Bushland High School

FAMILY & COMMUNITY SERVICE

Year At A Glance – Family and Community Service – Lancaster

Due to the “student led” nature of this course, students will learn various parts of the TEKS throughout
each project selected. They all will overlap at some point.
We have committed to doing the following projects:
Monthly: Be A Friend – Anti bullying project
OCT: DAR – Daughters of the American Revolutionary War – Molly Goodnight Chapter - we will partner
with the ladies to make Christmas Stockings for the less fortunate. We will also lay wreaths on graves
and visit the Veterans Hospital. STORYBRIDGE – Help with the event, book signing.
NOV: Students will decorate a tree to be auctioned off for charity through Panhandle Community
Services.
DEC: Students will shop and wrap gifts for the less fortunate in our district.

Meeting Employer Expectations in Human Service Centers – 3 weeks 1 A, B, C, D, E
 Apply interpersonal communication skills in business/industry setting.
 Explain and recognize the value of collaboration within the workplace.
 Examine importance of time management
 Identify work ethics/professionalism in a job setting
 Develop problem solving and critical thinking skills.
Careers in Family and Community Service – 10 weeks 2 A, B, C, D, E
 Research family and community services such as agencies, organizations, and faith based
services.
 Investigate career options available that focus on families and communities.
 Analyze demographics that may affect community needs.
 Analyze future trends in family and community services.
 Analyze the role socialization plays in human development and behavior.
Organizational and Leadership Skills – 10 weeks 3 A, B, C, D, E, F, G
 Demonstrate management practices to help an individual assume multiple family, community
and wage earner roles.
 Identify personal leadership characteristics.
 Develop a plan for enhancing personal leadership characteristics.
 Demonstrate positive interpersonal skills, including conflict resolution, negotiation, teamwork
and leadership.
 Identify and apply effective strategies and skills necessary for collaborative relationships with
others in community service settings.
 Plan and deliver family and community services presentations.
 Practice leadership skills such as participation in career and technical student organizations.

Coordinate service Learning Activities – 12 weeks 4 A, B, C, D, E, F, G, H
 Identify service projects that benefit a community.
 Integrate student interests, abilities and skills into community and service learning projects.
 Plan, develop, implement and evaluate community and service learning activities that benefit
individuals, families or the community.
 Demonstrate safety practices when participating in community service and service learning.
 Document personal development through participation in community and service learning
activities.
 Demonstrate appropriate grooming, appearance, and etiquette for community and service
learning activities.
 Demonstrate ethical practices when participating in community service and service learning
activities.
 Design a public relations campaign promoting community and service learning activities.

__________________________________________________________________________________________________________________________

CAREER PREPARATION

Self-Assessment – You & the World of Work/Getting to Know Yourself Chapter 1 & 2 (7 days)
 Interests/Aptitudes/Abilities – determine how interests, abilities, personal priorities, and family
responsibilities affect career choices.
 The changing workplace.
 Decision making
 Lifestyle goals
TEKS 9C
Career Placement Preparation / Finding a job Chapter 6 (10 days)
 Effective methods to secure, maintain, and terminate employment.
 Identify employment opportunities/job leads
 Applying for a job.
 Identify career cluster/evaluate and compare employment options, including salaries and benefits.
 Job search documents (electronic portfolio; job application, resume, cover letter, letter of intent,
follow up letter, I-9, W-4, business card, letters of recommendation)
TEKS 1 A-F; 2 I;, 4 D, 9 A
Interviewing Chapter 7 (5 days)
 Interview skills (grooming, body language, social skills)
 Preparing for the interview / Making a good first impression.
TEKS 1E; 2A
Joining the Workforce Chapter 8 (5 days)
 Preparing for your first day on the job.
 What you can expect from your employer
TEKS 2 A-I; 3 C-H
Professional Character/Workplace Ethics Chapter 9 (8 days)
 Ethics/Ethical standards & behavior
 Desirable employee qualities
 Values
 Principles
 Professional conduct (sexual harassment)
 How personal integrity affects human relations on the job.
TEKS 3A,B,D, G; 5 A-E
Developing a Positive Attitude Chapter 10 (5 days)
 Attitudes for success.
 Acting like a professional
TEKS 2 A-I; 3 C-H
Critical Employability Skills (10 days) (Multiple chapters)
 Appropriate grooming & appearance for the workplace.
 Dependability, punctuality & initiative, honesty.

 Appropriate business & personal etiquette in the workplace.
 Successful working relationships/ability to work with other employees to support the organization
and complete assigned tasks, teamwork, conflict resolution, self-control, ability to accept criticism,
respect for diversity.
 Interpersonal skills
 Productivity/prioritize work to fulfill responsibilities and meet deadlines.
 Relationships of good physical and mental health to job success and personal achievement.
TEKS 2 A-H, 3 B, D
Professional Development / Interpersonal Relationships Chapter 13 (6 days)
 Employer expectations.
 Rewards & demands for various levels of employment in a variety of careers.
 Strategies for career retention and advancement in response to the changing global workplace.
 Determine continuing education opportunities that enhance career advancement and promote
lifelong learning.
 Future employment outlook.
TEKS 3C; 4A; 6 A-B; 8 A,C-D; 9C-D
Teamwork; Leadership Chapter 14 (19 days)
 Practice conflict resolution, teambuilding, accepting criticism, self-control & listening.
 Teamwork/collaboration
 Leadership
 Participation in a CTSO or community service project.
TEKS 3 A-B,D,G; 5 A-E;6 A-B
Exploring Careers Chapter 3 (5 days)
 Researching Careers
TEKS 8 A-D; 9 A-D
Entrepreneurship Chapter 4 (4 days)
 Characteristics of an entrepreneur
 What is an Entrepreneur
 Entrepreneurial opportunities
TEKS 8 B, F

Developing a Career Plan Chapter 5 (5 days)
 Evaluating career choices
 Your career plan
TEKS 8 A-E; 9 A-D
Professional Communication Chapter 15 (10 days)
 Types of communication; communicating effectively to a variety of audiences.
 Communication process.
 Effective communicators.
 Speaking & Listening Skills.
 Reading & Writing
 Communicating via technology & social media, email etiquette. Technology (Chapter 17)

TEKS 3 A-B, D-G
Thinking Skills / Time Management Chapter 16; 18 (8 days)
 Making decision in the workplace
 Problem solving
 Managing time
 Organizing work
TEKS 2B;
Lifelong Learning Chapter 24 ; 25 (10 days)
 Managing career
 Changing jobs or careers
 Balancing work and personal life
 Setting up your own household
 Work, family and community.
 Developing a plan to achieve goals.
TEKS 9 A-D
Workplace Legal Rights Chapter 12 (10 days)
 Respect for the rights of others.
 Workplace policies and procedures.
 Fair Labor Standards Act.
 Confidentiality.
 Non-Compete Clause.
 Laws related to different careers. (ex: careers in working with minors, nursing, teaching)
 Rights; responsibilities of employers & employees.
 Identify theft/methods criminals use to obtain information, how to avoid becoming a victim (read
and write technical reports and summary)
TEKS 3A, B, D, G, H; 5A, C-E; 6 A-B; 8 E
Safety in the Workplace Chapter 11 (20 days)
 Safe working practices per OSHA regulations.
 Becoming a healthy worker
 Determine health and wellness practices that influence job performance.
 Solutions to unsafe work practices and attitudes.
 Consequences of breach of personal and occupational safety practices in the workplace.
TEKS 2E; 3 A, B, D, G; 5 A-E; 7 A-E
Financial Decisions Chapter 19-23 (20 days)
 Economic systems
 You, the consumer
 Managing money
 Budgeting/Financial Responsibility
 Create a budget based on career choice.
 Banking & Credit
 Saving & Investing / Checking Accounts & Credit
 Effective money management and financial-planning techniques.
 Understanding Insurance

 Taxes & Social Security
TEKS 4 B-C; 8 A,C-F

__________________________________________________________________________________________________________________________NUTRITION

Chapter 1 Food Affects Life

The History of Food / Making Choices / Physical Needs - TEKS 4A, G; 6F

Objectives: Students will learn about the history of food, how food led to the development of civilization, use the steps of the decision making process, and describe how food relieves hunger.

Terms: decision-making process alternatives, goals, hunger, appetite, wellness, stress

Activities:

How Do You Celebrate? (10 min.)

OR Video “Why We Eat What We Eat” Item #3330-DVD (14 min.)

www.learningzonexpress.com

Cultural, Social and Psychological Influences on Food Choices – TEKS 2B; 3D,E; 4A, F,G, H, L, M; 7D; 8C.

Objectives: Students will understand cultural, social and psychological influences on food choices.

Terms: culture, customs, fasting, values, lifestyle, peer pressure, fad, fallacy, functional foods,

Technology Activities: Research and report on a fad or fallacy. Dispute or defend the

one you researched. (20-25 min.)

Factors that affect the Food Supply - TEKS 4H, L, M

Objectives: Students will be able to list the factors that affect the food supply.

Chapter 2 Safety and Sanitation

Foodborne Illness – TEKS 5 A, B, C; 7 A, B

Objectives: Students will demonstrate safe and sanitary practices; explain causes, symptoms and

prevention of food borne illnesses; and practice personal hygiene.

Terms: foodborne illness, contaminant, microorganism, bacteria, toxins

Chapter Activities:

Glo Germ demonstration (http://www.enasco.com/action/solr/select?q=glo+germ)

Handwashing lab

Discuss or research recent incidents in the news regarding recalls and outbreaks

Look at Health Code Violations/Restaurant Inspections in your area

Glove demonstration showing cross contamination

Foodborne illness project

Four Steps to Food Safety – TEKS 7 B

Objectives: Students will learn the four steps to food safety and the importance of proper temperature control.

Activities:

Bac fights back video/website (http://www.fightbac.org/free-resources/videos/ )

“Food Safety: It’s in your hands. DVD (21 min.)

http://www.learningzonexpress.com/food-safety-its-in-your-hands-dvd.html

Safety in the Kitchen - TEKS 7 B (45 min.)

Objectives: Students will apply knowledge about kitchen safety and demonstrate proper protocol for specific situations.

Term: abdominal thrust

Mini Lab *Identify the Powder mini lab

Chapter 3 Basic Skills and Equipment

Measuring Ingredients / Measuring Techniques – TEKS 4K; 6A, B, C; 7A, B, C

Objectives: Students will learn how to use various measuring devices.

Terms: liquid measures, dry measures, measuring spoons, kitchen scale, packing, water displacement method, tare,

Activities: Measuring liquids lab (25-30 min.)

Importance of measuring properly lab (20-25 min.)

Mini Lab – Measuring practice – Rice Krispie Treats (20 – 25 min.)

Kitchen Utensils – TEKS 5A, C; 6B

Objectives: Students will be able to identify various small kitchen utensils and discuss their functions.

Equipment Review (20 min.)

Terms: whisk, colander

Knives and knife skills - TEKS 4D, K; 5A, C; 6B, C; 7A, B, C

Objectives: Students will be able to demonstrate basic knife skills

Term: serrated blade, chef’s knife

Activities: Cooking terms/knife cut lab (25-30 min.)

Mini Lab – Practicing knife skills – prep for chicken noodle soup or omelet.(25-30 min.)

Cooking and Baking Equipment - TEKS 4G; 6B, C

Objectives: Students will be able to explain how to select, use, and care for bakeware and cookware.

Term: saucepan, pot, double boiler, pressure cooker, spring form pan, casserole, nonstick finish.

Video – Kitchen Fundamentals DVD Item #3521 20 minute videos

http://www.learningzonexpress.com/kitchen-fundamentals-dvd.html

Chapter 4 – Recipes and Work Plans

Using Recipes – TEKS 4D; 5A, C; 6A, B, C, D, E; 7A, B, C

Objectives: Students will be able to identify abbreviations and define cooking terms; change the yield of a recipe and determine the cost per serving of a recipe.

What does C, tsp, TBSP, and # stand for? (5 min) Figure the unit price per oz.- 12 oz, package of chocolate chips for $2.48 & 23 oz. pkg for $4.94. Which is the better deal? (5 min)

Terms: recipe, yield

Activities/Technology:

Conversion Lab – metric to customary(20-25 min)

Common substitutions

Abbreviations

Mini Lab: Substituting Ingredients (45 min)

Microwave Recipes – TEKS 5A, B, C; 6A, B, C, E; 7A, B, C

Objectives: Students will be able to explain the terms and techniques used in microwave recipes.

Terms: cooking time, watts, standing time, dehydration, arcing

Activities/Lab/Technology:

Microwave Presentation and Demonstration (20 min to plan – 10 min to present)

Microwave recipe lab – using recipe of your choice (20 min)

Using a Time Work Schedule

Objectives: Students will be about to plan time-work schedules.

Why is it important that a restaurant follows a time-work schedule? Have you ever been to a restaurant when the food did not all come out at the same time? What happened?

Term: time-work schedule, dovetail

Chapter 5 – Preparing Simple Recipes Snacks - TEKS 2A, D; 4D, G, I, J, K; 6A, B, C, E, G; 7A-C

Objectives: Students will apply knowledge about choosing healthy snack foods.

Activities: Heathy Snack Foods vs Unhealthy Snack Food Choices (40 min)

Beverages - TEKS 2B, 4A, F, J, K

Objectives: Students will be able to discuss considerations for preparing cold and hot beverages.

Describe steeping. Name all the types/varieties of teas you can think of. Where does tea come from?

Term: beverage, coffee blends, caffeine, decaffeinated, tea,

Activities: Caffeine What Do You Really Know? (40 min)

Recipe for Good Food - Mix and Match Fruit Slushies Lab (15 min)

Buzz in a bottle: The dangers of caffeine-spiked energy drinks. Item: hrmBUZZW (17 min.)

http://fatalvision.com/

Chapter 6 – The Energy Nutrients

Nutrients - TEKS 2A, B, C; 4A, G, I, J, K; 5A, C; 6A, B, C, E; 7 A, B, C; 8A, C

Objectives: Students will be able to name the energy nutrients, describe their functions and list important sources of each.

Term: Nutrients, Nutrition, Malnutrition, Calories, Deficiency Disease,

Video – Nutrient Basics DVD Item #300019 (20 min.)

http://www.learningzonexpress.com/nutrient-basics-dvd.html

Carbohydrates – TEKS 2A, B, C; 4 A, G, I, J, K; 5A, C; 6A, B, C, E; 7 A, B, C;

Objectives: Students will be able to discuss the effects of deficiencies and excesses of the energy nutrients.

Terms: Carbohydrates, Glucose, Dietary Fiber, Artificial Sweeteners

Core Skills #19 text book – Science / oyster cracker in your mouth… (5 min.)

Fats – TEKS 2A, B, C; 4A, G, I, J, K; 5A, C; 6A, B, C, E; 7 A, B, C;

Objectives: Students will be able to discuss the effects of deficiencies and excesses of the energy nutrients.

Terms: Fats, Fatty Acids, Hydrogenation, Trans Fatty Acids, Cholesterol, Hormones,

Activity/Lab – How much fat is in my food? (30 min.)

Proteins - TEKS 2A, B, C; 4A, G, I, J, K; 5A, C; 6A, B, C, E; 7 A, B, C;

Objectives: Students will be able to discuss the effects of deficiencies and excesses of the energy nutrients.

Term: Proteins, Amino Acids, Enzymes, Antibodies, PEM,

Digestion and Absorption/Metabolism - TEKS 2A, B, C; 3A, B, C; 4B

Objectives: Students will be able to explain the processes of digestion, absorption and metabolism.

Term: Digestion, Absorption, Peristalsis, Saliva, Metabolism, Diabetes, `

Activities/Technology: Where did my food go? (40 min)

Chapter 7 – Vitamins, Minerals and Water

Vitamins - TEKS 2 A, B, C, D; 4 A, B, D, G; 7A, B, C; 8C

Objectives: Students will be able to identify key vitamins, explain their functions, name important sources of each, and describe effects of deficiencies and excesses..

Term: Vitamins, fat-soluble, water-soluble, night blindness, rickets, antioxidant, scurvy, beriberi, pellagra, anemia

Minerals – TEKS 2 A, B, C, D; 4 A, B, D, G; 7 A, B, C; 8 C

Objectives: Students will be able to identify minerals, explain their functions, name important sources of each, and describe effects of deficiencies and excesses..

Terms: , minerals, macrominerals, trace elements, osteoporosis, hypertension, goiter

Activity/Technology – Vitamin Case Study (30 -40 min)

Water – TEKS 2 A, B, C, D; 3 C, E; 4 G

Objectives: Students will be able to identify the importance of water, explain its functions, name important sources, and describe effects of deficiencies and excesses.

Which vitamins are transported through the body with water? (5 min) Bell Ringer – Calculate the amount of water you need each day. Take your body weight, divide by 2. This is the amount you need daily. Add 8 oz. per ½ hour of exercise per day.

Terms: Dietary supplements, fortified foods, phytonutrients, carotenoids,

Activity/Technology – Importance of Water (30-40 min)

Chapter 8 – Making Healthy Choices

Benefits of Healthful Choices - TEKS 2D; 4D, G, J, K; 6B; 7B, C

Objectives: Students will be able to name the benefits of making healthy choices.

Activity/Lab: What is a serving size? (20 min)

Video – Portion Size Me Item #3401(25 min) & Portion Size Me, Too item #3409 (25 min)

http://www.learningzonexpress.com/portion-size-me-dvd-set.html

Resources for Making Healthful Choices – TEKS 1 E; 2 A, B, D; 4 B, D, E, G, I, J, K; 7 B, C, D Objectives: Students will be able to explain how to use DRI’s, the Dietary Guidelines for Americans and the MyPlate food guidance system as diet planning resources to meet daily needs. They will also be able to identify the recommended daily intake from each food group in MyPlate. Terms: Dietary Reference Intakes, Dietary Guidelines for Americans, calorie balance, nutrient dense, empty calories, MyPlate,

Mini Lab – Looking at the Sugar in Drinks

Video -Obesity in a Bottle II: How to pick healthy beverages Item number SB48011G (26 min) https://www.enasco.com/product/SB48011G

OR Think before you drink: Sugar Shockers & Beverage Tips Item number WA32240G (20 min) https://www.enasco.com/product/WA32240G

Choosing wisely when shopping for food

Objectives: Students will be able to list tips to use when shopping for foods.

Terms: Processed foods

Video: The grocery shopping challenge Item #3501-DVD (13 min)

http://www.learningzonexpress.com/the-grocery-shopping-challenge-dvd.html

OR Adventures in the Grocery Store Item #3164-DVD (18 min)

http://www.learningzonexpress.com/adventures-in-the-grocery-store-dvd.html

Choosing wisely when preparing food and when eating out

Objectives: Students will be able to choose healthy options when preparing foods and eating out.

Activity: Fast Food Makeover (45 min)

Technology: Use the computer to look up nutrition labels at various fast food restaurants.

Chapter 9 – Staying Active and Managing Weight

Energy Needs

Objectives: Students will be able to list factors that affect your energy needs.

What is a calorie? What is metabolism? Describe in your own words what you think both terms mean.

Term: Basal Metabolism, kilocalories,

Physical Activity and Physical Fitness – TEKS 1A, B, C, D, E; 2B; 3D; 4A, B, G, H; 7B, C, D; 8D Objectives: Students will be able to describe the types and amount of physical activity recommended to promote physical fitness for various age groups.

Terms: physical fitness, cardiorespiratory fitness, physical activity guidelines for Americans, aerobic activity,

Activity/Technology (45 min) – Promote a healthy workplace.

Nutrition for Athletes – TEKS 4E, G, K; 5 A, B, C; 6 A, B, G; 7 A, B, C

Objectives:. Students will identify nutrition concerns of athletes and suggest strategies for those concerns.

Terms: hydrate, dehydration,

Video – Energy Balance DVD Item # 300027 (20 min)

http://www.learningzonexpress.com/energy-balance-dvd.html

Weight Management TEKS - 1C; 2B, D; 4A, E, F; 7B, D

Objectives:. Students will examine factors that contribute to weight problems and explain the philosophy behind weight management.

Terms: weight management, body compositions, body mass index (BMI), healthy weight, overweight, underweight, obesity, waist circumference

Activity/Technology (25 min) – Diet Plans

Eating Disorders

Objectives: Students will examine factors that contribute to eating disorders.

Terms: eating disorder, anorexia nervosa, bulimia nervosa, binge eating disorder,

Video – Recovering: Anorexia Nervosa and Bulimia Nervosa Item # 300040 (27 min)

http://www.learningzonexpress.com/recovering-anorexia-nervosa-and-bulimia-nervosa-dvd.html

Review and Evaluate: Have students take the Chapter 9 test to assess student comprehension of this chapter.

Chapter 10 – Lifecycle Nutrition

Pregnancy and Lactation - TEKS 2 B, C; 4 A, B, C, D, E, G; 7 B, C, D

Objectives:. Students will describe health and development concerns that affect nutritional needs. Students will list meal planning tips, suggest appropriate activities and plan a nutritious diet.

Term: Diet, fitness, cardiovascular health, physical activity guidelines for Americans,

Activity/Technology –What should I eat? (This project can be added throughout this chapter.)

Infancy and Early Childhood

Objectives: Students will describe health and development concerns that affect nutritional needs. Students will list meal planning tips, suggest appropriate activities and plan a nutritious diet.

Bell Ringer – What types of food are good for a toddler? Why?(5 min)

Review page xxx in text book (20 min)

Terms: Food allergy, food intolerance, cross-contact

The Elementary School Years

Bell Ringer – What are the differences between food allergies and food intolerances? (5 min)

Review page xxx in text book (20 min)

The Teen Years

Objectives:. Students will describe health and development concerns that affect nutritional needs. Students will list meal planning tips, suggest appropriate activities and plan a nutritious diet

Bell Ringer–Why is it important for a teen to eat healthy? Is there a food group you need more of? (5 min)

Review page xxx in text book (20 min)

Terms: Growth spurt

Mini Lab – Comparing Food Choices 100-Calorie Snacks – (15 min)

Adulthood / The Later Years

Bell Ringer – Why do adults need to increase their fiber and lower their caloric intake as they age?(5 min)

Review page xxx in text book (20 min)

Special Diets / Food Assistance Programs TEKS 2 B, C; 4 A, B, C, D, E, G; 7 B, C, D

Objectives:. Students will describe health and development concerns that affect nutritional needs. Students will list meal planning tips, suggest appropriate activities and plan a nutritious diet. Bell Ringer – What is a vegetarian? (5 min)

Review page xxx in text book (20 min)

Terms: vegetarian diet, therapeutic diet, medical nutrition therapy, food-drug interactions.

Activity/Technology –Role of Food (45 min)

Review and Evaluate: Have students take the Chapter 10 test to assess student comprehension of this chapter.

Chapter 11 – Kitchen and Dining Areas

Planning the Kitchen and Dining Ares - TEKS 1A, E; 4M; 5; 6G; 7A, B, C, D; 8A, B, C, D

Objectives: Students will be able to describe the three major work centers in a kitchen and the six basic kitchen floor plans.

Bell Ringer – Draw a quick sketch of the kitchen in your home. Label the sink, refrigerator, and stovetop.

Review page xxx in text book –(10 -15 min) Workbook page XXX Kitchen floor plans

Term: work centers, work triangle, universal design

Mini Lab – Toasted cheese and tomato sandwiches (30 min)

Activity/Technology - Online Kitchen Design (90 min)

Functional Surfaces and Fixtures

Objectives: Students will explain considerations in choosing functional surface materials and fixtures for kitchens and dining areas.

Bell Ringer – Describe the flooring in your kitchen, the walls in your kitchen (wallpaper, tile, paint…) and the color of the major appliances and cabinets. What type of lighting do you have?

Review page xxx in text book (15-20 min.)

Terms: natural light, artificial light, ground

Table Appointments – TEKS 1D; 6F; 7A, B, C

Objectives: Students will identify different kinds of tableware and list selection factors applicable to

each and set a table attractively.

Bell Ringer – When using a knife when eating, where do you place it when finished? (5 min)

Bell Ringer – Draw a sketch of an informal place setting. (5 min)

Review page xxx in text book (20 min)

Terms: Table appointments, dinnerware, flatware, beverage ware, tumblers, stemware, holloware, open stock, place setting, table linens, cover

Activity/Technology – Table Appointments & Napkin Folding (45-60 min)

Activity/Technology – Etiquette & Manners PowerPoint (45-60 min)

Review and Evaluate: Have students take the Chapter 11 test to assess student comprehension of this chapter.

Chapter 12 – Kitchen Appliances

Safety and Service - TEKS 4M; 5A; 6G; 7B, C Objectives: Students will be able to evaluate energy labeling, safety seals, and warranties.

Bell Ringer – Have you ever purchased a warranty for an electronic item? If so, did you ever submit a claim? If not, do you wish you would have? (5 min)

Review page xxx in text book –(10 -15 min) Workbook page xxx Comparing Energy Labeling

Term: energy guide labels, energy star mark, warranty, service contracts

Activity/Technology - Service Warranty/Protection Agreement Scavenger Hunt (25-30 min)

Major Kitchen Appliances

Objectives: Students will describe functions, styles, and care of major kitchen appliances.

Bell Ringer – Name the major appliances you have in your home. (5 min)

Review page xxx in text book (15-20 min.)

Terms: combination ovens, convection cooking,

Portable Kitchen Appliances – TEKS 1A, B, C, D, E; 4L, M; 5A, C; 6A, B, C, D, E, F, G; 7A, B, C, D; 8D

Objectives: Students will list points to consider when purchasing portable kitchen appliances.

Bell Ringer – List all of the small portable appliances you can think of. (5 min)

Review page xxx in text book (20 min)

Mini Lab: Adaptable Appliances – Brewing Up a Banquet (30 min)

Activity/Technology – Portable Appliance Demonstration Video/Infomercial (135 min)

VIDEO – Small Kitchen Appliances – www.learningzonexpress.com Item # 300030 – (25 min)

Review and Evaluate: Have students take the Chapter 12 test to assess student comprehension of this chapter.

The Meal Manager - TEKS 6F; 7A, B, C

Objectives: Students will plan nutritious menus using meal patterns, based on MyPlate.

Bell Ringer – Who plans the meals in your home? Do you have any input?

Review page xxx in text book –(10 -15 min) Page xxx in workbook – Planning for Nutrition

Term: meal manager, menu, course,

Activity/Technology – What color is on your plate? (10 min) – could be used as a bell ringer.

Use Planned Spending / Preparing Satisfying Meals- TEKS 1E; 4B, D, E, G,I, J; 5A, C; 6A, B, C, D, G; 7A, B, C

Objectives: Students will prepare a food budget, and develop menus with an appealing variety of flavors, colors, textures, shapes, sizes and temperatures.

Bell Ringer – List examples of 5 fixed expenses and 5 examples of flexible expenses.

Review page xxx in text book (15-20 min.) Page xxx in workbook – Planned spending

Terms: convenience foods, budget, income, fixed expense, flexible expense, taste buds

MINI LAB – Flavor Perception – Impact of Food Color

Activity/Technology – Meal Planning (30 min)

LAB – Applesauce price comparison lab - (30 min)

Real Food: The cost of convenience DVD (24 min) Item WA26959H

https://www.enasco.com/product/WA26959H

Control the Use of Time and Energy

Objectives: Students will describe resources a meal manager can use as alternatives to time and energy.

Bell Ringer –List 15 convenience foods. (5 min)

Review page xxx in text book (20 min)

Terms: Conservation, work simplification, pre-preparation,

Review and Evaluate: Have students take the Chapter 13 test to assess student comprehension of this chapter.

Chapter 13 – Planning Meals

The Meal Manager - TEKS 6F; 7A, B, C

Objectives: Students will plan nutritious menus using meal patterns, based on MyPlate.

Bell Ringer – Who plans the meals in your home? Do you have any input?

Review page xxx in text book –(10 -15 min) Page xxx in workbook – Planning for Nutrition

Term: meal manager, menu, course,

Activity/Technology – What color is on your plate? (10 min) – could be used as a bell ringer.

Use Planned Spending / Preparing Satisfying Meals- TEKS 1E; 4B, D, E, G,I, J; 5A, C; 6A, B, C, D, G; 7A, B, C

Objectives: Students will prepare a food budget, and develop menus with an appealing variety of flavors, colors, textures, shapes, sizes and temperatures.

Bell Ringer – List examples of 5 fixed expenses and 5 examples of flexible expenses.

Review page xxx in text book (15-20 min.) Page xxx in workbook – Planned spending

Terms: convenience foods, budget, income, fixed expense, flexible expense, taste buds

MINI LAB – Flavor Perception – Impact of Food Color

Activity/Technology – Meal Planning (30 min)

LAB – Applesauce price comparison lab - (30 min)

Real Food: The cost of convenience DVD (24 min) Item WA26959H

https://www.enasco.com/product/WA26959H

Control the Use of Time and Energy

Objectives: Students will describe resources a meal manager can use as alternatives to time and energy.

Bell Ringer –List 15 convenience foods. (5 min)

Review page xxx in text book (20 min)

Terms: Conservation, work simplification, pre-preparation,

Review and Evaluate: Have students take the Chapter 13 test to assess student comprehension of this chapter.

Chapter 14 – Shopping Decisions

Choosing Where to Shop -

Objectives: Students will be able to evaluate store features to decide where to shop for food.

Bell Ringer – What is a convenience store? Discount store? Specialty store?

Review page xxx in text book –(10 -15 min)

Term: produce

Deciding What to Buy- TEKS 2A; 4G, I, J, K; 5A, C; 6D; 7A, B, C

Objectives: Students will identify factors that affect food costs and comparison shop to decide what foods to buy.

Bell Ringer – What is impulse shopping? Name 3 brand name products, 3 store brands.

Review page xxx in text book (15-20 min.)

Terms: comparison shopping, impulse buying, unit pricing, grades, brand name, store brand, national brand, precycling, organic foods, food additives, GRAS list

MINI LAB – Condensed Tomato Soup

Activity/Technology – Grocery Shopping - (45 min)

Video – Adventures in the Grocery Store DVD Item#3164 (18 min)

http://www.learningzonexpress.com/adventures-in-the-grocery-store-dvd.html

Using Food Labeling – TEKS

Objectives: Students will use information on food product labels to make informed decisions about foods to buy.

Bell Ringer – Without looking…what is located on a food product label? (5 min)

Review page xxx in text book (20 min)

Terms: nutrition labeling, daily values, Universal Product Code – UPC, open dating

Activity/Lab – Frozen Food Comparison (45 min)

Video – Nutrition Labels: Start with Breakfast DVD Item#3513 (10 min)

http://www.learningzonexpress.com/nutrition-labels-start-with-breakfast-dvd.html

Help with Consumer Problems– TEKS

Objectives: Students will be able to list sources of consumer information.

Bell Ringer – What should you do if you have a complaint about a product? (5 min)

Review page xxx in text book (20 min)

Review and Evaluate: Have students take the Chapter 14 test to assess student comprehension of this chapter.

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