homes indifferent parts of theworld and discuss thenatural resources neededto make these homes.Examples -1. Paper house - Japan2. Wood - U.S.3. Adobe - Mexico4. Stone - Europe

C. Students role play atypical day's activitiesin different historicaleras.Examples -1. Ancient - women gather

berries, roots, (cont.)

II. Outside Resource andCommunity Activities

Resource and Reference Material* ---Continue Froarazal SuggestFarications: I. (cont.)Periodicals:"Changing Times""Forecast""What's New in Home Ec""Better Homes & Gardens"

Audio-Visual:"Home Around the Ti.orld," BAVI"Your Spnce Age Kitchen" -.Sears"New Room in Your Kitchen",Rdbbermaid

Community:Old woman in area to talk abouthousework in olden days

Utility company to talk abouthomes in the future

etc. skins and cleans huswashes clothes in river a

2. Modern - woman puts toastcoffee, curls hair with e

D. Students write an essay, "Whlike if half of the electricwere not available".

0,es Continued and Additional Su ested Learnin: Ex eriences

I. cont.

hus etc. skins and cleans husband's "catch ", cooks,:r a washes clothes in river and tends the fire.mst 2. Modern - woman puts toast in toaster, plugs in:h e coffee, curls hair with electric curlers, etc.MI D. Students write an essay, "What my life would be:ric like if half of the electricity, gas and water

were not available",

C.)

H4Ja001

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0

r-4

1

r-

In$

HHH0

r-4

14

C0NCE

T

8. Cultural, economic, social, and Discipline Area Hom ion

orspolitical factors determine status Subject Man

Sof man's values and attitudes- problem Orientation

irctoward his environment..

BEHAVIORAL OBJECTIVESCognitive: Ana yzes trole of_ -the consumer interms of economic factorsand the status-of man'svalues and attitudestowards his- environment.

Affective: Assumes:responsibility forconsuming to- protect theenvironment.

Skills to be LearnedFinancial planningDiscussingIdentifying

--SUGGESTED LEARNINGI. Stus ent Centere in c ass

activityA. Students define the family.B. Students disouss family and

individual life cycle.1. Discuss haw the family

life cycle-affectsconsuming habits.(ExaiPle - Families withyoung: ,chiidren buy toys.)-

2. Discushaw 'the individuallife.CyCle affects con-suning, habits. (Example -A young career girl buysmany clothes, teenagerbuys Emmy records.)

Ci Students draw =parallel flowcharts of the individual'and family life cycles.1. Chi_ lthrearing stage

a. Babyb. Preschoolerc. Schoold. Preadolescente. Young adult (launching

stage)D. Students brainstorm to

determine what stages in thefamily and individual lifeCycle would be the (cont.)

TI

srfacmar3Snmc

zonomic, social, and Discipline Area Home Economics

ors determine status Subject

s and attitudes

ironment.

Management of Personal & FamilyReEources

Problem Orientation Consumer Grade Advanced

CTIVESs thear infactorsman's2Snment.

ct the

-SUGGESTED-LEARNING EXPERIENCESI. Student-Centered in class

activityA. Students define the family.B. Students discuss family and

individual life cycle.1. Discuss haw the family

life cycle affectsconsuming habits.(Example - Families withyoung children buy toys..)

2. Iascuss how the individuallife cycle affects con-suming habits. (Example -A young career girl buysmany clothes, teenagerbuys many records.)

C. Students draw parallel flowcharts of the individualand family life cycles.1. Childrearing stage

a. Babyb. Preschoolerc. Schoold. Preadolescente. Young adult (launching

stage)D. StudentS brainstorm to

determine what stages in thefamily and individual lifecycle would -be the (cont.)

II. Outside Resource end .

Community ActivitiesA. Local bank official

to speak on financialplanning for familiesand individuals.

Resource and Reference. MaterialsPuiifications

Erik-Erikson, Childhood and Society,Penny-'s Value -Kit

Audio-Visual:Life cycle transrarencies "ForecastMarriage and Morey", Institute OfLife Ins."Basics for-FamilyManagement", BAVI

"Finan7:ing a-New Partnerhip",i)enny.is.

I Community:

Continued and Additional SuI. (cont.)

happiest and why tilesE. Students interview a

determine value_s in rcycle.1. When you Were-first

-important -to you?2. When your first chi

most important to y3. When:yOU had presch

most important to yF. Students plan a househ

at three different stacycle to determine howresources are used at

G. Students list materialpurchased, because of sdiscuss, how these purcenvironment.

onI.

,ontinued and Additional Suggested Learning ExperiencesI. (cont.)

happiest and why these times-would be happy:E. Students interview a variety of families to

determine values in relation to the family lifecycle.1. When you were first married = what was most

important to you?2.. When your first child was born, what was

most important to you?.3. When:you had preschoeil -children what was

most important to yOu? Etc.F. Students plan a household bUdget for a family

at three different stages ,of the family lifecycle to determine how-many environmentalresources are used at each. stage.

G. Students list material things ,that would, bepurchased because of specific values anddiscuss how these purchases would affect theenvironment.

C _8. Cultural, economic, social-, and Discipline Area0N political factors determine status SubjectCE of- tian''S values- and attitudes Problem Oriehta

T toward his environment.

cox

tor:

2S

yin

BEHAVIORAL OBJECTIVESCo nitive: Analyzes diee feccgRan's values andattitudes have onselecting- housing.

Affective: Weighs valuesand attitudes in selectinghousing.

Skills to be Learned.cv Research

ViewingDiscussing

0 ComputingGraphic illustration

N.

0-Nt

SUGGESTED L CT.

I. Student-Centered in-class esactivity aesA. Research and discuss th

various types of housinB. View and discuss film,

"Homes Around the World vaC. Students bring rental sel

ads to school..D. Students compute total

cost for renting.(Example - Securitydeposit, utilities, phorent, insurance, etc.)

E. Compute tctal cost ofawning a mobile home. ion(Buying cost, license,taxes, lot rent, insuraaccessories, etc.)

F. Visit a mobile home desship- to compare stylesquality and price range

G. Compute the cost of buya house. (Initial costclosing cost, moving, tupkeep, landscape, insu

H. Students make a bulledboafd using computationillustrations of owningmobile home, renting anbuying or building a ho

(co

ned

aconamici_ social, and Discipline Area

tors determine status Subject

2S and attitudes

vironment.

XT-IVESthe

ues and

valuesselecting

ned

ion

Home Economics

Management -of Personal & FamilyResources--

Problem Orientation -Consumer Ed. Grade AdvanCedBuying- a--House,


activityA. Research and discuss the

various types of housing.E. View and discuss film,

"Homes Around the World's.*C. Students bring rental

ads to school.D. Students compute total

cost for renting.(Example - Securitydeposit, utilities, phone,rent, insurance, etc.)

E. Compute total cost ofowning a mobile home.(Buying cost, license,taxes, lot rent, insurance,accessories, etc.)

F. \I At a mobile ham dealer-ship to compare styles,quality and price range.

G. Compute the cost of buyinga house. (Initial cost,closing cost, moving, taxes,upkeep, landscape, insurance)

H. Students make a bulletinboard using computations &illustrations of owning aMobile home, renting andbuying or building a home.

(cont.)`

EXPERIENCESII. Outside Resource 'and

Community ActivitiesA. Students should

contact:1.- Contractor - on

what to check whenbuying a- hothe.

2. Mobile home dealer -cost & style ofmobile homes.

3. Realtor how tofind a good place=to live.

Resource and Reference Materials-Publications:Thu House We Live In, An. Environs

mental Reader Sheridan Blau andJohn V .g71765Uenbeck MacMillan,1971,

Homes With Character, Craig & RushHomemaking' for. Teenagers , Bo& 2. -

Desi ns for Low- Ccst, Wood Homes,0 q -00 9 'and

SelectinEnci-n A- Horne,Product.

Information, P.0 . ex 1205Arlington, Va. 22210'

Morton Ruth & otherS, The Home,Its frurniihin s &Equipment,McGraw -Hi -",

Housing Today," Helper, Donald E.aiiaFairT-Nagach,.Buying or. Your Home,Denton, John ,H.4, ,Barrows,rrows ,

Audio-V:isfi.a 1:Homes Around the World, BAVI_, #4010Visual Products Division, 3 M

3 M Center, .St. Paul, Minn"." 55101Home Stylas Wlues and GoalsAttitudes & Manner: Their ,

Influence on AccomplishmentsThe Rational. Decision - MakingProcess

Home Maruqument - OutsideInfluence

Community:

Continue& and AI. -(coast..)

I. BaSe&:on the information abov.paper .on, the type, of housingand- features they would -inclu

ntinued and Additional Suggested LearEITExperrences"(dont.)I. Based on the information aboveistudents-Write a

paper on. the type of housing they would-selectand' features they woad include.

C.1)1

H

C.)

0

ciinCY)

010

-HHHa)

4.1r1

4.1<4

C 9. Man has the ability to manage,, Discipline Area0

manipulate, and SubjectCEs environment, problem Orientat

T

BEHAVIORAL OBJECTIVES;: 1

Cognitive:ETEUE-Uf managing familyresources to preserve theenvironment.

Affective: Forms judgmentsas to responsibility formanaging family resourcesto preserve the environment.,

Skills- to be LearnedBrainstormingResearchingInformal Discussion

iGraphic llustration,Food preparationClothing remaking

SUGGESTED LEStudent-Ceptered in claactivityA. Students brainstorm t

discover resources thfamilies are wasting.(Ex. - Dusty backyardthrown -out food, clotin the back of the clleaving lights on, flkleenex dawn the toilnearby parks, using cpop, throwing out lawclippings, etc.)

B. Each .student choosesforffi ,of family wasteresearches methods ofconserving this waste

C. Each student make a 1poster, cartoon, etc.used in the home as areminder to save reso(Ex. - Sign by bathrolight switch with oldshaking her finger &"turn out the Light")

D. Students collect foodand make a new dish.

E. Students remake somearticles.

;si

ily:he

antsDr

:esamen

..5r to manage, Discipline Area- Home Economics

ige his Subject Personal and Family Relations,

Problem Orientation Consumer Grade Advanced

3 sible

nily:he

antsDr

zesqment.

SUGGESTED,-LEARNINGI. Student-CenterenTElassactivityA. Students brainstorm to

discover resources theirfamilies are wasting.(Ex. - Dusty backyard,thrown-out food, clothes*in the back of the closet,leaving lights on, flushingkleenex down the toilet,nearby parks, using cannedpop, 'throwing out lawnclippings, etc.)

B. Each student chooses oneform of family waste andresearches methods ofconserving this waste.

C. Each student make a littleposter, cartoOn, etc. to beused in the home as a .

reminder- to save resources.(Ex. T Sign by bathroomlight switch with old ladyshaking her finger & saying"turn out the light")

D. Students collect food scrapsand make a new dish.

E. Students remake some clothingarticles.

EXPERIENCESL____II. Outside, Resource. and

Commuhity ActivitiesA. ClasS go on.a,field

trip to municipalsewage plant. 04 theway home, Odp atgarbage dump-Orsalage yard' to-ebserve types ofWaste-.

B. Class- visit' resalestore- todetermine1*.a items can be.used.

C. Have a professionalseamstress hoWto remake clothes.

D. Institutional cook,to speak oh-how touse left- overs.

Resource an' Re crence ateria s Continued and,Additional Svggested LeaPublications:"Just uhat Are You Worth Today?",Better Homes.and Gardens1716 Locust StreetDes Moines, Iowa 50.303

"A Place to Live"National Audubon Society950 3rd AvenueNew York, N.Y. 10022

Audio-Visual:Recycling Resources" - I-C-E RMC"The Junk Dump" - I-C-E RMC"The Stream" --I-C-E RMC

Community:SeamstressInstitutional cookSewage plantGarbage dumpSalvage yardResale store

Continued Additional Suggested-Learning bcpgrigiaing--

C 10. Short-term economic gains bay0N produce long-term environmentalCE losaesi.PT

CH

UC)

0

Disdipline..Area

Subject

Problem Orienta

edc

rm

BEHAVIORAL OBJECTIVESCo nitive: Evaluate thee ect s ort-termeconomic gains have onlong-term environmentallosses and their relation-ship to the family,

Affective: Judges actionsbased on lone-termenvironmental effects.

Skills to .be LearnedDecision makingParty planningInterviewing techniquesIdentification of goals

SUGGESTED LESt,udent-Centered in class

activityA. List individual short -t:

and long-term goals.(Ex. Short-term goal: n:,

dress for Friday nightdate. Long-term goals:marriage, children, houschildren's schooling)

B. List 25 favorite activiand determine wheter oractivities are helpingachieve short-term or 1term: goals1. Students make line gr

using these factors idetermining achievemeof goals.a. Timeb. Cos.c. How often doned. Energy

C. Identify economic goalscase studies.

D. Students write situationthat are Jconomicallyinexpensive now bua: costto environment in the lo

E. Story building - 3 parts(cont.)

IV]t

nt.

ct

!ts

:Oa

economic gains May Discipline.-Area Home Ecohomics

rm environmental SUbject Personal & Famil _Relations

Problem Orientation Consumer Ed: Grade. dVanced

IVESthe

onntal.lation-

ctions

:ts.

.questools

.

SUGGESTED LEARNING EXPERIENCESI. Student-Centered in class

activityA. List individual short-term

and long-term goals.(Ex. Short-term goal: newdress for Friday night'sdate. Long-term goals:.marriage, children, house,children's schooling)

B. .Lis,t 25 favorite activitiesand determine wheter or notactivities are helping toachieve-short -term or long-tetm goals.1. Students, make line graph

using these factors indetermining achievementof goals.a. Timeb. Costc. How often doned. Energy

C. Identify economic goals incase studies.

D. Students write situationsthat are economicallyinexpensive now but costlyto environment in the long run.

E. Story building - 3 parts.(cont.)

II. Outside Resource andCommunity ActivitiesA. Interview community

business, political,etc. persons todetermine short-term--economic gairi thatwould result in long-.-term environmentlosses. --Sample questions:1. What.' are some things

you could do toachieve short-termeconomic gain whichwould result inlong-term environ-mental losses?

2. What are yourspecific economic-goals?

3. What are somemethods- you couldemploy to achieveeconomic goals?

4. Do you see yourbusiness or industryas having any effecton the environment.

(cont.)

Resource and Re erence MaterialsPublications:Career Education in the Enviren-,ment, I-C-E RMC

AlTaridbook for EnvironmentalAction - -What Can I Do?I-C-E RMC

Audio Visual:Conservation -oflqatural -ResoUrces,70467,--BAVI-Conservation-Road: Story of Ourliatural-Resources, Imo BAVI"'Junk Dumpf-,1-CE-RMC-"'Jobs", Penny

Community:

Continued and-Additional SuggeI. (cont.)

Examples:1. Paper plates vs dishe2. Pollution vs recyclin3. Family living is garb

F. Plan and ca- "try out a .parlong-term environmental e

G. jaTvestigate.career goalsof econondc gain,envirolife.

Career goalEconomic gain t!glisTi

Envirmunental depenloss techn

Family life genera

al

g

d

'II. (cont..)'5. Do you -see your business

familylife?6. Do family considerations

'hiring or firing policies

Students use- answers as a ststudent-teacher.analysis.

n-

ces

Continued and Additional= Suggested Learning ExperiencesI. (cont.)

Examples:1. Paper plates vs dishes2. Pollution vs recycling3. Family living vs garbage dump

F. Plan and carry out a party that would have nolong-term environmental effects.

G. Investigate career goals and evalUate in- termsof economic gain,. environmental loss and familylife.Example:Career goal farmerEconomic gain questionableEnvironmental depends upon farmingloss techniques

Family life generally close knit

II. (cont.)5. Do you see your business as having any effect on

family life?6. Do family considerations have any effect on your

hiring or firing policies?

Students use. answers as a stimulus for discussion andstudent-teacher analysis.

11. Individual acts, duplicated Discipline Area Home Econom0N or compounded, produce significant Subject Personal &

E environmental alterations over Problem Orientation ConsumerPT time.

du

e

101

BEHAVIORAL OBJECTIVES SUGGESTED LEARNING EXPERTCognitive: Ccmpre ends therole family waste disposalhas on the environment.

Affective: Acceptsresponsibility for- disposingof family waste to protectthe environment.

Skills- to be LearnedWritingDiscussingViewingClassifyingRecording

I. Stu ent-Centered in c ass II. 0activity CoA. Students record everything A.

in the home tossed out,disposed of, etc. for Oneweek.

B. Students classify garbage B.as burnable, solid, recy-clable, in water or in air.

C. Students view and discussthe fdllawing films interms of waste disposal C.

and its effect on theenvironment:'junk dump","The Stream", "Garbage"or "The Gifts". -

D. Students write.. laws thatmay feasibly be enforced inthe near future for controlof family wastes & discussresults of not followingthese laws.1. Outlaws garbage disposals.2. Limited lawn sprinkling,

etc.

in

duplicatd Discipline Area Home Economics

e significant Subject

:ions over

Personal & Family Relations

Problem Orientation Consumer Ed. Grade Advanced

SUGGESTED LEARNING EXPERIENCES-ie

31

3 in:t

I. Stu ent-Centered in cactivityA. Students record everything

in the home tossed out,disposed of, etc. for oneweek.

B. Students classify garbageas burnable, solid, recy-clable, in water or in air.

C. Students view and discussthe following films- interms of waste -disposaland its effect on theenvironment: "Junk dump","The- Stream", "Garbage'',or "The Gifts".

D. Students write laws thatmay feasibly be enforced in

. the near future for controlof family wastes & discussresults of not followingthese laws.1. Outlaws garbage disposals.2. Limited lawn sprinkiing,

etc.

ass II. Outside Resource. andCommunity ActivitiesA. County planner -

speak about currenproblems in W-astedisposal.

B-. School janitor -speak to ,studentsabout how theycould help controlwaste in school..

C. Garbage collector -speak to -studentson :hoW people canmake his job easierby doing some thingsat home. Exampleflattening cans,separating cansfrom paper, etc.

Resource and Reference Materia sPublications:"raid Waste Disposal'', Brown

County Planner"Solid Waste and You", Universityof Wisconsin- Extens ion

Audio-Visual:TrNo Time to Waste", (filmstrip kit)

I-C-E RMC"Recycling, Resources", (filmstripkit) I-C-E RMC

"Solid Waste - A NeW Pollutant",(filmstrip kit) I-C-E RMC

Films:"The Gifts''.',

""The Stream", I-C-E RMC"Junkdump", I- C- E 'RMC"Garbage", I-C-E RMC"Pollution. i5 'a Matter of Choice ",BAVI, #7483

"3rd Pollution", BAVI, #6928.

Community:County plannerGarbage collector.Sanitary, engineerjanitor

Continue an Aisitiona Suggested Learning riz

in

'rs i

sti

8

t'

rials

rn

rsity

Continued and Additional Su ested Learning 'eriences

.in kit)

strip

nt",

aloice",

3

C0

C1,1

11. Individual acts, duplicated

or compounded, produce significant

environr.Tital alterations over time.

Discipline Area Tiome at

Subjept Manage__Resour

Problem Orientation Hot:

B12HAVIOPU OBJECTIVESw Cognitive: Ccmorehends how

the use of the designelements in housing producesignificant ervironmentalalterLtios over time.4.3

0

0

Affective: Shows awarenessof the effects designs ofhousing, play on the

j, environment

ra

to be )learnedC'

Exprersinrf feelingsSearchingIdentifyingDiscussing

if?

vex

SUGGESTED LE%'_Ria1. Stda-ent-Centered-in class

activityA. Teacher holds up large

colored Pieces of tagboard and students writehow they feel aboutspecific colors (examples.red warm, fire, excite-ment, danger)

B. Teacher introduces colorwheel and color schemes(monochromatic, analogous,complementary, split co.nplementary, traditional)Students collect magazineroom pictures demonstratingdifferent color schemes.

C. Teacher introduces basiclines ( \, , )

D. Students collect magazineroom pictures in whichone type of line predominates.1. Teacher introduces various

textures (shiny, rough,smooth, fine, heavy, etc.)

2. Students collect variousmagazine room pictures inwhich one type of texturepredominates

B. Student discussion of the typeof living environment they wan(cont.)

.

cated Discipline Area Time Economics

ificant

ver time.

Subject :lanagement of Personal and FahilyResources

Problem Orientation dousing Grade Beginning

SUGGESTED LEPRiqING EXPERIENCESStu-crept-Centered-in class II. Outside Resource andactivityA. Teacher holds up, large

colored pieces of tagboard and students writehow they feel aboutspecific colors (ex-mples.red warm, fire, excite-ment, danger)

B. Teacher introduces colorwheel and color schemes(monochromatic, analogous,complementary, split comple-mentary, traditional)Students collect magazineroom pictures demonstratingdifferent color schemes.

C. Teacher introduces basiclines (\, )

D. Students collect magazineroom pictures in whichone type of line predominates.1. Teacher introduces various

textures (shiny, rough,smooth, fine, heavy, etc.)

2. Students collect variousmagazine room pictures in

. which one type of texturepredominates

E. Student discussion of the typeof living environment they wan(cont.)

Community ActivitiesA. Local interior

decorator to dis-cuss creating.living environ-ments.

B. Florist or natural-ist to discussbringing the ()tit-doors indoors.

Resource ane 'reference MaterialsPublications:Caprolan Color Quiz BookAllied Chemical Corp.61 BroadwayN.Y., N.Y. 10006Color Wheel CoordinatorCarpet iiarketing

du Pont de flemours & Co,, Inc.Wilmington, Del. 1989C

Audit-Visual:"Decorating and Planning YourHome - Some Easic Ideas"DAVI 6786Decorating l'ade Easy" Sears'Design for Living" Bala 0722"Color" '4.00 DAVI 7341"Color 1:eyinc In Art and Living"$3.50 DAVI 0453Use Color with Confidence" iit Dye

Best Foods Div., Corn Product .Co.,717 - 5th AVE, N.Y., E.Y. 10022"Color Newsreel" :Iodern, 1212 Aveof Am., N.Y., N.Y. 10036

COMMU..ity.

Continued and Additional c

(cont.)

I to create (exciting, resachieve this through col


(cont.)to create (exciting, restful, natural, etc.) and how to

achieve this through colco:, line and texture.

C 4.. An adequate Supply of pure0N water is essential for life.CE

Discipline Area Home E

Subject Manageme:resource.

Problem Orientation La ....._

BEHAVIORAL OBJECTIVESCognitive: Analyzes theeffects of laundry productsin terms of their cicaningability and influanc onpurity of water.

Affective: Belief in theimportance of informcd useof laundry products inmaintaining and imprcvingwater quality.


ResearchObservingDrawing ConclusionsRecordingExperimentationCharting Techniques


activityA. Students develop class

notebook on their readingsand research on waterpollution resulting fromhousehold chemicals.

B. Students bring in boxesand bottles of laundryproducts1. examine variety and

labels.C. Perform tests on deter-

gents in terms of waterquality (acid, alkali,solids) and effects onfabrics (tensil strength,color, shrinkages,resiliency)1. Chart results and

compare productsD. In small groups, students

test various laundryproducts on variousfabrics1. Compare results,

especially accordingto phosphate level indetergents and amountsused. (cont.)

C

mex

ceLa

NG

II


Subject Management of personal and familyresources

Problem Orientation Laundry Grade beginningor intermediate

SUGGESTED LEAMING EXPERIENCESStudent-Centered in class,zctivityA. Students develop class

notebook on their readingsand research on waterpollution resulting fromhousehold chemicals.

B. Students bring in boxesand bottles of laundryproducts1. examine variety and

labels.C. Perform tests on deter-

gents in terms of waterquality (acid, alkali,solids) and effects onfabrics (tensil strength,color, shrinkages,resiliency)1. Chart results and

compare productsD. In small groups, students

test various laundryproducts on variousfabrics1. Compare results,

especially accordingto phosphate level indetergents and amountsused. (cont.)

II. Outside Resource ',andCommunity ActivitiesA. Chemistry Department

to perform tests onwater samples todetermine purity.

1). Home economist fromutility company tospeak to cla*5s onlaundry techniques.

RESOURCE AND RIFERENCE MATERIALSPublications:Soaps and Detergents for HomeLaundering, 0100 -1318 ConsumerProduct Information, P. 0, Box1205, Arlington, VA 22210"Consumer Reports""The Detergent Dilemma", Jan. 1971Good Housekeepinc"Laundry Techniques for ModernWashers", Forecast for HomeEconomics, Sept. 1971"Primer for rime Laundry" "Planning :

Home Laundry Center" available from :

IIaytag`Laundry Know-Hoc." (booklet freefrom public utility companyDetergent Phosphates and theEnvironment, FMC Corp., InorganicChemicals Division, 633 Third Ave,H.Y., H.Y. 10017

Audio-Visua:P:rty Water - sit ulation game,f-C-E RiIC"The Stream", I-C-E MC"Today's Easi'ar Vashday"available from Proctor & Gamble

Community:

Dept. of natural ResourcesWisconsin Public Service

Continued and Aediti

Test could includbleaches, bluing2. Chart results

E. Take water sampleby chemistry depa

F. Study current legwater supply.

nuc

LeaC

ake

7cu6ate

. lcont)Est could include soaps, detergents, softeners,

Leaches, bluing agents, disinfectants.

. Chart results.ake water samples and have them tested for purity

7 -dhemistry department.

Ludy current legislation related to laundry products,

ater supply.

T

INV

C 10, Short-term economic gains may0

C

7:1

1:t losses.p

produce long-term environmental

Discipline Area Ho.

Subject Perso:

Problem Orientation H

rzi BEHAVIORAL OBJECTIVESU Cognitive: Comprehends how

over-consuming for homeremodeling affects theenvironment.

Affective: Appreciates hhousing for its aestheticlines, proportions andcolors rather than thecurrent style.

0

1 Skills to be Learned

L.0ObservingAnalyzingDrawing


activityA. Students walk through

neighborhood around school1. Teacher points out styles

in housing of differenttime periods.

2. Teacher points outroofing colors indifferent time periods.

3. Teacher points outwindow and decorativefeatures in differenttime periods.

4. Students work on scavengersheets to find differentstyles of housing (CapeCod, ranch, Swiss,Victorian, etc,) differentFLyles of windows (bay,picture, dormer, sliding,swinging, permanent)

5. Students note features(lines, colors, propor-tions, etc.) that theyfind pleasing.

B. Class selects one house toanalyze for remodeling.

ail

::ins may Discipline Area

antal Subject

Home Economics

Personal and family relations

Problem Orientation Housing Grade Intermediate(Remodeling)

SUGGESTTT EXPERIENCESI. Student-Centered in class II. 011-1776lioureea-TIEF-

Cdmmunity ActivitiesA. Contractor talk on

housing style.B. Art instructor talk

on line, color andproportion in housing.

C. Interior decoratortalk on aestheticsin housing exteriors.

activityA. Students walk through

neighborhood around school1. Teacher points out styles

in housing of differenttime periods.Teacher points outroofing colors indifferent time periods.

3. Teacher points outwindow and decorativefeatures in differenttime periods.Students work on scavengersheets to find differentstyles of housing (CapeCod, ranch, Swiss,Victorian, etc,) differentstyles of windows (bay,picture, dormer, sliding,swinging, permanent)

5. Students note features(lines, colors, propor-tions, etc:) that theyfind pleasing.

B. Class selects one house toanalyze for remodeling.

Resource and Reference FaterialsPublications:The Home, Morton & OthersHomes with Character, Craig & RushHow to Get the Most for Your HoneyWhen You Buy a Home, American LandTitle Assn., 725 Eye St., H.W.,Washington, D.C. 20006How to Buy a Good Window, AndersonCorp., Bayport, Minnesota 55003Home Improvement Booklets, BetterHomes for All 2n1Rrica, Dept. BN5,1716 Locust, Des :loines, Iowa50303Whalc_vqu StIouldrIT:LBefore youBuy a Home:, :iodern, 1212 Ave of

H.Y., 21-Y. 1003E

Audio-VisuF.1:

Community:ContractorInterior Decorator

Continued and Additional Suggest1. Class views pictures of -house

undesirable features.2. Each student draws a solution

feature (example: an eavestrocenter front of the house coucorner)

3. Students list money and naturmake the changes and determinwarranted or not

big

sic

A

5

.ptIon

DreA'

laterials

aig & Rush'-our Honeyrican Land

Andersona 55003

BetterB125,

Iowa

pre_±ou-2 Ave of

Continued and Additional Suggested Learning Experiences. Class views pictures ofhouse-aridfist desirable andundesirable features.

2. Each student draws a solution for one undesirablefeature (example: an eavestrough that drains in thecenter front of the house could be moved to a frontcorner)

3. Students list money and natural resources needed tomake the changes and determine whether they arewarranted or not

C 3. Erivironmental factors are limiting0N on the numbers of organisms liviGE within their influence, thus, each SubjectpT envi,:diment has a carrying capacity.

t

Discipline Area How _s

Man inRes

Problem Orientation nas

BEHAVIORAL OBJECTIVESw Cognitive: Analyzes the

o1 effect of exceeding citycarrying capacity on

HI quality of life.4U0 Affective: Believes in-rn0p,

Skil:b. to be LearnedMan reading

H0 City planning1 Decision makingN Gathering facts

Creative small group,r) problem solving

i Critical thinking

the importance of planningfor lan,t

HHH

4J

U)

SUGGESTED LEARNI OBI. Student-Centered in class lyz

activity dinA. Students identify the _y

problems that result inover-crowding urban areasEx. Crime, dumps, poorschools, substandardhousing, unemployment,noise, pollution, traffic.

B. Read case studies on zoninregulations changes andhow they affect residents.Ex: Young couple moves intneighborhood and find outan apartment developer is croitrying to build an apart-ment complex in theneighborhood--requireszoning regulation changes.1. Debate pros and cons.2. Conclusive/decision

C. Students create own casestudies in small groups.

D. Speaker or study of zoningregulations and city planning .

E. Students use simulation g(Con't)

rev

-antal factors are limiting

rs of organisms living Discipline Area Home Economics

influence, thus, each Subject Management of Personal and FamilyResoUrdes

'las a carrying capacity. Problem Orientation Housing-City Plan-Grade Adv.ning

OBJECTIVES SUGGESTED LEARNING EXPERIENCESlyzes theding cityty on

Leves in;-)f planning

Irned

Troup

-g

. Student-Centered in classactivityA. Students identify the

problems that result inover-crowding urban areasEx. Crime, dumps, poorschools, substandardhousing, unemployment,noise, pollution, traffic.

B. Read case studies on zoningregulations changes andhow they affect residents.Ex: Young couple moves intoneighborhood and find outan apartment developer istrying to build an apart-ment complex in theneighborhood--requireszoning regulation changes.1. Debate pros and cons.2. Conclusive/decision

C. Students create own casestudies in small groups.

D. Speaker or study of zoningregulations and city plann-ing .

E. Students use simulation game(Con't)

I. Outside Resource andCommunity ActivitiesA. City Planner to speak

to class about currentproblems in planningcity, zoning regulations,etc.

Resource -c_nd Reference MaterialsPublicaticns:Population. Bomb, Paul ErhlickA Good Life for All People, Yearbook, Dept. of Agriculture 1971City and/cr town maps--Cityor Town Halls

Audio-Visual:Man and His Environment,Simulation game, Coca Cola Co,Project I-C-E RMC"Don't Crowd Me" BAVI"City and It's Region" BAVI"Cars or Ieople" BAVI"City in Crisis: What'sHappening?" BAVI"City Rebcrn" BAVI"Expandinc- City" BAVI"Living City" BAVI"Urban" BAVI

Commnity:

Continued and AdditionaiSuqqest:(Con't from I.)"Man and His Environment"F. Continuum play on the effects

area.

ate

-e

ty

a(

i

St:

is

aerials

dick.e, Year-e 19 71

ty

,a Co,

,VI

Continued and Additional Suggested Learning Experiences(Con't from I.)"Man and His Environment"F. Continuum play on the effects of over-crowding an

area.

4.

c 5. An adequate supply of clean ..air is0N essential because most organismsCE depend on "Oxygen, through respiration,PT to release :the energy in their food.

BEHAVIORAL OBJECTIVESCognitive: Conprehends

O methods of air control in theH home for comfortable living.

Discipline I e s

Subject use

Problem Ori :en

4.1Usal

0P

Affective: Appreciates therole clean air plays inmaintaining comfortableliving.

Skills to be LearnedListingViewingListening

er

SUGGESTa ECT. Student-Centered in claactivityA. Students list method_

is manipulated in thhome (heated, humidipurified, etc.)

B. View and discuss Wissin Public Service slseries "Total ComforControl"

C. Listen to speakers orway different equipmeworks. (Salesman des-cribes how dehumidifitakes water out of thair.)

ehEtrc)1e

tys

-tat

:e supply of clean air is Discipline Area

use most organisms

.en, through respiration,

energy in their food.

'Home Economics

Subject Management of Personal andFamily Resources

Problem Orientation housing Grade Advanced

,JECTIVES SUGGESTED LEARNING EXPERIENCES-:ehends-ttrol in the)1e living.

:fates thelys in:table

led

I. Student-Centered in classactivityA. Students list methods air

is manipulated in thehome (heated, humidified,purified, etc.)

B. View and discuss Wiscon-sin,Public Service slideseries "Total ComfortControl"

C. Listen to speakers onway different equipmentworks. (Salesman des-cribes how dehumidifiertakes water out of theair.)

Outside Resource andCommunity ActivitiesA. Furnace and appliance

repairman speak toclass on differenttypes of furnacesavailable, i.e. fordedair, hot water, etc.

B. Appliance salesmanspeaks on differenttypes of appliancesand how they function,i.e. humidifier,dehumidifier.

Resource and Reference MaterialsPublications:Three Giant Steps td 'Clean Air7700-089 Consumer Product Info.

- P. O. Box 1205Arlington,. VA. 22210

Air Pollution, John CuigleyLocal Extension ServiceAre You Polluting Your Own Home?Science Digest 66:22-6Facts About Sas Heaters, GasAppliance Mfg. Assn, 60 E. 42ndSt., NY, NY 10017Room Air Conditioners, AirCcnditioning'Dept., C. E.Applaince Park, Louisville, Ky40225Home Ventilating Fans, Hunter Div.,Robbins & Meyers, Inc.2500 Frisco Ave, Memr his, Tenn. 38114

Audio-Visual:"Total Comfort Control", Wis. PublicServiceSmog - simulation gave, RMC"Air Pollution" 0676 - $4.00 BAVI

Community:

Appliance StoresFurnace Manufacturers

Continued and Additional Su es

es

tv.,

38114

!blic

IC


0N and change his

E pnuirnnrIPUt.P

T

Discipline Area Interdisci

SubjectSoc. St.,Managemen

Problem Orientation Housi

BEHAUORAL OBJECTIVESCognitive: Proposes aplan for managing, manipu-lating, or changing anexisting environment tocontribute, to family living.

Affective: Form judgementsas to responsibility inmanaging, manipulating orchanging an existingenvironment to contribute.to family living.

Skills to be Lear--dInterviewingPlanningRecommendingListingDiscussion

SUGGESTED LEARNING EXP. Student-Centered in classactivityA. "List factors involved in

improvement of environments1. Zoning, sewage treatment

planting trees, remodeliigB. Develop a questionaire for

surveying community as toneeds, key problems andavailable organizations.Sample questions:1. How do eledted officials

stand on the matters ofcommunity needs, keyproblems and availableorganizations?

2. Is there a PlanningCommission?

3. What regional organi-zations exist?

4. Is there a park andrecreation dept?

5. Is there an overallrecreation program?

6. Is there an agencyfor air pollutioncontrol?

7. Is there an effective(Con't)

TEC

as

mi

E

It_y

ud(

ciingtr.

ad

pci

an

73Xe

...t to mana e

change his Discipline Area Interdisciplinary Studies, Home Et.,Soc. St., .Eco:

Subject Management of personal &,family resouro

Problem Orientation Housing Grade Adv.

TECTIVESas amanipu-.j anat toly living.

udgements..7.17 in

cing orrig

tribute.

SUGGESTED LEARNING EXPERIENCES

ed

I. Student-Centered in classactivityA.'List factors involved in

improvement of environments.1. Zoning, sewage treatment

planting trees, remodelirB. Develop a questionaire for

surveying community as toneeds, key problems andavailable organizations.Sample questions:1. How do elected officials

stand on the matters ofcommunity needs, keyproblems and availableorganizations?

2. Is there a PlanningCommission?

3. What regional organi-zations exist?

4. Is there a park andrecreation dept?

5. Is there an overallrecreation program?

6. Is there an agencyfor air pollutioncontrol?

7. Is there an effecti.ve

(Con't)

g

Outside Resource andCommunity ActivitiesA. Guest speaker- -

elected officials tovoice opinion oncommunity needs, keyproblems and available .

organizations.

Resource an Reference MaterialsPublications:The Citizen's Advisory Committeeon Environmental Quality,1700 Pennsylvania Ave. N.W.Washington E. C. 20006

3849 Expanding City $2.00BAVI 0887.Cities.in Crisis 7.50BAVI 6843 City Reborn 3.50BAVI 2967 Living City 4.00BAVI 1696 Fla :e to Live 3.00BAVI 1487 Urban Sprawl 6.75BAVI 3345 All of the People

L11 of the Time 5.00"Junk Dump" Project I-C-E RMC"Garbage", Project I-C-E RMC"The Stream" Project I-C-E RMCCommunity:Elected officials

Continued and Additional Suggested Lear(Con't from I.)pesticide control?8. How vigorous is the community's pro

disposal?9. Is there a conservation commission?10. Is there a local land trust?11. Is there a soil conservation distriC. Draw conclusions as to desirability

List recommendations for communityD. Inventory felipw students, other to

members as to attitudes regarding t1. Do you feel this isa progressive

community?2. Would you prefer to live in a pr

conservative community? Why? orE. Involve community members in recogni

problems--this could be done by meancampaign.

F. Investigate possible sources of helpand other)1. Chamber of commerce, Dept. of Nat

Better Business Bureau, Project IG. Record selective family activities t

environment for one week.H. Propose a plan changing the activiti

use of the env7;00n1ent.

at

ro

rials (Continued and Additional Suggested Learning Experiences(Con't from I.)

mittee pesticide control?8. How vigorous is the community's program for waste

disposal?9. Is there a conservation commission?10. Is there a local land trust?

ca. 11. Is there a soil conservation district?ty C. Draw conclusions as to desirability of neighborhood.

List recommendations for community improvements.te D. Inventory fellow students, other teachers andstafft 2.00 members as to attitudes regarding the community

7.50 1. Do you feel this isa progressive or conservative3.50 community?

)1. 4.00 2. Would you prefer to live in a progressive or)1. 3.00 conservative community? Why? or Why not?pa 6.75 E. Involve community members ir recognizing existing

problems--this could be done by means of a poster5.00 campaign.

Up amc F. Investigate possible sources of help (financial%IC and other)

gat RMC 1. Chamber of commerce, Dept. of Natural Resources,Better Business Bureau, Project ICE CESA 9

t G. Record selective family activities that use theenvironment for one week. \

i H. Propose a plan changing the activities to make betteruse of the enviiitmAment.

12. Private ownership must be Discipline Area

regarded as a stewardship and should Subject

not encroach upon or violate the

individual right of others.

BEHAVIORAL OBJECTIVESCognitive: Applies steward-ship principles when usingelectrical anpliances soresources :ill b.a availablefor future generations.

Affective: Believes in theirnortance of conservingelectricity


DefiningListeningDemonstrationsInterviewingWriting

Problem Orientat,

SUGGESTED. btu en ----Catered in classactivityA. Students define and di

stewardshipB. Students listen to gue

speaker speaking on elcapacity of homes (cir

C. Students give oral repand lab demonstrationsvarious home appliance(include voltage requi

D. Students interview parothers and/or read arton electrical blackoutelectrical rationing

E. Students write editorinand/or 25, 50 and 100from now articles on celectricity and the poresults of not conscryelectricity.

.ership must be Discipline Area Home Economics

ewardship and should Subject Management of Personal and FamilyResources

a 11 or violate the Problem Orientation Home Grade AdvancedAppliances

of others.

's

ai

Lie

it?.D

ns

arrt

Lit

ri

0

C

?c-ry

SUGGESTED LEARTING EXPERIENCESu en entered in class

activityA. Students define and discuss

stewardshipB. Students listen to guest

speaker speaking on electricalcapacity of homes (circuits)

C. Students give oral reportsand lab demonstrations onvarious home appliances(include voltage requirements)

D. Students interview parents orothers and/or read articleson electrical blackouts andelectrical rationing

E. Students write editorialsand/or 25, 50 and 100 yearsfrom now articles on conservingelectricity and the possibleresults of not conservingelectricity.

II. Outside Resource andCommunity ActivitiesA. Wis. Public Service

or electric companyarea representativeand/or electricianto speak onelectrical capacityin homes.

Resource and Reference liaterialsPublications:Reader's Guide"Ways to Reduce Fuel Consumptionon Household Heating" 0303-0388"Ways to Reduce Energy Consumptionand Increase Comfort" 7700-020Consumer Product Info., P:O.Box 1205,Arlington, VA 22210e lectrical Portable Pppliance, G.E.Housewares Bridgeport, Conn.06G02Small Cooking Appliances, HomeService Dept., West Bend, 400 W.77ashington, West Bend, WI 53095Srall Electrical Appliances,1,ational Presto Ind., Eau Claire,

54702

Auedo-Visual:"What are re Doing to Our World"7251-7252, $21.00 BAVI

Community:ElectricianWisconsin Public Ser\dcz orelectric company rRpresentative

Newspaper morgueLibrary

Continued and Additional Sugg

onE03CCc

77C

pliDO7

es,nd,

T.13

an

01:T

re:

Nognaterials Continued and Additional Suggested Learning Experiences

onsumption0303 -0888Consumption

7700-020P..O.Box 1205,

pliance, G.E.port, Conn.

'_s, Homend, 400 W.WI 53095antes,'1au Claire,

Our World."T

lc: orcesentative

C 12. Private ownership must be Discipline Area Hom0N regarded as a stewardship and should Subject ManC ResE not encroach upon or violate the Problem Orientation'

T individual right of others.

0

0

BEHAVIORAL OBJECTIVESCognitive: Comprehends thatprivate ownership is steward-ship and should not encroachupon or viclate the rightsof others.

Affective: Accepts responsi-bility for environmentalstewardship in relation toprivate horde ownership andrights of others.


Viewing anc listen:ingDefiningDiscussionWriting

SUGGESTED LEARNI14u en en dE8U-1717Frass

activityA. View filmstrip The Housing

Crisis and discuss.B. Define term - stewardship.C. Small groups

1. Students write mysterystories introducingcharacters involved anddepicting poor environ-mental stewardship andviolation on the rightsof others.

2. Divide class into 2teams have narrator reamysteries and have teamsguess "Who Done It

D. Listen to song "Little Boxeand discuss housing developmeat and its effects on therights of others.

E. View and discuss filmstripThe Urban Crisis.

rdship and should

r violate the

others.


Subject :fanagement of Personal and FamilyResources

Problem Orientation Housing Grade Advanded

s thatceward-croachihts

soonsi-al

toand

SUGGESTED LEARITING EXPERIENCESu ent-trEfire-Fe-d-Thss II. Outside Resource ana

activityA. View filmstrip The Housing

Crisis and discuss.B. Define term - stewardship.C.- Small groups

1. Students write mysterystories introducingcharacters involved anddepicting poor environ-mental stewardship andviolation on the rightsof others.

2. Divide class into 2teams have narrator readmysteries and have teamsguess "Tlho Done It"

D. Listen to song "Little Boxes"and discuss housing develop-ment and its Effects on therights of others.

E. View and discuss filmstripThe Urban Crisis.

Community ActivitiesA. Local government

representative toexplain localordinances ontpet controlsnowmobilinglawn mowing and

sprinklingsnow blowingsump pumpdrainage fieldburninggarbage collectionnoise pollutionair pollution

controlswater pollution

controls

Resource and Reference Materials Continued and Additional Suggested Lear

Publications:Wood Decay in Houses, How to Preventand Control It, Consumer ProductInformation, P. O. Box 1205,Arlington, VA 22210Buying or Building a Home, BetterBusiness BureauNational Relocation and HousingGuide, Global Van Lines, OneGlobal Way, Anaheim, Calif. 92803The House We Li,fg In, An Environ-mental Reader, Sheridan Blew andJohn V. B. Rodenbeck, MacMillan,1971, $6.00

Audio-Visual:The Housing Crisis, filmstrip I C-E RNCThe Urban Crisis, film, I-C-E RMCFocus on America, film, I-C-E RMCThe Northwest Rego or., film, I-C-E RMCWhat you Should Know Before_you Buy aHome, U.S. Savings E Loan LeagueAodern talking Picures Service,1212 Ave of the Am., N.Y-,N.Y. 10036Garbage, RMCA Place to Live, BAVI 1696, $3 rentalJunkdump, BAVI 7650, $9 rental -I-C-E RMCCities in Crisis: What's HappeningBAVI 0887 , $7.50

Community:aousing Administration

Housing and Urban revelopmentHou:Lno AuthorityLocal C:ntractor

t

-E r

RI1C

iy a

36

C-1


t[

-E RPIC

ItiIC

iy a

)36

1 tal

C-E MC

C 3. Environmental factors are limiting0

on the, .numbers of organisms - living

E within their influence, thus, each .

T environment has a carrying capacity.


Subject ManagResou

Problem Orientation Foo

1

f

nfl

S

Cognitive: Compre en .sthat food is a limitingfactor in world population.

Affective: Perceives thatTuaa-urn limit the world ' s=

wl ca= in ca acitv.

. Stu ent.,Centere c assactitttyA. View and discuss the film,

"Hungry Angels".B. Watch newspapers and

magaiines for articlesdealing with World foOdproblems..1. Collect and diSplay

articled on bulletinboard.

C. View film, "Secret Hunger"discuss film and answerquestion, "What way willwe hafidle world foodproblemS in the future?"

Skills to be LearnedDiscussion.Graphic illus.Listening

.3

herit

opu

ves

ed

a

ouco

1 factors are limitin

of or anisms livin

nfluence , thus ,eachs a carrying capacity.

J Inendsiting

opulation.

ves thatne world's

Area Home Economics-.

Subj ect anägethent. al & famil.----Resources

Problem Orientation FOOts -Grade:S*Begitaiiing

I) i. r. .

ut:s;.Community -A0.1.1:124eaiA. Repreiientitive from

ddonfY 1**01SicittAgency- :..ory,SOcial,_Bervicebi-1. Speak ,tb. Students -

"Hai IoactprOble*are handled-, 0164,the

I. Student-Centere n c assactitttyA. View, and discuss :the

"Hungry Angels"_.B. Watch- newspapers and

magazines for: -articles-dealing with wOrld foodproblems.1. Collect and display

articles on bulletinbOard.

C.. VI-aw film., '!Secret- Hunger'discuss film. and answer

:question,--Nhat way Willwe handle_vOld: -f(544,

problems Lithe .future?-'

ed

Resource Reference' MateriaPublications:A Good -Li-fe'F`ai. AlI

U.S; -Dept. 'of 'Agriculture.yearbOok, RMC

:'Hung,n, ;Angels', _BAIT; #7349-S :71Sret-:-Hun_ger* .134.11T:i #79 laTomorroa-!ire-,World:-- _

'13.A\bi;,'',4;7 7 ,To Feed the-,:nuiiki*,,, BAVI, 47913,.!77r4

C°1V11215../:Lounty EL-tensionSocial Services

Continue a itiona' Suggeste

is_

Continuedand Experiences_ _ .

`r-

C0N. among themselves, andtheir -enVirori=.

E -ment, forming .an-. intricate- unit

2. All living organisms interact

PT called: ecosystem..

` e y

Discipline Area, :Horn

.SilbjectRes

Problem, Orientation-

BEHAVIORAL` OBJECTIVES-Cognitive: Comprehenda-

e interaction ,Of foods-and th3 enVircninentwidth forms an ecosYsteM--.

,Affective: -Believe-a Intnr..-3.mp-Ortance---, of the

S interaction foods andenvitanritent play ip

P7' fol-ming an deOsvaterti.,

Skills-._to =be Learned:tncn -Defining, -1 Listing

l'::iebatingObeetVing-

'-::-.-.-SUGGESTED -LEARNINGStuclegt-Ce-ntered.-1.4-iclass

a:CtivityA. :0t4401i.t0- -define -ecosystem.

Students waysfood ia-:Waateth-Ex: clocEn 410,004 thrownout; in ,garbage, g1thiton,eating_ More tharfnee4edi:foods: left_ to -Spoil, -etc.

C. -S,tt-ideht debate '-_,'Clean -plate-club -Va-..-,thrOwing -Ottundesired : fOod':=

-D. Tea-Cher-- demonstrationa fOopolluting the 'we-ter- system.Ex. dre-aad, anaperiaiori, sugardissolved iri,.Water coffeegroinds solution, milk

=.61a-ii-ctin-g:_ 'ET 1.?-704r,th-rb:iigh,(6#ago,iltbp.OS al,salt dissolved in Water, --etc

E. Class -g6 -oil a, -fie14.-t-tip to- a =Sewage, aystem-.-

F. Students Writeah ,essay on hithey -ari-pkOtect the enViton,merit 'through_ wise use of fob4

--rar

at

ter

ndfo(

iiherid

d

.2,-anisms interact Discipline Area _Home Economics

and their environ- Sthject ..Management -,;of....Per§onal

'Resourcesintricate Unit Problem Orientatitin- Foods-- }Grade. :Beginning

tem.

IVESndsfoods

SUGGESTED- LEARNING` =EXPERIENCES ..

ystem.

inhend

n. _

.Student-Centered 'in- class_activityA. Students- define debsyStein.

.Students list. "various ways'.

fOOd is wasted.gx: doWn disposal., throWn-out in garbage-2_ glUttoneating -More thari -neede4fobds- left to spOil, etc.

C S tUdent_ ;debate -; Clean plateclulcv_t_... throwing outundeSired food.

D.- TeaCher- deMOnStration- of foods-

Painting the Water .1YStern._ --

Ex. 'grease- 'St-SperiSio4; pizza;dissolved- in Water, 7.COffee.groundS sOlUticiiii milk.

-clbiading :in :water, fOoda- run.thrOugh:garbage ,.dispOsai;Salt didSolv'id in, cater-, etc.

E-. -Class go-,on_ a field' trip -toa sewage- system.StUdent-S- tyrite, an essay on..how

they can -proteCt the envircin,_.

bent thrOugh Wise use of foods.

RIh -04-sitle-;j3esource' COOMitini;

_A, ;:cla-S§:-.4 fieldtrip,:to-!TOnel

fOWWirig,_palaces. =to ,seehowfad& Wakte'S_ .-aretaken .*Care; of

'Grocer-Y-2--§tOre--Z. 'S07age-'

andegot-age---fotfil-

4:_s0601 6,0fet,..#4:05. -RestthIr'ants-

B.- -State-13oard-lie0141'164060-00*to= talk on sanitary:food:. kegttidttbps,..

..Resotirce::an" -e-rence,llateria. '= Continue' ,fanhigacations;

Arfiqri:40 Institute of 06140g-r-4:00' -gotChicago, Illinois: `6Q6li

"Hp0:4-. Rof-lio;.'S:ttip-egr;

--sox =

T.

Con uine`rs Ii015141410AP:q.k=

Louisville ;Kyt. 40225-

Aiidib -XTiSU it'To0cL"'Gycie--

466-16'- _

A4.4i, 1,0-49FO-O:d .$A1.1,1

0163'

Ggocery.':gtot'-k.Swag piaht:

"6: farkReOut-ant=

Stat 1.3oerd; -Of- Heaii:h petscinrieIv .

tlonacperiences

;21

L(1)

0

UnTr)

-o0r.c.

I

Ha)

1J*A

E-1

i <QC

. 4.1

0.

C

EP

t'

T:

6..Natural. reSource*Tare'lnot,,ectdall.,,-----distributtect-bVer-.thedartk-bt,,,oVev_

t _7a ffe t -the_

zeographiC,,,,OoriattietiS..-=aiid"-,qUalitY--,cof_..

. :Discipline Area

jectVrobieM,orier4a

-BEHAVIORAL OBJECTIVES;Cognitive:- Comprehends-changes, in SotirceST andiets; thrOughOut

Affective.: Appreciates). :technological _advancement:

irz .provision_.-of foosh,ti

:SkiIi*to.be-:tearnett-IcientifteS'Researching-Making COntinuM:Ins; _veiing

..,.412'cla

lieoi',fil.iriStr4...p_;,tkrOngti

`fiistobe ,reSrearetied,-,1. .Ancient.2. Iii,d4-14. Ag6s'

teSearcii, faCtorS- that:affect. - changing: food:h01;1*' =Of::

:MO14IitatiOn., -etc.corn

---1fOltthcS41517:io°11:tti':t6eria'

man-.-=future2. -Dependency- on .natit

-nature' and/or-_thentr..Contr-01,_

D. =DescrOie .and: coiripare'resources. used iri. prefood- in ,past and pros

'ea

to

to

ti

at

c.

rit

cet- are. not :equally Discipline Areat. Home .EdenoinieS,-- , ..... .. , ,

the -e. ar th or over .Subject ilanageinent.:of lief§ dna- 51a,,i2 ri_l_y:

affect the_1100-,911.P.-0:,a- -: 1-_,. :-. 7. ---

,Ptobleiii--Oientatiori ;E6OdS.::,.lii.railableqdred-e,.. 'Inning:ThroughOut1:14-t#t

. ,ions and quality of life.

IVESdsCeS ans tory

esetiefits,

to

Ptvi

rees

7SUGGESTED'"LEARNIW-E

1,44-0:#1*079:02:9±;`TO aXd,In

344-0..64.6: 0-66:

13toOtatt-6-4,:.1. 6t,-*:elt.e. otooi pcio-

0-',f,604,

__'family' or YO:ii:*400

:040tat 004:6044

,Can; ;you; ,mak_eYx about'the,

you, experience.',bet -466'M now-and: :futtire :food,

sources l

T. Stu .,..nt-Centere-activity

Throogti, Stiitte#6,define .areas- hiStOtif, Ftobe researched.I. Andient

Middle,

B. :ReSeardh, laCtOtS thataffect ,changing',:f_004,habits Of

*te,dtnialogy,

OA* .iin,,-041411#1),: in.fOrMS: of _--;pi:;pictures;;,_;,

,01-cigankI; CaVes *la r.= flitLire;

Pqi3e#4067;--60',,Otiff6-..4"eriv#6,0ientr:it-,;:c0ii*toTnature Oticl/q-00vti:tnenti= 7,-,,Centr -13y, :no cure,:

Describe:.and :CO4ipar"e° :resources :Used' in preparing-food: in.4aSt =and present.

4.

Resource an Reference. Materia s Continue anPu' ications:

Organic---Ca-rdenine--"Preventibir'llagaZine"'"ForeCagt-. fOr;-Ifome- 'cotiOMicS""

Feb. 1972

Audio-Visual':"Fooe- Through the Ages", -Science

Research -ASsooiates,"History of Food -F,teServation"

kE1311)"Keeping Food *Saffe to

Consumer Product InformationP.O. Box- 1`105Arlingtork, 22210

"Food f-v;:. a MOdern.'World";'.'His tory, ,of .Prey sure: Cooking",,

Presto

Community:

tio.lal Suggested

ria s

I 1

once

on

AVI

2

Continued and Additional Su estedLearr

C . _Energy: 'frost*. the sun, the basi0N. source of Is ,converted.

*E. throukh-plint photosynthesis intoT a fOrm, all litfina:thingS,,can.ude,

T37.7132e.

Discipline

Subject

Problem Ori

ti-

P.E

in-s(

BHAViOALOBJECTIVES Z-Cognitivets .Corrprehencrs,the source ,of. food

.=,,ehetty.. .COMpi*hends. theheed, for

ñtitrjtiotis foods. .

,AffectiVe:. ,Aprrecia,teS,.c.he',:.sunr:`,as". -a; :EfUpplierOf nutrients...

telsbe learnedA'R'-n.111r1M511-on

iwsearchbefiningdiscussion

Gj:.-,'Student.Centered in c.actOity:A View and: 1cüss t

'The Magic. Alphabet.B.., Students -define. in'

'own-wOrdS,,. the .foil

1. NutritionZ. Vita-Min-

,Nutriefits4. Fats

,PrOtiein.6. Carbohydrates7. Minerals

C. StUdents, researdh.,nas to kind, sOUrCe,.funotiOn and kill .oprepared' worksheet.

D. Charades with nutri1. StUdents- divide

two :groups,.2. Each ,group makes

list of nutrientthe other group.

3. Object is for th'students to guesspecific nutrienthat is -portraye

E. Students prepare noto be. handed in onNutrients. (cont .

ds

iaii

ne10

the sung the basic Discipline Area Home Economics-

nergyL is converted Subject Human ,Giowth, Child :Development

hotosynthesis into Problem Orientation Nutrition Grade. Beginning

Ln things can, use-ses. Dr, 't y.

ensdd the

etn11

iatesher

nedion

0t.

rie

es

ntp

thesenyeno

t.

-I, Stu ent7.Centere. n c ass,activityA. View and -discuss the movie,._

"-Tbe :Magid' AlpbabWI,B. Students -define, in, their

own Words, the- fpliowing

'tetinSt,

1. Nutrition2. Vitanlip3, Nutrients'4. Fats54 Protein6. 60ohydrates

MineralsStudents ;i0Searcb,,nuttLents,as Co kind; sourde,fundtion and fin outptepa-i0d, WeatkSheet.

D. CharadeS with liUtrients.,'Studentsdivide, intotwo,- groUps..

2. Esdhgroup, pokes-up a''1St, of nutrients fortheothe7... stoup,

3. ObjectLL IS fOr thestudents to ,gueSs thespecific nutrientthat is portrayed.

E. Students prepare-notebookto be 'fianded in on

Nutrients=. -(cont.). _

I. 'OUtaider-BpsoUrde,'andConinunity.-= .Activi_ ties.

$011o61. :ijUrSe-t6_

speak on.!ifutrientS4-lay in,,PetscirialA14#h".

Resource and- Reference Raterinspublications:"Homemaking for Teenagers"Text chapter 13 ;, book 2McDermott, Norris & NicholasChas. A. Bennett Co., Inc.809 W. Detweiller DrivePeoria, Illinois 61614Also at I-C-E REC

"Food and You" and "The Wonderof You", Americsn-Inst. of Baking

400 E. Ontario St.Chicago, Ill. 60611

Audio-Visual:--"ifo-arTnirBuilds Good Health",

BAVI, #6716"Magic Alphabet" BAVI, #1313"Vitamin D, TheBuildet",BAVI, #3481

"Nutritional Needs of Our Bodies",BAVI, #1834

"Nutritional Quackery", BAVI#6993

"Nutrition Chart"Li2etime Stainless Steel CoohwareWest Bend, Wi.

Community:County Extension AgentSchool Nurse

ontinue an t ona u es

I. (cont.1I. Illustrate

b._SoUrced. Function

Students. play "/41.4tri-BingG..,Studerits participate b

ifUeStinn: '!What is the ulenergy?"

s

cwa:

'CS Ils

trig

a b111

acing

ware

eOnfilffilga and Additional Suggested Learning ExperiencesI. (cont.)

1. Illustratea. Kindb. Sourcec. Function

F. Students play "Nutri-Bingo".G. Students participate, in buzz session to answer

questinn: "What is the ultimate source of allenergy?"

C 9,-._...Mati haS., the abilit3i- to-.matiagei

N manipulate,. -ancLdhanke-lis

enVirOnment.PT_

:7 BEHAVIOUL-.,OBJECTIVES,-.

Area Titotte

'Sbje4t- Adria

'PrObleth-":-Orientation,

-SUGGESTED_ LEARNING_

CNI

CD

0N.1

CTItn

HHH

r i

a

Appliesnutritional principles,in managing,, fmanipulatingand changing the .env-ironment.

Affective: Develops anutritional .plan formanaging, manipulating,and changing, theenvironment..

Eo b3 LearnedviewingRevieWingRecordingDeveloping a plan

_Student=iCentered-' in

A. View the ,filmstrip,. "TheReal -Yoe *id": discuss.-1t. Ole* 13-60q_-4 !dn.4-6-.ilutkient 'ô1-0s SifieatiOnS.

C. ;StUdents' --reCOrd diet for_1',:dayaz and analyze in-.termsand nut±i1-ial requirements

D. S;t-n- dents SUggest..-dhanges to-Make diet nutritionallyadequate and also termsOf COS t, Moderate-CoS t and high. apot):Students plan a -1.ititr4.4Lonall.,adequate week's 'Menu for -a-lOvi.-incOrne_

it

i to manage, Discipline Area Home-Econcmicsi.

his Subject -Management :Of l:ieraohat-:&:-Tataiiiy--

problem Orientation _. -,-Nuti-itiOfr_,...... _ -Grade-iiit;-_

its

:O-

;-

1

SUGGESTED LEARNING -EXPERUNCES..- -:-..-2-

I. Student-Centered in Class II. Outslae-:Re's-ource:-a

activity ---- tO*14tY_-.44.0v#1.--ei-A. View the filmstrip, "The -A A. A --?"?:presentative -frott,

Real -Yon" and discuss. . _a= social service and

B. Review Basic -4 and 6 _-.Welfare department : to

nutrient classifications. !,kidalc on food Statops= ..

C. Students. record. diet for ., and IOW cost meals 'fora days and analyze in. aged,_,.etC:.-_terms ,of',calories, costs, , B,A14-600-:eictenSien.--and -nutritional 'requirements. -agent to talk on the

D. Students- suggest chaim:es to q.,),iparideit.rnitritiOn'make- -diet, nutritionally _ :prOgram,adequate and also in terms C. -Dietician to ;talk on

of cost -(16W- cost,. moderate : ,general.nutritiOnali

cost -and, high- cost). -0-04.E. Students plaa -nutritionally,

adequate -Week F. Menu forLow income family._

Res our-ce7 and- =Reference,-Materia spublications:4-

"Family, -FoOd--Budgeting"` 401604:0873"Calories :& Weight";_ #0100-0813"klutrition-; N_ onsenSe and:Sense"

R7004056-"FamilTFOOd ,Buying ",_ 4000-4117:All available:freM-..

ConsuMer .Produat piterthatiOn.

Arlifigton, __"222-10;

"Home Meal Plafirief";,--Geifil FoadSWhite _Plain's,. N.Y. .16602-

"importanE. Facts_Abott: iron"Consumer products

LabOraferieS-,..'Ina._-FlkhaTt Ind

"Vitamits WarNa t,1-1' FOUildation-250.-W: 57th ,St._N3W Yprk, N.Y.. 10619-

"Nutrient Content of` Various- Food- Precincts"

Set.s1 test - Foods, ConsuMe.r- SerViee

605 3rd Ave.New York, N.Y. 10022.

ti

Audio2Visual:nThe Real You", Consumer Comm. Dept.

Nat'l Livestock 6i Meat Board36 5: Wabash, Chidage, 11..60603

"Acne ", Modern. Talking Picture Sery- 1212 Ave:. of the AmericasNew York, N. Y. 10036

Commutiity-Represerit..ative -

department

Continue : -an s Ad it:tonal .Su e ted- Le 1

)87

17

cOC

rvi

d60

art

is Continued and Additional Suggested Learning Experiences

Dept.d60603e Serv.

.

,distributtit:oVOr..the-earth __Or. ,,oVer.,

time greatW.,,,akfOct-the,, .anct,trifaliit

0C-0144k -064.40.i14k

-,,gtOutik-:tOi-rbrainstbriit:t3rp-Osof` = foods: available ._f_rou_tt

.:NtOOT-.001-

TOE4i era

04:f*face

-..g.d.4ei-ii-a-,..rojearCh: and.P-#0.0..0T/t -4t#1--t5i,pet of foO4, fromy.t1.1.4.various sources andfrom- various rogiOnS-.("ScancianaVian,*Fren4k,

Te0t-.45-44.61 ,uniatEsiltar-foods: -found in previousreports.

PP'

SUbjed4-

-App-ki:os;14.-s osiatiOn-a__ 6#: fooiEt,abl throughout =thewor d: to 0011 f 004'*91#c40-an diet

1(4q4i--ifY' food" sources.Dn.* 'cOnO"-141-SiOns,,Tasting

to,

es

resources- are not equally Discipline Area Home::Econoinios,

d over the earth or over Subject Manakement_-ofResOtreeS

Problem Orientation Available-,,FoodGfade,Interihediatereatl affect theconditions and quality

OBJECTIVES:plies infor-foods avail-ut thefood sources

quaints selfar foods.

Learnedsources

ons

-,SUGGLSTED LEARNING -EXPERIENCES :' u. .._.-__Student,Centered- in =classaity

A. Students_ Organize into 7

groups to-,brainstortit 'typesi.of foods. "aVailable .from:1. Land

'Tropicalb.MoiSt. _

c. Aridd, Tempera_ te.

2. Watera. -Ash-b; Salta. Surfaced. EOttOpi;

Students ,research andpresent -Oral repertS ontypes, of flOoda- from. ,thCV-rions sources "above andfrom various reglonS(Sdaricianav,ian-, 'Oriental.,French -,

C. Test panel on A-infernal-atfoods- found lit PreVioue.report-a,

toel,r1i4Iii0A4P#Ute§1"ryieI4;,peop:10-..-Nin-O=traveled= -in: :Other:

areas? .or; =are riatiyes_67f Other. - areas.-

:use iin y.ur country?.doeS, -gogOoly-

offoo, 100Spedialty Or' for_ eigh:food store.-

Resoutce _and:Reference. materiari7. -.Continued.rand Su

Piblicatzonsorgaritc 'Gardening"

"PteventOn.-1.4agazine""Forecaster, .

"SeafOod-and- MA.4079-ConsUthet-Product Information

Arlingtuni 2-2-210

end` E.00d:.dhaina"; BAVI"Tothortotita,*±Id-::: te6c.IiSig: the

tiaiona!i;HSV't

SpeC17:rt7sr -stOt,es:DiCliango- io tuctons.,Natives of other ]_ands-tiea tairrOiit chafa

DAV

_a is ontinued and -Additionalr-Suggested, Learning Experiences.-

3AVI:

.

C

C 1. Energy ,frOm the: stn, theN so-c?:ce ,of,6-1.1 energy, ..i;oefriVerted-_,

E through plant -,phcitcisYntheSis into -aT ferry-Ai: :rlivie,-s,,Can,:tia&: for

life--proceSses..::-- BEHAVIORAL .,OBJECTIVES.: i

_,,...'SUQGESTEDLEA1

- .Coknitive:."Applies:.know- I. -.Stuaent74Centered, irr--classt,.1

I tdge of photosynthesis activity1? to growing garden: A . :ReScatell-,ptakit. growthf-!- Ii PO. 7nii10°4I Affective -: Acquaints tiifilr-' -2.- Photosynthesisgl- solf.'with.,protess of

',,,r- gardening, that enhantesill the enVironmekit .al _

Discipline Area sic

rteSubject

FrObleMOtientati ntc

(\11 Skills to be Learned.t -----'detri,ana.cgar ._cni .See.ding

.ecling1,..-Ltilizing

r. Pest controlJ, f lic.iry es tingti) Observationi

HHH

43(-I

c=3

:cycle-B. -Collect -and display a

"variety -Of see (hybri.treated,, and -na .

C. Plarit _arid. -feed atiety ostédsby ozgfe ntMethedsi: ,Expje ent withtypes Of,, soi s,. nods,compoSt -heap,amouiit of li t andtemperature, :pea tiCides(limit experimentalconditions to -see variousres:urts).

D. .Beautify :school. groundsby planting and caring foa Variety of plants.

E. Grow a variety of herbs &Spices for classroom usein foods.

F. Write reports on variousobservations in growingdifferent seeds and plantunder -a variety Of condit

G. Research and report OnR',zowing variations (cont..

tuct ii

Rc123Cc

t:P:srnt,C

Bbr,

aGs

a

P

sic Discipline- Area- Home Economics

rted Subject Management of Personal &.Famil-,Resuarces

nto a Problem Orien::ation Gardenim-4 (foods

id

fS

cnt

titI.

for

,,,Grade-,,intert-'4771;TEe

SUGGESTED LEARNING, §XPERIENCES,:"--.tuaen_t-Centz.-red In class' 1-11.. Cints-ide "Resourbe. -andtivityResearch plant growth1. Germination2. Photosynthesis3. Plant cycle_Collect and display avariety of seeds (hybrid,treated, and ,natUral).Plant and feed Variety ofseeds by differentmethods. -Experiment withtypes of Soila fOoOs ,

compost heap-,- bh*icalk,amounts of light -andteMperattirei_pesti.cides(limit _experimentalconditions to -see various

)Beautify_ SChoO-1' grOnndS,by planting -and-Oaring,a variety. Of plants.Grow a variety= of herbs -&spices for classroom Usein foods.

. Write report's On, variousobSarVations in 'growing-different seeds and-,plantS-

under a variety conditioffs.1

P..e4ca±ch- and report 'cn.gzowing variations -(cone. )

Coti#OWt.A.41:14-40:'Guegt.:spe-aket.

..4

VbCational agriculturereteacher- -on foodg#0.11tg .",techniques

B. =Health:' :food store=propri"eto "r orl-Managerofor vegetabte-farm

-;t0 -Speak Oil' the:

organic;, vs cheir".ica "llvcontrolled" andMatlipUlatect fOodprodUCti-om.'

4. 'Visit aOtittt,c

andways of _COntr011ingpests..

:Resource- and Reference,MateriaPublications,:"The' -Bissell -Ronie-11andSook of-Gardening"

"Agricultural chemica lsManUla c turing4herpica 1, -Assoc.,

"ficiw "Does Your Qakcien .

Johnson & -

"Flowers f.54..0ants Their Care &Arrangeinent'c Soc Am. FICtiStS,

"For a:1176r14- of TI.efity",,..Union --CaOide, .2

"Organic it:Seri0101:"Insects '8;'-IgSec. ses of Vegetables

in Hone Oakdale; 'den.: ,sercice.

Audio-Visua 1:--T_PrEECn.FERE'Vos't of 'a ,01.0C-1,e",

4,OUrtia"Robts,

4g,. Aid 'cyanide,!ci,.

"Facts ._about tetti.cide'S.Manufae&ai.:f.b.g., Wèñiits

"See --What; seed:.:Catis to, For 'YoU"',-Nat'l, Garden Bureau

'"FoOd the 'Sun"-, #67BAVI

Cotiounity-:"Field trip:, to organic' garden.

(dOnipost,heap)- and a. -health-f opd -Stote, 'etc.

FIoeistvoc. Ag. teacher

Under "Other''clifnate. condi-levels, 'a èVér .'eaOler aOnd

ad

Continued and to.itiona 'fluggeate Learning Exial7nce&cone4--

under othet clim6te condtions ('aititude,, humiditylevels, sever veathek condtions, etc.-)-..

6: are not equal:13.70ICI distributed over the earth. or overC

time and greatly affect the'13

Discipline Area H

SubjectRe

Problem Orientation

Ma

AvT giag;raThic conditions and quality Qu

BEHAVIORAL osnarivtsCognitive: .Analyzec..f..ter.ts of available

foods on quality of life.

Affective: Devoted to theideals of solving wcirld.food problems.

Skills to. be LearnedFood prepa-:ationaesearchGraphic illustrations

DiscussionDeveloping projects

SUGGESTED LEARNet en ercd-1.;1 class

activityA. Sttdents: 'define quality of

life in terms of ,foodavail, ble.

B. Lab -on government comoditfood preparation and lowcost roodS.

C. Develop project to supportchildren's Relief Fund ordevelop- project to givefood to a pOOr family inthe area.

'D. Search .for current newsarticles about world foodprobleMs.1. Sizt...ltartts note effects o

quality of life andundorline factors causithe food problems.

E. Students prepare bulletinboard ors "Current FoodProblems ".1. Display news articles

around map indicatingspecific, area of food.

. problem. Example:Kwashiokor - ,Biafria

F. Research effects of foodadditives and (cont.)

Ho

'Mt

.on

1vQu

3

V

are not uall Discipline Area Home Economics

earth or over Subject Mtnagement of Personal & FamilyResources

Problem Orientation EfZect of Grade AdvancedAvailable goods onQuality of Life

feet the

is and qua_,ty

SUGGES D LEE ING

2e.

ene entere in c assactivityA. Students define quality of

life in terms of foodavailable.

B. Lab on government commodityfood preparation and lowcost foods.

C. Develop project to supportchildren's Relief Fund ordevelop project to L efood to a poor faMily inthe area.

D. Seard, for current newsarticles about world foodproblems.1. Students note effects on

quality of life andunderline factors causingthe food problems.

E. Students prepare bulletinboard on "Current FoodProblems".1. Display news articles

around map indicatingspecific area of foodproblem. Example:Kwashiokor - Biafria

F. Research effects of food

additives and (cont.)

. RI N 4SII. Outside Resource and

Community ActivitiesA. AFS student to

relate food problet..,on his own country.

B. Community member tospeak on raisingorganic foods.

0.

-1

U

--ftesource and Reference Materials71151375Tions:-7417672-571 Health""Prevention Magazine""Crganic Gardening""For a World of Plenty"Union Carbide

"Life" magazine, June 1972, issueon mercury poisoning of rish

Audio-Visual:'Nutrition for Young, Minds"

University Extension":3xpanded Nutritions Program"University Extenaion or BAVI

"Food and People", BAVI"".7ho Shall Reap", BAVI"Fraud Fighter", BAVI

Commurii-y:APS stuaentCommunity member who raisesorganic foods

Continued ancf AddiTiona 1 Sugges to71. -(cont:)--

-pestiCidea bn aVailable-_foo1. StUdOntaVieW-effects'of

,additiVea on foods :under2. :Student6 ,coMpare nAtural

withadditiVes:G. Report on qt: rent research

to -dVaiIable fOodsaff'ectingkaMple4,

H. Students 402-up a menu- ororally respond to eating fo

Bulletin Board- Idea

t<-

lessproducttvity

less

1.:,over

ontinue an. kg 1 lona- ugges e earnings xperiencesI. (cont.)

pesticides on available foods.1. Students view effects of pesticides and

additives on foods under microscopes (or)2. Students compare naturally grown ::oods

with additives.Report on current research and legislation relatedto available foods a:- ecting= the quality of life.Example: Mercury poisoning, botulism, seaweed,-etc.

H. Students- make up a menu for the year 2,CO3 and-orally. respond to eating foods on this. type ofmenu.

Bulletin Board Idea: "Cycle of tog little food".

lessproduc:ivity

_ass enerw..

poverty

less food

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2-0-1 ,4040.7za ZGETOQLCS 11 ,14 VHSH

Icg, dus licated or Discipline Area

Ian a si °nificant Subject iiinnagerqent_ of Personal & Family. .,

, _ .

'es . iNesaurces_ -,

5n :ntions over Problem Orientation Food- _ , _ . Grade. MN/ended

,

Hone 'conomics

Additives 5: Pesticides

SUGGESTED LEAREIEG 2.-21PERIENCESI. Stucent- Cente_e4 in c ass

activityA. Students define food

additives.B. Students collect cans, bags,

boxes, etc.' of food.1. and labels to determine

and list the food addi-tives.

C. Students,-re-6-ea-rch thefunction of the variousadditives, and suggestalternate methods ofpreserving and enrichingfoods (Example: Fortified,enriched, preserved, etc.).

D. Students exhibit preservativeproducts and label functionsin 7:reserving foods:

E. Students compare foods withand without preservatives("Ex. - Set out: slice ofbread, one with preservativeand one without).

F. Students make chart showingtyres and functions ofpesticides.

G. Students treat one varietyof 1-,lant with differentty-oes of pesticides and

(cont.)

II: Outs l. e -Resource andCOMMtinity:AdtiVi4esA. AgriCultdre-iteadher

and/or ekterthinat.9r,farmer or- agricultureextension agent"totalk On "The, role-and,cOntrol of'pesticidee.

B..FoOd and DrugAdministration'representative to talkon "Tyr,-es and controlof food additives'''.

Resource and Reference Matan.a

TEFITTERTE Spring", IlacheelCarson

"Pesticides and the LivingLandscape", Robert L. audd,University of Wis. PressBox 1379, Eiadisbn', Wi.

"- Pesticides and You" and"Food Additives and You"

University of Vis. txtensionMadison, VI.

"Pestidides", 5504-0002Codaumar Product TnformatiohP.O. Box 1205Arlingtont Va. 22210

"*LVeryday Facts About -)od..Additives ",Manufacturing Chemists Assn.15325 Conneticuttve.

Washington, D. C. 20009"Adolph's Granulated Sugar"

Adolph's Ltd. 180 W. 1'gnoliaBlvd., Burbank, Calif.

"Adolph's Low Sodima Products",Adolrh's Ltd.

"Pesticides are Perilous" 2

LU4C

continue=6707WITTEETIgraMIT

Audio-Visual:"PecticTUFF" (In the cological

Series) Kit 14, I-C-E RUCHhat Are T;le Doing to Our fgorld

BAVI, #7251-7252

c91- ,111.1114-IY;

Attiture teacherExterminatorFood & Drug Adpin. representative

(cont.)

Cris

? t

44#inirid:-erfettSy(tx., Grow_cartons and treat v h: gestic.'growth, of ,-clif±"erAn4y,is:tee#edStudents .04"bates-#4,eif chemicadditives and -theit -e-fed-E- pn

Commimityl (dont.)cabning Co keto-resdntiveFartherjig culture 3#ten6ion Agent

ntdeca

Stei

nnTM

-1

owisedison

tie aneriences

nt.)determine effects (Ex. Grow beans in milk

cartons and treat with pestidides, then-note

growth of differently treated bean plants ).

Students debate usp_of chemical pesticides end-

ed licives and their effect on the environment.

may: (cont.)nning Co. representative

:rmer,riculture, Extension Agent

1

Cf

4.3

(1)

P-4

Cr-,

C0rthan

a

HHHO

r-I

r !

=.7.1

C 2. All living organisms interact0N among themselves and theirCP environment, forming an intricate

T unit called an ecosystem.

Discipline Area

Subject P

Problem OrientationAsp

BEHAVIORAL OBJECTIV2SCognitive: AnaiTies thesocial and psychologicaleffect clothing has onfamily ani communitysystews.

Affective: Lel-beratelyexamines a variety ofclothing options andtheir interrelationin ecosystem.

Skills to be LearnedOoservationRecordingDiscussion

SUGGESTED LEAMI. Student-Centered in class

activityA. View filmstrip, "Clothing

Communicutes" and discuss.1. Students brainstorm to

tell how they canidentify persons bywhat they wear.a. Nurses, police,

butcher, etc.B. Class writes personal

renctions to a teacher-presented picture of aperson. Ex - hippy - liber

C. Students keep journal ofother people's reactions tchanging personal dressstyles for 3 days. Ex.student wears black 'Lngernail polish and records,others' reactions,1. Student then divides

reactions into 3 groupa. Teacherb. Studentsc. Other school personne

2. Determine any difference

isms interact

their

an intricate

7s tam.

I3S


Subject Personal & Family Rel.

Problem Orientation Soc. & Ps . Grade AdvancedAspects of C_otling

SUGGESTE57CEERIER4 EXPERIENCESI. Student-Centered in class

activityA. View filmstrip, "Clothing

Communicates' and discuss.1. Students brainstorm to

tall how they canidentify persons bywhat they wear.a. Nurses, poline,

butcher,'etc.B. Class writes personal

reactions to a teacher-presented picture of aperson. Ex - hippy - lalral

C. Students keep journal ofother people's reactions tochanging personal dressstyles for 3 days. Ex. -

sta&at wears black fingernail polish and recordsothers' reactions.1. Student then divides

reactions into 3 grOups.a. Teacherb. Studentsc, Other school personn,IJ

2. Determine any differences.

II. Outside Resource andCommunity ActivitiesA. Speakers:

1. Psychologist2. Sociology teacher3. Employee from

employment officeto relate to classhowprospectiveemployers viewdress modes ofdifferent persons.

1.

and Reference. iliateriaTub ications:-Dress; Eleanor J. Gawne, Bass 0.5M4-Chapter 1Clothing; A Study In HumanBehavior, Ryan, Mary S., Holtr:637

Ludio-Visual:7Iothing Communicates", filmstrip,J. C. Fenny Cc.

"Young Fashion Forecast`',Public Relations, Dept. 703Sears Roebuck & Co.33)1 finest Arthington St.Chicago, Il. 6/607

"Appearance Counts",Home Econ Service Bureau,The Van Heusen Co.417 Fifth Ave.New York, N.Y. 10016

1ommunity:

3 ted

A

Cont=aEfr Additional Su es ted Learning Lxperinces

C 10. Short-term economic gains may0N produce lon -term environmental

2 .losses.P

BEHAVIORAL

Discipline Area

Subject

Problep/Orientatioor

Cognitive: Analy.implications regarding useof resources for textilesand the effects onenvironmental losses.

Affective: Assumesresponsibility forprotecting the environ-ment when selectingtextiles.

Skills to be LearnedTextile 0,1ectionResearchReportBra5nstormLaboratory prodedures

SUGGESTED LE ASR'TTStudent-Centared-in class

activityA. Textile Resources

1. Students identify textisources of man-made -anatuzll textiles. (Inclfiber history)

2. Students make up crosspuzzle using differenttextile terms.

3. Students make continuanatural textiles and osynthetic textile tc sehow tha environment isaf-l'ected. - picturolf lamb to cloth anddiscussion of the effecon the environment.)

B. Student group's study ofnatural fibers and the effon land use and depletionnatural resources: landpreparation and restoratiotextile production per acramount of raw material tofinished product, populatidensity in areas of textilproduction, pollution caulby textile production.(Report findings to class

(cont.)

nom:

env:

VE S

usles

nomic gains May

environmental

Discipline Area Homo Economics

Subject Management, of Persanal.&-FamilyResources

problem Orientation Clothing & Grade AdvancedTextiles

VES

useless

VW/

SUGGESTED LEARNING--77. Student-Centered in class

activityA. Textile Resources

1. Students identify textilesources of man-made andnatural textiles. (Includefibar history)

2. Students make up crosswordpuzzle using differenttextile terms.

3. Students make continua onnatural textiles and onesynthetic textile to seehow tha environment isaffected. (11)t. - pictureof lamb to cloth anddiscussion of the effectson the environment.)

B. Student group's study ofnatural fibers and the effecton land use and depletion ofnatural resources: landpreparation and restoration,textile production per acre,amount of raw material tofinished product, populationdensity in areas of textileproduction, pollution causedby textile production.(Report findings to clasd In

(cont.)

EXPERIENCESII. Outsi e Resource and

Community ActivitiesA. Fabric stare repre-

sentative to talkabout the stabilityof various textiles.

B. Mill -representativeto talk ..bout textileproduction.1. How much raw

material is neededfor a yard offinishes' product?

2. What. types ofpollution dotextile industrieshave to work with?

3. How are 'lawedtextiles disposedof?

source and Reference Meteriarg--Publications:--Un=farian12gaz's Textiles

J. C. Penny sFiber Primer, Am. Cyanamid Co.'Fabri-c Dictionary, 2d. Dept.ButteriCk

Man-Made FiberS, Man-Made FiberFOUBFEN7275c.The Wool Story, Pendleton WoolMillsFiber and Fabrics, 3d. Dept.Vogue iatt= Co.University 'Extension Pub.

Ludio-Visual:iqvIen-made Fibers",.DuPont Nat'lAssoc. Manufacturers

"Can You Imagine ", Modern TalkingPictures1212 Avenue of the AmericansNov York, .N.Y.

"Silk Makers of Japan", BAVI"FMC Fibers and Films",Am Viscose Div. FMC Corp.

conta.nued and Additional Su1. cont.

in small group discussion aC. Students do laboratory test

. down of fibers (ix. burningto see if it can be brokento the environment.).

Community:1:ea housewife to talk about how shedisposes of clothing & other textil sthat she no longer uses.

Hospital representative to talk abouthe types of textiles used in thehospitals and what is done to killgerms and how they dispose of wornout textiles.

sixt:

11rn

tngn

shextil

abou

11ril

tior'a uggeselclatp=iMrI. cont.

in small group discussion atmosphere.)C. Students do laboratory tests to determine break

down of fibers (2x. burning cotton; nylon, etc.to see if it can be brokon dawn and reclaimedto the environment.).

C 3. Cultural, economic,. Social., and

N political factors -determine statusCE of man's- values and attitudes.PT toward-his environment. -

0H

-4,1

(10

0$4134

. BEHAVIORAL CBJECTIVES

Discipline Area

Subject

Prablerd Crientat

ml

de

Cognitive: Cultural,economic,, and social prin-ciples e-e applied toclothing selection.Comprehends the role yaluesand attitudes play inclothingselection.Skills to be Learned:Listfnz;Clothing CoordinationDiscussion

SU STED-Student-Centered in class,

adtivitY-A. Clothing. selection- factors

-1. -SiOdenid liee -duattal.tors- that _affect. cloth'Selection._ ($x,-Amish_black-clothing, IndiansWear :beadd-.)1

2. StudentS Iiat' economic-ladtors that . affectclothing selection..(EX.47a.ges,. job., etc.)

3., Students list socialfactors, that _affedt.clothing:selection.(Ei,Azpper, class, gems,furS-, etc.)

B. dardboard Doll Activity1. =Students use cardboard

doll and: -clotheusing economic, social_and cultural situationsdress doll- appropriatelto fit the role (ifstudents have not haddesign principles: re/atto clothing they shouldbe used -in conjunction

_ with dreasing the2. Students discuss the va

& attitudes of the Aresdolls.

TI

p

on

Draie social and Discipline Area Rome _Economics _

determine status Subject Personal &

ld attitudes

TEIVES

- prin-

values

on

Problem Crientation ClothirR

.1erationithips-

. ammwWw~WW.

Selection-

SUGGESTED', LEARNING, .EXTERIENCES.. Student-Centered-in --craTs7 _ II,jCutside, .Res-OP;qq; 'tactactivityA. Clb-thing selection faCtors

1. Students list cultural fac-tors that affect-Clothing.selection. -(Ex. -Amish wearblack clothing-, Indians-wear bead6.),

2. Students list economicfactors that affectclothing selection.._--(Ex.-Wages, job, etc-.)

3. Students list, socialfactors that affect-clothing selection.(Ex. ..upper claSs , gems,Ctrs etc

B. Cardboard P011 Activity1. Students use cardboard

doll and cut-out clotheSusing economic, socia/and ,cultural .situations--dress appropriatelyto fit the role= (if.students 'have not haddesigri:,Principles".--relatedto clothing they shOtild.be used in-conjunctionwith dressing the do1-1.),

2. Students discuss the values& attitudes Of- the 'dressed`.:-dolls.

tComcmiini_y` Activities "-

A. .Boticiiie shOp-_prOprieter(Buyer -from-,.men, -and/or-000-lents dept. -store.))Talk. -abOut how "Cl-OthesMake the'

Resource and-'Refetenc'e.,:materfilla ''. Cant hued and AdditionaY__Su_ePu' cations:1-17)wThan-4,41ardibb6,- :-.-763 rtiouselceepingViike-..4"abliiiiii'Vorit4oe4OU;Educational Dept."Vogue Pattern Sertrice-Box,1752.Altoon,- .-

bresS.; -Gavine' 'and betke Chapter 1. t

Audio-Viditat:'Vogue - magnetic doll,

ClOtheae Pro °tacitc/o=_Fr lanrary _

'Ycirk State- College-Cornea, University-Ithaca, New York.

iltanaing Your Cicithin011ars14,otieyilianagement I_ nstitiA:e;HonSehOld Fiziance,Chicago,- Illinois

Fiebre--Flatte .through tidaluslons-Education4'Depti;The :Singer CO:-30 Rockefeller Plata-Few- York

Continued and-Additional SUfteatedLeilin rig Experiences

."

C . 7. Factors_SUCh:as_.katilitating-,..tranett

N portation, -ecoriciraic. -SObject

P

H

a,

0

lation growth-, and- increased èiur L,.Pr-oble--

BEHAVIORAL OBJECTIVESCognitive: CompreEencisthe effect. changes' in.family clothing haveliad on- land use.Affective:. Is Sensitiveto the effect changesin family clothing have-had on land- use:,

Skills to be LearnedResearchObservation

ilindi

rea

uens o

--"1-SUGGESTEDI. :-Student!;;Centered-, :in class

activityA. -Students' brainstotar,.=

- You: are, par-of '-afarailbeforeadvent of-Of" '-#08-4T-=9.1WOar

-How -do yo*,,gyour -clothes?

B. stuilorit6. research thebeginning_ of ready, ;to- w'Work Sheet .samPle- 5406'st

. 1. Vhat 'factors caused.-switch from 'hand mad-clothing. -to.: ready-towear?

2, How did this change.effect the life-stylof the 'AnieriCan..WOina

3.. In, what ways to,effected --hoti--'we useland in AiP.0#9,01to this karaily, farmshad sheep to prCcluceWool for cloth, etC-.

4.. When .did- the readY7tWear industry take:over- -the major' clothing .production, in hcountry?

'(cont..)!

ilitating.aditions, popu-

reased 1:

uence on changess of'population-denSitT.

Discipline-Area-- -..Hothe-.Economitsr-,: ..,,,

-Subject .'HUman growth and development'.,

13:Obleth. orientation -CIOthirikl,and. rGrade,Intermed.-e3C0-1-

SUGGESTED LEARNING EXPERIENCES-II. Outside Resource and

Community ActivitiesI. Student-Centered in class

activityStudents brainstorm--Situation You are partOn-77! family before theadvent of ready-to-wearclothing. How do you- getyour clothes?

B. Students research thebeginning of ready to wear.Work sheet sample quedtions.1. What factors caused the'

switch. from hand madeclothing to readY1,towear?

2. How did this chahgeeffect the .life styleof the American, woman?

3. In what ways has-thiseffected_how we use -our/and in America? (priorto this family..farmthad sheep to producewool for cloth; etc.)

4-. Wheri did' the keadp-to-wear industry takeover, the major cloth-ink pkoduction thiscouhtry2-

(cont.)-

A. History teatherHOW-:,karaity:obtained befOre'-':the--adVerit-of -ready-totnrear?:

2. Factors_ --infitiericing, theadvent of ready-to--4ear-.

B.. Museum-look at ciOthirik _thatvas- Made .at he*

'C._ State liiStOriCS1 Society orlocal representative speak -on

-clothing -and bring -in_ s'aMpleS.

Resource .and,Reference ,Materials- .:Publications:HistoryzA&-Coatuilne,vieit%American and VOrld history texts

"stContinued land AdditionarS

Visit Inizseiim'

before ite adyrituiswear;.

.7;$9*-64S4h).".s0ange301011:,:hAss slaffbbt

!S't

Historical Fashion Portfolio,McCall 's

Community:

Continued 'an SOggeste _Learn ng. Experiences

G., Visit 'museum to 'study didthing home_

before 'readyr,torwer4r...

How-had- this chariged-, oThthing Ityj-eg?"2. How has, .Changed

How .h-ai:-:',*his,.affedted-, 1the, At-peil...catiz woman's. life'.style?

I. (cont.)ona

r-

,N,...portation econotti-o.. conditionspoput, Obbieb7"E icreased leisure 44kobiein On

,7""

od-46ftei:B

fac

nte:VIO OBJE L ...., ____ , -.,.._. ,,..,. ..,,:.-:,,,>: , .__S ESTED, o&p.it-ive:f.qR,0841-ze77t...L. -Stud C 'd'the role the texi:416""..- ''' e-''-'q97f ::.'7 c 4P4sadtiVity .... . , ;.

.... 1 ,,11.1141g.,tr r ;glaYee ili th;,T' 4'. :t IA. ,Re:s##_ch., t 3:.t.,-,-.anorclot

,.., ...1,-, 0410,Ittiar. -.**091-(3194:.-:. ,i ,'-.:Iinventions at--.:,..tteker use: H it:::influened,: 't. ,,,,a),:itis.iii,efox. _-41;tel.,,;:t-pdii§_ri4-3 91**: in :1-.4"Zcti iig.._,,e ..*-1!-, I,/ ,Ire.VOIUStfiOn (Seicking, mach'0 centers.'. or .P.§P12,14?.r1-,i

,,,, ,' , cOttOrtiii,ri ir0,...4o density._..1a'Alf& ii.re4;:-D'evelOaa,'arareness: the ttole Oe:textile trYPlOPO,in the .industaal"revolution , 'anck 4,9F;influenced- ,changes. irLland use and, ,centers:.

of pOpiLlation, density.

smallogromps andSlig4Ulata;101,14#1:eff .PCtSthe)EnduS.t:ri4, revolutionon fa ly5 lanct-_-uSe and

sf->icenters tOfpaPtilation,.C. Class bulletin board

Skills to be LearnedResearchDiseuss ionGraphic illustrationLogical thinking

IM'''t I etaripm.0

c 0)40/14, .4//i/eiliJsp

ollq, ,

rookrZ. .-N, / li0 m/4) 'P.\\i

\?,Air-44 po

. y 51E/141.-VIP/no o ti) rig Ithi, /

4 A.;pt

cA/2,;'

ed

facilitatingtrans,c conditions, popu-,

increased : leisure

Discipline Area --:Home-Managementof-persblial7-4nd7--------

Subject family resources

Problem Orientation

.chankee--nters cf poülátion deniity

S. .SUGGESTEDtudentrcentreci 'in- classA

A. ;Research textil ,and..clothingA .-inventions.; tthatere .used,,..rjustbefore-theAndiastrial

revolustion -ksewing_madhine,,',cot tonnginv,e,tc, 5.

B-. Class scaall.:groups andpeculate -on;--the'.effects ,Lif;

the Industrial revolution'on famillyi, land use -and:Centers of population.

C. Class )bulletin boardillustrating: ;

ed

-ClothinText 11. ;TReV.43**911.--,7

LEAREIWERRITER2&II. OU.f4.11spurce 'land

Community Activities-A. SoCial: studies'eor history

'teacher talk on fIndustrialrevolution

B. Local museum",C. State Historical Society

1

-0 ' ,co.i-1.. 7"mf4i-

f)Vi- aiii4D 47-: -e kith .9 6

In .1.,/ 1 'e \- 6,,Z,/....! ffid.....,. k

1":"Pto.4.::: ssk., /-... \ ,-....,- //

-1) ) tit s; --

.,,\/

(-..

\...-:i $-/YD11:-,1k/A1. 4'ati_ty.otio 41/it'll/40ND i 1;,

;rnior4iFp.e..t!fit

;Cc() NO,

I

'Hyr

esource an 'e erence :terPublications;'Social studies text,Oliver Twist, Dickens

:Dickens,_Dress , Gawne_-'6c erke-Newspaper !seguesOld-magazines,Cotton, poster,. National-CttonCouncil, )485, Memphis3842

Audio-Visual:

s Cont flue. an. A.. t onaI. cont.

C. The tree. -think 'illuIndustrial RevOlutiUsed, the landAirecillustrate, the effe'faikily: (separation .

to city-- -D. Class makes .textile

oiasS resetirOh On iproduction,.

E; Students role -playstUdents ask quetti

etude*oust answer firstanOiersNitith 'facts .

1Where do you livWhere- did you li

- 3. How man*, houfs d4. HoW-- di) you5. -Tibia is ,the plac6.. How do. :you get -t7. V.hat .are the %wor8. How, many hours d9. Do alt the membe

Roles related to terelated to family.

Continued and Additional Su ested -Learnin Ex eriencesI. cont.-C. 'The- tree trunk illus't 'rates- the farm-fainkiiibekote theIndustrial Revolution (the family was close knit ,andused the land _directly4 The top2-btandhe4-of .the 'tree

illustrate the effect the Industrial Revolution Of thefamily (separatiOn, of to work: in:---fadtories4 Move,to nity- housing-compleX. -change :baitei'toluOitey-, :etc.)

D. CItise- makes textile--,induttry-Contihu*-indo0Oratingclass research- on inventions and illnstratingc cotton

_production. -1

E. Students' role play .actual people amis. and other-students ask questions (student's: *ate- 'auestiOni -riightbefore) . Ex. , student -plays* 14::yeift-' aid- "filtOio#y- worker(must answer first *person .preienetekase and' .supportanswers with- /acts .) queStiOnsl.1. Where :doyou live?2.: 'I./here you :WO before you moved to the, .city ?'3. How-many, hours- dO' you work each day?

,4. 'How mudho-do you earn?that is.the -place you live. ins:like?

6'-; How. do_ ;you .get work?7. What are the .working condi:a:0848. How many hours do yOu work ?'9. Do all the members -of your family work?:

Roles related to textile industry and questionsrelated to family.-

C.)

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C Energy,fromth.csource Discipline Area 'Home Eco0 ManagemeN. of all energy, is converted; through Subject Family RC'E ,plant photosynthesis into a form all Problem Orientation TextiPT living, things can use for life processes.

.

BEHAVIORAL OBJECTIVESCognitive: Recognizesthe role of the sun's,energy in the pro-duction of naturaltextile fibers andtextiles role in lifeprocesses.

Affective: Perceives therelationship betweenthe sun's energy andnatural textiles pro-duction and their rolein life processes. '

SUGGESTED1.

Skills to be LearnedViewingResearchingDiscussingListing

Student-Centered in classactivityA. View "Cotton, Nature's

Wonder Fiber."1. DiscuSs how sun's

energy relates tocotton production.

2. Have studefits list hawthey personally usecotton. Ex.., cottonballs, clothing, bed-spreads, Q-tips.)

View 'Vool, Golden Fleece."1. Students discuss how

sun's energy relates towool, production.

2. Students list haw theypersonally use wool.Ex., clothing, blankets,rugs, boot linings).

View "Silkmakers of Japan."1. Discuss sun's energy

in relation to theproduction of silk.

2. Students list howthey personally usesilk. Ex., clothing,pillow cases, etc:

(cont.)

B.

C.

LEARNING EXPERIENII. Outsid-e R

CommunityA. Area- in

personagroundor wool

th

rte

to

.

act

A.

the basic source Discipline Area Home Economics . _Management of -personal:. andrted:.through- SUbject Family- Itei.otitoei,-

to ,a,- form all Problem Orientation Textile... Grade .Beginningr life processes.

SUGGESTED LEA... Stuent Centere c assactivityA. View "Cotton, .Nature's

Wonder Fiber."1. Discuss ,how sun's

energy relates tocotton production.

2. Have students list howthey personally usecotton. Ex., cottonballs, clothing, bed-spreads, Q- tips .)

B. View "Wool, Golden Fleece."1. Students discuss how

sun's energy relates towool production.

2. Students list how theypersonally use wool.Ex., clothing, blankets,rugs, boot linings).

C. View "Silkmakers of Japan."1. Discuss sun's energy

in relation to theproduction of silk.

2. Students list howthey personally usesilk. Ex., clothing,pillow cases, etc :)

(cont.)

1NG -EXPERIENCESII. I tsi e Resource anti-:

Community ActivitieSA. Area tildivilual who -hie, -.had:

.personal contact ,and/Orground_ cotton, 'Silk,or wool . production.,"

ILA

Resource-an Re erence ateria sPuFiber and Fabrics, Eit,-,DePti VoguePattern-Service; BUtter frk.-Co.,-P.O. Box 1752, Altoona; PADreas-, text Gatine-and--Oerke; Chp.

Audio-Visual;Cotton, plature sUbndei Piber,"

BAVI, 4724"Wool-Golden Fleece,"*BAVI, 2482"Silk Makers of Japan," BAVI"Plant and Their Importance,"BAVI, 1632

Community:

Continue a- itI6B0. Su esteI. cont.1). Research flaxand linen- cycl

plresentatibria on flax and-liIt Discuss- the sues-energy-

prodlittiOL of2, Rave iStudents- list hoti7 the

(Ex:, -table -61-otlieS,' cloth

eri

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Vi

Cl

er.

74i:

'I

arials

,,eth

. Vogue

Chp. 3

er, 11

2432

Continued- and Additional Suagestect Learning Experiences'I. (cmit.)D. Researdh flax and linen. cycle and/Or individual studentpresentations on flax and linen production.1. Discuss the sun's energy and =how it 'relates_ to, the:production of bilk.

2 Have tudents list. how they _personally us e linen(Ex. , 'table arotlies, clothes,_ handerchiefs )

-Natural- resources are not -equally11 distributed over the earth or,over.CE time and greatly affect the ;geographicPT conditions and quality of life.

. ,

libliAVfORAL-OBJECTIVESCognitive: Comprenenasthe significE,nce oftextile distributionand the affectS on thequality of life.fiective: Lppreciatesthe role textiledistribution plays on'the quality of life.

Ar7ea-

-Subject

Problem Orientati

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of

SUGGESTED, Li:,

Skills to be LearnedResearch-DisplayMap reading

Student - Centered: -in class"activityA. Visit impart- ,store arid/

or import .seetion, ofStokes to view types 'OfidupOrted. fabries and-Clothing-ResearCh: the Origin.-ofSpedifiC textile's_ (WoOl,Trish linen, Pehdeltonwool.,. ,Scotch plaid, cottonnYlonr, adyrlic, iate,

,C. pin. point on world maparea -of specific textile-origin -(with _miniature,flags):

D. Collect_ and displaysamples Of researchedtextiles. Ex., garmentmade of thia- silk)

I

ot equally

rth or over

the geographic

of life.

Discipline Area

Subject

'Hcirlie, _-Management'.opersonal:and

.ReSottrcet.

,,-Problem Orientation ItXtileS, Grade Beginningin _relation -Itextiles,:made- -into fabric

,

SUGGIsg"IED-IL0ARJAING.%EXPERILNCES:

I. Student-Centered in classactivi-4YA. Visit import store and/

or -import section ofstores to view types ofimported fabrics and,clothing

B. Research. the origin ofspecific textiles (wool,Irish linen, Pendeltonwool, Scotch plaid,- cotton-nylon, acyrlici lace,

)-

C. Vin ,point on world maparea of specific textileorigin (with miniatureflags)

D. Collect and disPlaysampleS of researchedtextiles: Ex., garmentmade of thia silk)

Outside Resource -andCommunity :ActivitiesA. Speaker from local fabric

store.B. Import buyer-talk on.imported

textiles.C. U.S. CustemS-Port-Director;_

828 CherrY Stie-Green Bay=.talk on import `regulations,..

Resource and Reference-,-Materials

The Wool Story-FrOm Fleece, 176 .

Fashion Wool Ways, Pendletonwpol.en,hi Southwest2_Jefferson Portland,Oregon 97201'Fibers and .Fabrics , Educational

Vogue Patterri:The Butt-brick Co .4 Ind , :P .

Lox 1752, Altoona; PA

Audio-Visual:

"Fi-encn Tapestries; Visit441er i6a , " BAy% .0185,4.2. rental.

Community:

Con:::inted and. Additional`_

Continued and Suggested Leaning :Experiences

+

41.111%.

1

1H

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(3.4

C 9. Man has the ability ,tia manage,

N ogpulatei and,Change his

E environment.

BE VIORAL OBJECTIVESCognit ve: Compre en sthe role manmade textileaplay in managing, manipu-lating, and changing theenvironment.Affective: Appreciates therole teictiles inmanaging, Manipulating, andchanging the environment.

Discipline Area

Subject

Problem Orientati

Skills to be Learned"Ti=corn.ngViewingDiscussingCreating a showcase

SUGGESTED LEA.:Stu efit-Centere in" ass

.

activity,Students =sit in circle andbrainetorm thingein, theroom other than clothes thare made.fromtektile fibe

B. View and discuss "Can, YouImagine" Moron role oftextiles-in daily life.

C."Create shoWcase of role,manmade' textiles, play indaily. life (excludingclothing).

.

Examples: "Did You Kno:17".Tire with caption,"Tires are made of nylon."

na

nave Discipline Area Home Economics

Subject Management of ,Personal.:Zi.FamilyResources-

Problem Orientation Textiles .Grade Beginning

SUGGESTED LEARNING:'. 'Studer-it-Centel-ea in class

activityA. Students sit in circle and

brainstorm things in theroom other than clothes thatare made from textile fibers.

B. View and discusa "Can YouImagine" film on role of:textiles in daily life..

C. Create shbwcase of rolemanmade textiles play indaily life (excludingclothing).Examples: "Did You Know".Tire with .caption,"Tires are made, of nylon."

EXPERIENCESII.; :Outs e' Resource;-,_

Cpmmunity, ACtiVitles.otiosr--Exteri6,104; Agent!-everyday' eXtilea-.

B. Buyer- .from, /opal -fabric_store..-novelty fabriCsi

C. Builder: talk _of textileptodiketa in

D. ,FUrnitUre- store tepre-iientative talk_ of..textiles,EledtriCianz talk oftextiles- used by Mk.

Resource and Reference MaterialsPuolications:Fibers '& Fabrics.Education Dept.Vogue, Bmtterick Co., Inc.F. C. -Box: 1752Altoona, PennsylvaniaFiber Facts, '1967 -68AFETE171scose DivisionFMC1617 John. F. KennedyPhiladelphia, Pennsylvania

Fabric Dictionary(same as for Fibers & Fabrics)

14112rstanditl"J. C. Penney1301 Avenue of AmericasNew York

Audio-VisuaL"Can You, Imagine"1212 Avenue of AmericasNew York

:

11111.1.111/Continued and Additional Su ested L

'Add

Additional Su ested Learning Experiences

...

A

C 10. Short-term economic gains may0N produce long-term environmental

E losses.

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VIORAL OBACTiVhSogn t ve: Comprehends

Theigraf textile resourcesand effects on, long termenvironmental losses.AfZective: Accept respon-MIIITIEWs for preservingthe environment when selec-tia_clothiw.

Skills to be LearnedRemaking clothingReusing clothingStarting recycling

programs

!Discipline Area Home

Subject Nana

Probiein Orientation C

SUGGESTED LEARNING3. ttUdene-Crentered in classactivityA. Students :study fashion

cycle and its. encouragementof wastefulness:4,Fashion leader acceptance

Mass MticceptanceDe lines ShowingsObsolescence

k%1Inception Originals

B. Students collect fashionpiCtures from earlier timesand plan to reStyle byadding or subtracting featuresor lines to be fashionabletoday.

C. Students make personal in-ventory of clothing (includenew clothing, unused be-cause of style, fit, etc.)

D. Students discuss what happensto unused clothing in thehome.

E. Students bring in discardedor unused garments and Classdecides what could be doneto make the garment usa6le.

F. Students brainstorm ways touse used clothing.

(Cont. on back)

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Subject ,Management of,Personal & FamilyFIEREFFIEF

Problem Orientation Clothin & Grade BeginningText es

.ent entere in c. assityJdents study fashioncle and its encouragementwastefulness:Fashion leader acceptance

acceptancelines, Showingsbsolespence

Inception Originals(Idea)K-:,k

udents collect fashion :

ctures from earlier timesd plan to restyle byding or subtracting featureslines to be fashionableday.udents make personal in-atory of clothing (includea clothing, unused be-use of style, fit, etc.)udents discuss what happensunused clothing in thee.udents bring in discardedunused garments and classcedes what could be donemake the garment usable.udents brainstoial ways toe used clothing.

(Cont. on back)

. suts e esourceanCommunity ActivitiesA. Speaker or represen-

tative from a serviceorganization such.as:Sheltered Industries,Brown County Hospital,etc. to inform 6LAdentson- uses for old .^

clothes or scrap's qffabries.

B. Student survey com-munity to discoverwhat happens to dis-carded clothingQuestions:1. Do you give unused

clothing to friefidsor relatives?

2. Do you burn unusedclothing?

3. Do you put unusedclothing in thegarbage?

4. Do you make rugs orother householditems from unusedclothing?

5. Do you give clothingfor rummage sales?(Cont. on back)

Resource and' ReferenCe _,MateriarS-PuDress, Gawne and Cerkei ChaptersMademoiselle-SettenteenVogte'Teachers Ciftriculum:Guide._ to'.

-Conservation;,: -Unxt-j-7i Lesson 25177:2 12.11C

Audio5=111bUal-:_lrffarar7d. Coronetc% oiluit LI,bkOtY

Yoik-!!,itating Paahion -k",Ored40eSears -Public Relations-, _Dept.- 76333.01. -Arthington :Street

Sfi Vi-nderit: Depaul to talk -about,_Amber of people who buy used-

clothing-lOcal lady todemons6.:ate

quilting techniques

Continued and AdditiOna

f. (Cont.).Students sake

S. =1*.kway' family -_,astuffed animal

(Cont.)Stiide,tits,st:art- r.(students clOt --t7 tothing, and- d

.-..baZaar*.filaterialS,etc.)

ntSt'

(Enestet

ud(tuir-kza-a.

-and Additional Suggested Learning

).

.

nt.)Students make _projects. using_ used, clothing.

(Ex.-class makes a quilt to _be given to a

needy family at Christmas,,,stOentsmake

stuffed animals, from. discarded- clothing,,

etc.)

udents s tart a recycling program- for clothing

-udents .8ei:Aip collection sites in the 'sChool,

r. clothing and donate 'to- Worthy _-cause- churCh

tzaar materials , workshops for -the handicapped,

-c-.)

PROJECT I-C-E Episode Evaluation Form (Rep

Please fill in: In commenting on each episcSubject: form. Feel free to adapt it

your critiques and commentsGrade: hand column, please rate (poo

make specific comments or sugConcept No. Used: vided to help us make this a

Poor I Good I Exd.

I. Behavioral ObjectivesA. Cognitive:

B. Affective:

II. Skills Developed

III. Suggested Learning ExperiencesA. In Class:

B. Outside & Community Activities:

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e

la

IV. Suggested Resource & Reference Mater(specific suggestions & comments)

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a

pisode Evaluation Form (Reproduce or duplicate as needed)

In commenting on each episode used in your class, please use thisform. Feel free to adapt it and add more pages. Let us know allyour critiques and comments - negative and positive. In the left -hand column, please rate (poor, good, excellent) each item. Also,make specific comments or suggestions if possible in the space pro-vided to help us make this a more usable guide. Thank you.

ral Objectivesitive:

etive:

Developed

ed Learning Experienceslass:

ide & Community Activities:

er ed Resource & Reference Materialsis suggestions & comments)

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DOCUMENT RESUME AUTHOR Warpinski, Rober' TITLE ... · learning- experiences list ... to- fit apprOpriate-ly into existing,. logical COUtO-content. 2. ... De can add quality to our