institution 64 ncte 67p. edrs price mr-$0.65 hc.,-$3.29 ... · of breakfasts be prepared in the...

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TITLE

INSTITUTIONPUF LATENCTE

ELES PRICEDESCRIPTORS

ABSTRACT

DOCUMENT HSI/ME

SP 007 096

Nome Eccncmics Curriculum Guide. 'TentativeSupplement No. 2. Food, Clothing, and Related Areas,Grades 7 and 8.Gary City Eublic School System, Ind.6467p.

EDRS Price MR-$0.65 HC.,-$3.29*Clothing Instruction, *Curriculum Guides, *FoodsInstruction, Grade 7, Grade 8, *Home Economics,*Secondary Education

GRAILS CF AGES: Grade 7 and 8. SUBJECT MATTEP: HcmeEconcmics: reeds, cictning, and related areas. ORGANIZATION ANI:PHYSICAL APPEARANCE: The guide is in two main sections --tood andrElatEd areas, and clothing and related areas. Each section issubdivided as fellows: introduction, adopted texts and approximatelength of units, special information relating to the units, topicaloutline, seventh grade units, and eighth grade units. The lessenplans are presented in tcur colunns: objectives, learningexperiences, generalizations, and teaching materials. The guide ismimeographed and spiral bound with a sett cover. CBJECTIVES ANLACTIVITIES: Cbjectives and activities are listed in the lesson plans.INSTRUCTIONAL MATERIALS: Texts, films and other materials are listedin the 'lesson plans ter each unit. A list of resources is alsoincluded. STUDENT ASSESSMENT: No special provision is made forevaluation. (MBM)

HOME E:00NOMICS ::',"1212R.ECUL'CM

Tertative Sapp. E:11er,t N.IiMbE.r TiFood., Cl;.oth.in.g, and Re'_ated Areas

Grades 7 ara 8

U.S. DEPARTMENT DF HEALTH,EDUCAT'ON & WELFAREDFFICE iF EDUCATIDN

THIS DOCUMENT HAS BEEN REPRO.DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE DF EDU-CATION POSITION OR POLICY

Recommended by ard cf Schco.

The Home Economic PepresentativeCommittee and completed by a specialcommittee that vac approved by theSecondary Principal s, the Sperinterdentof Scho,is, ana the Eoard of Schoo Trubtee-_,

Andrew D. WhiteJohn_ P. GutowLA:.

Jame. F. WygantLer_y W. EinghamDena o Aaam-

F-reidentSecretaryTreasurer

Lee Ti, GI! bert, Superintendent of S:hcoi.:

Walter E. A5Astant Superintendent-Research and PubiicatiGr.T.Haron j. Battle, Genera''. Supervisor cf Secadary Educatn

Johnston T. Karr, Supervii:r of .ecordary EducatiLn

GARY PCBLIG SCHOOLSGary, Indiana

1

Participants in the preparation of this supplement -

HOMEMAKING DEPARTMENT REPRESENTATIVES 1963 64

Mabel. Cox

Jean CrawfordJennie ElkintonMary GriffithMabel HarrisPearl KruegerNancy RameyCatherine RoperJennie SmithMargaret WilsonMona Wilson

SPECIAL COMMITTEE

Nacmi GambleMary Griffith

SUPERVISORY PERSONNEL

Harcn J. Battle, General Supervi!,4or of Secondary EducationJohnston T. Karr, Supervisor of Secondary Education

Kathryn Dougherty, Home Economics Consultant

2

ii

FOREWORD

Home economics education, with its curriculum and learningexperiences centered around the family, makes a unique contri-bution to family living at the junior high school level.

This section. of our curriculum incorporates all the areas ofhome economics now taught in grades seven and eight in theSchool City of Gary. Home economics at this level serves anexploratory purpose and attempts to make possible the adapta-tion of material to various situations in order to prepareyoung people for more satisfying home lives. The learningexperiences suggested for the pupils provide opportunity forpractice ir. group living in a changing world. These changeshave altered the role of the homemaker; consequently thecontent of home economics classes has changed. The emphasisnow is on the wise 13e3.ection of goods and service3 and theimportance of good interpersonal relationships.

Through the use of the objectives, learning experiences,generalizations, and teaching materials which follow in thisguide, it is hoped that the teacher will be better able tohelp pupils adjust. in our transitional environment.

Appreciation Is extended to the classroom teachers who haveparticipated in the curriculum study program in an effort tostrengthen home economics in Gary secondary schools.

Lee R. GilbertSuperintendent of Schools

iii

PREFACL

g.lide. 17. tnt. re_.ut of a number of the Gary home ecncmico teacher2'effort ana Inter:zed to provide. guidance for all of the iitaff member..

Beginning wilt: the juni2r high :ctIcio, a departmenta7.ized program of homeand fami!y 11.!fe educatio: effective. In the seventh and eighth grade,one year cf home ecr.omic i highly recommended for gir_!. The cla3e7.3

shcuA of pcpi, with r needy, thereby promoting the orderlyprogrecion the 2t.adent.

Junior high !_chool. home eccnomico ha: the reoponsibility of providing ex-periene,2 t3 bri-g about the acquiring of know edge, ki habits, andjudgment for preient and future Li'2E. The six major :trand ,2. we have wcentogether to prDvide the appropriate '_,etting are c cthirg, food., chid care,gra_ming, manrer, and perorailty.

Such a program, t.; be effective, require careful thcught and _'.uff:ctentcmphaoio regardiLg -_everal fact:P:r;t if Alch. . pr. gram i to hep build the va'ue of the democratic way

then the experience program JhouA be the re_u!..t of pupi:, parent,and teacher thirbing, 13anning, and working together ;20 that all may gaininsight into pupi r.ceds and c...ncerns.

Second 't be .:fficient tc, provide, for the wide range. ofindividua! differe7ce.Third, the experience must provide opportunities for both individuals andgr.)ups.

t'Ae experience!.2 shuA be enriched by the wise use of the resourcesthat are aab:e. i7 the ;oca community and inutructiona:.

Vif's.h the ^ aJr-om er.viro7-trieTt and facilities Jhou'A net ,:niy be adequateand adaptab.e to variou: ..:,ituationo, but to bTme !ife as web.

The recommerded Learning experiences a thc guiae are ,..uggestion!.: and arenot meant hamper creativity on the part of the teacher or pupi however,there 1,t cc)r,cderabte inter-city mob'ity, so our dep&rtmentb mu_it be in. Jtepwith cacti t.her to meet the needs o2 the majority of cur young people.

4

iv

TABIE OF CONTENTSaEe

Acknowledgmert 2 ......... 0 ...................... . 0 ...

POrEWOICt 00001.00000010""0000"43%014Ouup"Uvg.Pref ace 00000"000(9006d0000UOMOOCIUM0000000000",Table of Content

FOODS AND RELATED AREASIrtroducticr, to Food_Adopted Text., and Approximate Length of nit, ----Recommended Procedure for Crgani':-.1-g Food. a__e_ _0 5

Sample of a Less_n Guide ,............0............... 7

Topical Out: .re '4 Week,/ 7th Gr.de Fo3d,7Tri GRADE NITS

Food For 'leakh .0

Eetter Ereakfa_!v, .2

relping To Care For Young Zh..drer. ......... 188TH GRADE TJN:-PS

Nutritiorat Need of the Teer Ager 22

Brunches, iuncheon and Snack_its ErrtE rtai-

CLOTHING AND RELAJED AREASIntroductiLn to C:othing ),

Adopted Text and Approximate Length 1.7111

Clothing Euyirg GuideLetter TO Parer:,Topical Outline ( Week:) 7th Grade C.oht'g 54

7TH GRADE ::NITS'

Improving My Appear..trce 4l

Making and Keeping Friend_ 568TH GRADE. UNITS'

Deve!oping PerItonai and Socia_ Awarere__Makirg and Repairing My ,.'2othe-.,

RESC,UP.i...q;S °"°°a°"""""""""""°""°°""°

INTRODUCTION TO FOODS

At this age level the approach to nutrition is best made throughshowing the close relationship of diet to appearance, personality,and health. Pupils should have opportunities to evaluate theirown habits of food selection and to plan for needed improvements.Nutrition is most effectively taught when it is an integral part ofevery foods experience they have.

Teen-agers often skip breakfast for two reasons. late rising anddietinV; consequently it is recommended that an interesting varietyof breakfasts be prepared in the seventh grade. A number of holidayactivities need to be sprinkled throughout the semester to incorporatelearnings related to manners. Also, a few experiences should be pro-vided for family luncheons to prepare the pupils for eighth- or ninth-grade home economics. Interest in young children is high at this age,so it seems advisable to promote their knowledge and understanding ofchildren enabling them to assist in their present homes and as a babysitter for the neighbors.

Second semester foods should emphasize the continuation of the develop-ment of skills in meal preparation. A variety of luncheons are preparedand they should provide experiences with problems similar to the communityfamilies. Pupils also need projects which will allow them to have in-creased responsibility for entertaining. Snacks, brunch or luncheon menuscan be correlated with social functions very successfully.

Home economics food,budgetslareliMited; therefOre the foods prepared' andserved in the classroom are. planned in 'small'er Than family amounts.

The teen-agers need to be aware of the potential of the foods class asa laboratory of learning. Through careful planning a great number of theirneeds can be realized; consequently their learning can be enhanced and manydesires satisfied.

6-1-

Adopted Texts and Approximate Length of Units

FOODS AND RELATED AREAS

7th GradeFood For HealthBetter BreakfastsHelping To Care For Young Children

3 weeks12 weeks3 weeks

Basic Text, Greer & Gibbs, You and Your Home,Allyn & Bacon, Inc.,1960

8th GradeNutritional Needs of the Teen-AgerBrunches, Luncheons, and SnacksLet's Entertain

1 week15 weeks2 weeks

Basic Text, Jones & Burnham, Junior Homemaking,J. B. Lippincott, 1958

7

-3-

Recommended Procedures for Organizing Foods Classes

1. Organize classes into family groups by sociogram, election. or teacherobservation.

2. A family should ccnsist of four girls in order that each girl may achievethe desired experience and skills.

3. The class should discuss basic learnings and cooperatively plan for objectivesand activities of the unit. Each girl participates in setting up the group,in organizing the plan bf. work, 4din developing work sheets.

4. Use the choice-making technique whenever possible. This method means theteacher develops two plans, projects, or activities, and the families or classmake selections. They should be similar if both plans are aimed toward thesame objective.

5. Suggested plan of work for the week is:

Monday - Problems and questions on objectives. Discussion andsharing of ideas. Use filmstrips, etc.

Tuesday - Teacher demonstrates new learnings and families planwork sheet. Might do some advance preparation ifnecessary.

Wednesday - Head cook and assistant cook prepare the two majorproducts. The two helpers set table, do advancepreparation for Thursday and evaluate.

Thursday - Head cook and assistant cook exchange places with twohelpers today. The menus for the two days need to besimilar.

Friday - Continuous eva'uation is done during the week; however,some pencil and paper device should be used every weekor so. It may be desirable to clean up, share homeexperiences, or procede to new unit.

-5-

8

SAMPLE OF A LESSON GUIDE,

Lesion: Coffee CakeMilk

New Learnings

Mixing principlesBaking principlesPurpose of ingredientsOther kinds of milk

Guide Questions:

Reference- Greer, Gibbs, You And Your Home,Allyn & Bacon, 1962 p.84

Rat LearainEs

Using the ovenUsing dried milkNutrientsUse of small equipment

1. What will happen if baking powder or eggs are omitted fromthe recipe?

2. Be able to describe what happens if you overmix the batteror overbake the batter or forget the salt.

3. Most ovens need to preheat minutes before they havereached the dialed temperature.

4. Find out the kinds of flour your family uses.5. Name the kinds of mixes your family purchases.6. How can oc.e test the doneness of flour baked products?7. List any failures you may have had in home baking. What might

have happened?8. Dried milk is different from whole milk. Be able to discuss,9. List the main nutrients found in the food to be used in this meal.10. Draw the proper table settirg for thia meal.11. Complete the school menu to meet the family needs.12. List words which were new to you in your reading.

FOODS LESSCNS NEED TO INCLUDE.

Food Preparation Experiences1. Teach foods on a meal basis,2. Prepare two or more foods whenever possible,3. Include. as related to the laboratory, a class

discussion of. adapting food to family needs. cost., buying, and storing of foods. managing time and energy. nutritive value. principles of preparing food and safety. proper service and social graces. safe practices

4. Teach new words related to the lesson, and5. Frovide for continuous evaluation based on the

needs of the pupils.

9

TOPICAL OUTLINE (4 Weeks) 7TH GRADE FOODS

OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

(1st Week)

UNDERSTANDINGA BALANCEDDIET

INTEREST INPREPARINGFOODS

Enthusiasticintroductionto foods

Plan for needs

Demonstratecinnamontoast

Discusskitchenproceduresand policies

Exploratoryactivityin thekitchen

Organize

unitkitchen,,,

Discusslaboratoryplanning

Make master Prepare cookiesmix from master

mix - serveDiscuss theGo, Grow, Evaluateand GlowFoods

(2nd Week)

ABILITY TO

USE SMALL

AND LARGEEQUIPMENT

DISCUSS ANDDEMONSTRATEUSE

Demonstratecoffee cakefrom mastermix

Show techniquedifferences -

beating,stirring,etc.

Plan forlaboratorylesson

Discuss anddemonstratene use ofmixette

Laboratory Serving &lesson - Evaluation

of cookingCoffee Cake experiences

MilkDiscusscookeryterms

Review

Quizz

(3rd Week)

APILITY TOUSE SIMPLERECIPES

(USE GUIDEQUESTIONS)

ABILITY TOPREPARE AQUICK BREAD

Demonstratemeasuring

Discussion ofquick breadrecipes

Demonstrateplain muffins

Demonstrateuse of oven

Prepare

Plain MuffinsMilk Drink

Prepare

Variety ofMuffins

Two set table and clean upTwo girls act as cooks

Evaluation

Review

(4th Week)

UNDERSTANDINGOF BREAKFASTAND TABLE

j SETTING

Guidequestions

Show picturesrf good andpoor tablesettings

Demonstratecorrecttablesettingforbreakfast

Select atheme forbreakfast

Discusscolors

Make ordecoratepiacemats

10-9-

Breakfast Art activityLesson - illustrating

table settingDried FruitHot Biscuit Make center-

Cocoa pieces

Food For Health

7TH GRADEFOODS

OBJECTIVES LEARNING EXPERIENCES

To understand the importance of awel:-balanced diet

To stimulate an interest inpreparing foods

To learn the names and uses of smalland large equipment

To develop the know-how of followingdirections in a simple recipe

Discuss factors affecting food needs andutilization in relation to activity and periodof special needs.

Prepare a light breakfast of -Hot Cocoa or Milk Drink

Cinnamon Toast Fruit Pancakes

Discuss the Go, Grow, and Glow Foods,

Make a food chart using vitamins and othernutrients.

Demonstrate the operation of lighting an oven,opening and use of refrigerator and freezer,use of hand mixette and large mixeruse cf thermostat with electric skillet

or saucepan.Make master mix using small equipment.

Laboratory lesson -Cookies (from Master Mix) and Punch

Teacher demonstrate mixing of coffee cakefrom master mix. Note differences in procedureas stirring, beating, etc.List and define cooking vocabulary.Discuss costs. compute the cost of foodsprepared in the class.Display all measuring devices.Paste unfamiliar recipes on 3x5 cards to beread and interpreted by students,Display all small equipment.

Laboratory lesson -Coffee CakeMilk

11-10-

7TH GRADEFOODS

GENERALIZATIONS

A well-balanced diet will help us go, grow,and glow.

An adequate breakfast is a contribution togood health.

Breakfast should supply about one-fourth ofthe total daily food needs for the body.

Knowing the equipment to use for a specificjob is of vital importance.

Learning correct methods of operations forlarge equipment is necessary for good resultsin food preparation.

Recipes have been tested. We don't have todo so.

Knowledge of cookery terms helps us to followdirections in a recipe.

Accurate measurement results in a betterproduct and prevents waste.

12

TEACHING MATERIALS

Supplementary TextHarris &Withers, YourFoods Book, HeathWhite, You and You Food, Prentice-Hall

Other MaterialsToast Talk, American Institute of BakingGolden Ideas with Libby's Pineapple,

Libby McNeilTeen Time Cooking, CarnationRight Eating Keeps You S,7ingin' Carnation

Films

How Vitamins Help Man McGraw -Hill.

Supplementary TextWhite, You and Your Food, Prentice-Hall

Other Materials

Films

Supplementary TextClayton, Young Living, BennettMcDermott & Nicholas, Homemakingfor Teenagers, Bennett Book I

Other MaterialsSo You Are Ready to Cook, Mary Duffie,

Burgess

Films

Cookery Terms, Young America FilmsCooking and Measuring, Young America

Films

7TH GRADEFOODS

Better Breakfasts


To acquire the art of cable setting

To develop good eating habits andmanners

Bring pictures from magazines of table settingsand decorations for class evaluation.

Identify good and poor table arrangements fromillustrative materials.

Collect pictures of food served attractively.Discuss the reasons why they are attractive.

Discuss family situations influencing types oftable settings used.

Experiment with table settings and decoratingfor a variety of occasions.

Demonstrate and practice good table settings.

Laboratory lesson - Family ServiceBuffet Service Dried Fruit

Pancakes & Syrup Hot MuffinMilk Beverage

Prepare a worksheet for students to do researchon good manners.

Demonstrate use of flat silverware.

Discuss and role play sitting down at the table.Suggest table conversation topics.Discuss and role play the role of a guest.(This may be planned around a mock meal.)

Culminate by preparing a breakfast, serving andusing social graces taught. Invite a guest.

Suggested menu: Fresh Fruit CupBroiled Bacon

Hot Muffin JellyDiscuss how to purchase fruit.Discuss seasonal buying.Plan some art activity to show good buys in fruit.

Laboratory lesson - Fresh GrapefruitCerealBeverage

13-12-

7TH GRADEFOODS

GENERALIZATIONS TEACHING MATERIALS

Cleanliness and neatness of tableappointments are the background forgracious living.

An attractive setting for a table neednot be expensive-

Table settings should be adapted to theneeds of family living.

Good manners are necessary in developingpoise.

Knowing what to talk about promotes bettertable conversation.

Using flatware correctly helps one to feelmore at ease.

Supplementary TextHatcher & Andrews, Adventures in HomeLLLIE, Heath Book IClayton, Young LivinE, Bennett

Other MaterialsBeautiful Tables, GorhamYou and Your Tableware Trousseau Melmac

FilmsTable saLlilla., McGraw-HillServin& Meals Attractively. McGraw-Pill

Supplementary TextHarris & Withers, Your Foods Book,Feati-Allen & Briggs. Mind Your Manners,

Lippincott

Other Materials

Films

Table Manners. Young America FilmsTable Manners, Association Films

Better Breakfasts

OBJECTIVES

7TH GRADEFOODS

LEARNING EXPERIENCES

To understand the basic principles Define the difference between batters and doughs,and methods of food cookery

To develop ability to plan andprepare light meals

Pastry Shells Drop Cookiesivied With Fresh Fruits Beverage

Milk

Demonstrate the muffin method and pastry method.Discuss quick bread principles. Incorporate viathe bulletin board nutrients given to the body.Use food chart.. and work sheets

Suggested recipes.Sausage Ro.1-72ps Fired Baked DoughnutsBroi.ed Peaches Soft-Cooked Eggs

Mi:k Hot Cocoa

Discuss buying and storage of eggs. Demonstratemethods of egg cookery;

Boiled or Baked Custard Egg Salad CrackersMilk Mi:k

Use food models and .et pupils practice panninga complete meal.

Plan a brunch to be prepared by time scheduleand evaluated

Scrambled EggsBlueberry Muffin

Milk Fluff

Discuss time management in the kitchen. Find

recipes that are quickies to use for experimentation..

Collect all necessary equipment on a tray.

Display a 'Big Ben" clock so ticking will makegirls time conscious.

Set up time schedule on chalk board..

Divide the class into two groups. Have themprepare a competitive breakfast to be servedto each other. Invite a guest..

Suggested menu -Broiled Bacon

Fruit Pinwheel BiscuitsBeverage

15-14-

7TH GRADEFOODS


Use of correct principles and methodsdevelbps better food products.

Eggs should be cooked at a low temperature.

Good planning saves time and energy.

All foods in a complete meal must be readyto serve at approximately the same time.

16-15-

Supplementary TextClayton, Young Living, Bennett

Other MaterialsHow to Cook Eggs, Poultry & Egg

3oard

Breakfast Special, Martha Logan

Films

How to Prepare Muffins,How to Make Biscuits, Betty Crocker

Supplementary TextHome Meal Planner, General Foods

Other Materials KansasTurn to Sandwiches, Wheat CommissionHow To Make Quick Bread, Jane AshleyCornstarch Cookery, Jane Ashley

Films

7TH GRADEFOODS

Better Breakfasts


To plan simple entertainment Let each group plan an entertainment for sometime during the school year.

Plan for -invitationsdecorationspreparationservingclean-up

Birthday Cake and Punch

Methods of cookery

1. One bowl

2. Packaged mix

.17-16-

7TH GRADEFOODS


Entertainment must be well planned to beeffective:

Creativity promotes effective entertainment.

18-17-

Supplementary Text

Hatcher & Andrews, Adventures inHome Living, Heath Book

Other MaterialsSeventeen MagazineGoodies For Fun Parties, Owens-IllinoisBetty Crocker's Party Calendar, GeneralMills

Films

7TH GRADEFOODS

Helping To Care For Youn Children


To create an understanding of howchildren grow and develop

To help students understand howchildren develop physical habitsand attitudes.

To develop some skills in givingyounger children the kind of careand guidance that promotes wholesomegrowth and development

Observe children playing in a group. Look foremotional and physical development.

Choose some small child to observe for a week.Make anecdotal notes of his behavior.

Use the above notes as a springboard fordiscussion of growth and development.

Discuss what toys and games have to do withthe development of a child.

Choose an imaginary toy or game for a childand discuss the purpose of each.

Discuss: Does a child have inborn habits ordoes he acquire them?

Show picture illustrations of babies performingvarious things. (These may be the students.)

Perhaps a parent may bring in a small baby forobservation in different situations.

Discuss setting an example for young children.

Students may observe some first-grade children.

Discuss habits that may be formed early in life.

List some good and poor habits of children.

Discuss the influence an older brother or sistermay have on a young child.

Dramatize how we may show children we like them.

Plan a party for a first-grade class--games,toys, decorations.

Practice a story-telling time.

-18-

7TH GRADEFOODS


Children develop at their own rate ofspeed.

Each child is an individual and shouldbe treated as one.

Self help in eating, dressing, etc.,grows as the child grows.

Setting an example is very important.

Young children benefit from care andguidance.

Correct care of young children promoteswholesome growth and development.

Supplementary TextShuey, Woods, and Young, Learning AboutChildren, Lippincott

Other MaterialsYour Child From One To Six, U.S. Dept.of Health, Education, and WelfareInfant Care, U.S. Dept. of Health,Education, and Welfare

Films

Selectinz Children's Toys, McGraw-HillFeeding the Baby, McGraw-Hill

Supplementary TextShuey, Woods, and Young, Learning AboutChildren, Lippincott

Other MaterialsYour Child From 6 To 12, U.S. Dept.of Health, Education, and WelfareParents Magazine

...Films .

Keeping Children Happy, McGraw-Hill

Supplementary TextHurlock, Child Growth and Development,McGraw-Hill

Other MaterialsGuide Posts To Wise Discipline andGuidance and Control of Young Children

Home Economics Extension, Purdue U

Films

Child Care and Development,Indiana State Board of Health

20-19-

Hel in To Care For Young Children

OBJECTIVES

To help pupils understand howdiscipline affects the way a childacts

Understanding of learningsand the ability to transferand put to use when baby sitting

7TH GRADEFOODS


Discuss the purpose of discipline.

List some practical rules of discipline.

Observe children. Discuss some situationsthat show children are developing self-discipline.

Discuss why children resent punishment.

List and discuss common problems which occurwhen caring for children.

Make a baby sitting bag of tricks to takewhen baby sitting.

List responsibilities of a baby sitter.

.21

-20-

7TH GRADEFOODS


Discipline is a kind of teaching that helpschildren know right from wrong and do theright thing.

2 2

-21-

Supplementary TextMcDermott & Nicholas, HomemakiEL ForTeenagers, Bennett Book I

Other MaterialsReynolds, Martha, Children From SeedTo Sapling, McGraw-Hill

Films

Help The Child To Face The Don'tsPrinciples of Development Free

Indiana State Board of Health

8TH CAADE

Nutritional Needs of the Teen-Ager


Understanding the importance of Each pupil should evaluate his own diet indesirable nutritional habits terms of his bodily needs.

For one day plan meals which do not meetthe average daily requirements. Exchangepapers; determine the missing foods; correctthe menus; and figure the calories.

Select a menu served in the school lunch andplan two meals to complete the daily nutritiveneeds of the pupils.

Gather cartons, advertisements, and newspaperarticles related to food habits or nutrition.

Collect and analyze statements of food beliefs,fads, fallacies, such as "Toasted bread doesn'thave calories."

Explore and learn nutrition terms, such asdiet, adequate, or malnutrition.

Prepare a variety of snacks to show howcalories can differ.

Vegetable Relishes Open Faced SandwichSkim Milk 2% Milk

Plain Cookies Large SandwichWhole Milk Milk Shake

23-22-

BrH GRADEFOODS


Proper diet is important for good health.

Nutritional needs vary with age, size,activity, sex, and climate,

Underweight or overweight may be due to a lackof balance between the calories consumed andthe calories used by the body.

The amount of money spent for food is not areliable criterion for a nutritive diet.

Only actual consumption of all the foods inthe planned adequate daily diet will help tobring about optimum health.

Snacks wisely chosen can contribute to thedaily nutritional needs.

24-23-

Supplementary TextsBarclay and Champion, Teen Guide ToHomemaking, McGraw-Hill

Other MaterialsThe Girl and Her Figure, andYour Guide To Good Eating

National Dairy Council

How To Give A Food DemonstrationKellogs

Betty Crocker, Quick and Easy Meals,Golden Press, Inc.

FilmsFundamentals of Diet, E.B.P.

8TH GRADEFOODS

Brunches, Luncheons, and Snacks


Interest in planning simplebrunches

Ability to manage more effectivelythe practices in planning, preparing,and serving family meals

Review previous learnings by planning,preparing, and serving an unusual brunch.If necessary, review measurements, readingrecipes, work plans, and use of equipment.

Fruit CupPancakes Whipped Butter

Syrup orHot Chocolate

Apple SauceScrambled Eggs

Coffee Cake ButterMilk

Demonstrate, review, and practice approvedtable setting, manners, and use of silverware.

Plan interest-catching bulletin boards showingattractive meals or pleasing combinations offood.

For class analysis, illustrate simple mealsusing a flannel board, food models, charts,or pictures.

Plan and prepare two-dish luncheons usingour guides (sample in Teachers Share HomemakingMaterials). Base menus on the Basic Four group.

Milk Group Vegetable and FruitCream of Potato Soup STiad Plate

Salad or Bread Finger Sandwich

or or

Creamed Tuna On Vegetable PlateBaked Potato Beverage

Relish

Bread & Cereal Group Meat Group

Macaroni & CheeseGreen Vegetable

25-24-

Hearty SandwichSalad

Dessert

or or

Spanish RiceGreen Salad

Meat LoafVegetable Salad

Dessert

8TH GRADEFOODS


Learning to like a greater variety of foodsmakes eating more interesting.

Learning contribution of food to the achievementof optimum health is important.

Breakfast is an important contribution tohealthy living.

The appearance of food plays an importantrole in our interest in eating it.

The planning, preparing, and serving familymeals can provide satisfying experience.

Milk as a beverage or combined with otherfoods can be used to meet daily requirements.

Appearance, quality, and nutritive value of

vegetables are conserved by cooking in smallamounts of water, just until tender.

Cereal and starch products require thoroughcooking to bring out full flavor.

Cereals absorb large amounts of water duringthe cooking process.

High temperatures cause protein-rich foodsto be tough.

o6

-25-

Supplementary TextBarclay & Champion, Teen Guide ToHomemaking., McGraw-Hill

Other MaterialsFat The Basic Four Every Day,

MaltexMeal Planning Guide, Pet Milk

FilmsGood Table Manners, Coronet

Supplementary TextHarris & Withers, Your Foods Book,

HeathMcDermott & Nicholas, Homemaking ForTeenagers, Bennett Book I

Other MaterialsTeaching Foods On The Meal Basis,

Bulletin 27, Michigan State Univ,Meal Planning Guide, Pet.

FilmsOur Surplus Foods (FS) Current Affairs

Film

Instant Non Fat Rry Milk (FS)American Dairy Association

8TH GRADEFOODS

Brunches Luncheons and Snacks


Ability to manage more effectivelythe practices in planning, preparing,and serving family meals, continued

The pupils need to study and share learningsrelated to food buying, costs, principles ofcookery and nutrition.

Compare buying, cost, and cooking methods offresh, frozen, and canned green vegetables,such as asparagus or green beans,

Plan, study. and prepare food utilizing plannedovers and canned goods.

Activities may include -Leftover mashed potatoes to broiled potato cakesLeftover beef to a sandwich spreadUse leftovers the class may have frozen earli(Canned meat, vegetable, and dessert with

packaged bread

Discuss and evaluate the use of packaged mixesversus making your own preparation. Pupils canprepare displays, make bulletin board, visitgrocery, and demonstrate their uses.

Sample projects might be -

Potato or Pasta Casserole versus HomemadePackage Pizza versus HomemadeDried Soup versus Canned SoupInstant Pudding versus Home Made

Experiment with meats on a time basis. Mealswhich can be prepared in fifteen or twentyminutes

27-26-

Pigs in Blanket Broiled CasseroleButtered Limas & Corn or Peach Salad

Cabbage Salad Package Pudding

8TH GRADEFOODS


Time and money can be saved if meals arecarefully prepared.

Food value, appearance, and quality ofgreen vegetables are affected by thecooking process.

Nutritious, tasty, and quick meals can beprepared trom canned and left-over food.

Leftovers can be stored or frozen effectivelyfor future use.

Home prepared mixes usually cost less thancommercially packaged ones.

Packaged and canned goods save time and energy.

Preparing meals on a carefully planned timeschedule saves time.

28-27-

Supplementary TextHarris & Withers, Your Foods Book, ReathMcDermott & Nicholas, Homemaking ForTeenagers, Bennett Book I

Other MaterialsIt's On The Label,

National Canners Assn.We Can Eat Well For Less,

National Dairy Council

Films

Buying Food Wisely, Young America FilmsJelly Jewels (FS) Pathescope ProductionsThe Secret of Sauces (FS) The Best Foods

8TH .TRADE

FOODSLet's Entertain


Acquire ease in socialetiquette

Holidays should be recognized by preparingappropriate foods.

Plan activities (Halloween, Thanksgiving,Christmas, Easter, birthday, picnic, reception)or parties -- invitations, food, place tobe held, decorations, being a good hostess,and setting the table.

Make invitations, centerpieces during classtime. Make grocery list, prepare food inthe laboratory and store properly (use SocialEunctionGuide in Teache'rS-Share HomemakingMaterials.)

Cooperate with clothing classes and presenta style show as a portion of the program.Also tour of the room, give demonstrationsand share projects which are of interest tovisitors.

Invite a favorite teacher, or teachers andmothers, in to be served and use evaluationsheet to be filled out by visitors.

Work in buzz-sessions on learning to talkwith people.

29-28-

8TH GRADE'

FOODS

GENERALIZATIONS

Tn he a good hostess we must have a plan,carry out the plan, and make guests comfortable

Entertaining can be inexpensive if we learnto make our own decorations and refreshments,

A social activity will be successful if itis carefully planned and carried out.

30-29-

TEACEING MATERIALS

Supplementary TextBarclay & Champion Teen Guide ToEommakina, McGraw-Hill

Other MaterialsCrganizin a Social Function,

Gary SchoolsAn Album of Snacktime Hits.

National Dairy CouncilFartz Cook Book. Petty Crocker

What Makes a Good Party, CoronetTeen Series, (FS) McGraw-HillParty Planning (FS) Reynolds Wrap

INTRO:UCTION TO CLOTHING

The units in the clothing area have been developed in light of the needs,interests, concerns, and responsibilities of the jurior-high-school student.At this stage of development, teens are vital:y interested in self and thegroup. Therefore, the emphasis here has been placed upon personal, social,and family relationships,

The units for the seventh &rade are: improving My Appearance, Learning ToSew, and Making and Keeping Friends.

The importance of cleanliness, both in person and in dress, is stressed inthe unit Improving My Appearance, It is designed to give direction to thenatural. instinct girls, at this age. have in their appearance. Practicalexperiences are provided which give the student opportunity to improve andmaintain a pleasing personal appearance

Being a part of the group and having someone with whom to :,hare common in-terests is of deep concern to young people. An importar.t criteria inestablishing desirable relationships with others is an understanding ofoneself. The unit Making and Keeping Friend:, provides activities to helpstudents understand ways cf expressing friend hip with the peer group, familymembers, and other adults,

The creative ability of the teer-ager is developed through the unit LearningTo Sew. The sense of achievement derived from a well-made garment increasesthe student's enthusiasm for and interest in her appearance.

The projects suggested have been organized according to (I; basic learningsand (2) abiiity leves. The sequence begins with the very simple or easy andgradually progrel;se_ to the more difficu:t,

7Th GRADE FRC:FrTc

Fringed head scarf or p.acemat,Fin cushion or potholderApron or pep -over

vet, Accessories (beach bag. dickey cr.hlars)

Ekirt (four-gored gathered p,eatee

The units for the second semester of f:othing28tn (-rade) are LeveopinePersonal and Social Awareness Making and Repairing My Clothe,.

Developing Personal and Social Awarenes= stres:,ei persoraity deveopment, soexperiences are provided to en:11),e the pupi,E to evaluate themselves and planfor improvement,

Making and Repairing My Clothes is a continuation of the Learning To Sew unitin the 7th grade, Emphasis is placed upon the development of the basic skills,

8TH CRALF PROJECTS

Tailored blouse col;ar & Jet-in s.eeve)Jumper, shift (waistline seam)Remodeled garment

The projects recommended take into account the previous iearnings and buildupon them.

31

Adopted Texts and Approximate Length of Units

CLOTHING AND RELATED AREAS

7th GradeImproving My AppearanceLearning To SewMaking and Keeping Friends

2 - 3 weeks12 weeks

2 - 3 weeks

Basic Text: Greer & Gibbs, You and Your Home,Allyn & Bacon. Inc., 1960

8th gradeDeveloping Personal & Social AwarenessMaking and Repairing My Clothes

3 weeks15 weeks

Basic Text: Jones & Burnham, Junior Homemaking,J. B. Lippincott, 1958

32-33-

CLOTHING BUYING GUIDE

Name Grade

Project Pattern Name

Suggested Fabric: Cost per Yard:

Where fabric might be purchased

Guides to buying fabric:

Thread:

Number

Color

Other instructions:

1

Pattern Numbers

Pattern Size

My Measurements:Bust

Waist

My Figure Type:

Other supplies:

Hips

33-35-

Dear

LETTER TO PARENTS

Your child has been assigned to a c_othing cass for

the ________ Semester of this school year In order to make this experienceworthwhile, it is necessary for each student to have the proper supplies withwhich to work. The student needs to have them on time and to be able to bringmore materials as each project is finished If this presents a problem foryou, won't you please contact the school

A student's grade is based on the following criteria

1. The ability to

2, The quality of

3. The ability to

interpret and follow instructionssewing techniques used in constructing the projectfollow through and compete a project

We like for a beginning student to make an apron or pop-over blouse for thefirst project. The next project depends on the abLity of the student. A blousesimple skirt, brunch coat, shift. or gown are some possibi.ities

If you have any questions now or at ary time cisirirg the ,emester pease fee,free to call us. Will you please sign the tearoff be.ow and return this sothat the school will know you understand what i, expected of a student in class?

Thank you.

C.othing eacher

Schoo,

- Tear (.ff - -

and I agree to fulfi. our re.,:ponsibiitieo with

regard to the clothing class to which my chid na_ beer. assigned

H.6),ature of Farent

rate

34-37-

OBJECTIVES

(1st Week)

INTEREST INIMPROVING MYAPPEARANCE

PERHAPS USEA GENERALGROOMINGFILM

MONDAY

TOPICAL OUTLINE (4 Weeks) 7TH GRADE CLOTHING

TUESDAY WEDNESDAY THURSDAY FRIDAY

Get acquainted Get acquainted Complete ques-with each other with room tionnaire

"What. Do You

Discuss "What Plan for house Know Aboutis Home Economics ?" keeping Grooming?"

responsibilities

DiscussFilm on GoodGrooming

meaning of beingPlan needs well groomed

Discussinterests

Discuss healthfactors relatedto appearance -

dietpostureexercise

Demonstrategood posture

Display anddiscuss firstproject -

fabricneeded,

sewingtools

Develop a

shoppinglist,

letter toparents,due date

(2nd Week)

UNDERSTANDINGHOW TO CAREFOR MY HAIR,FACE, TEETH,HANDS, ANDFEET

UNDERSTANDINGHOW TO USETHE SEWINGMACHINE

Begin groomingnotebook

Buzz groups onhair stylesfor teens Develop a

check listCollect pictures on hair careof appropriatestyles

Invite groom-ing consultantto talk toclass

Discuss teen-age make-up

Qualifiedperson showstudents theproper use ofmake-up

Discuss careof teeth

Check referenceson hand care,how to give amanicure

Demonstrate

manicure andpedicure

Demonstratehand gestures,(good & poor)

(3rd Week)UNDERSTANDINGOF CLOTHINGSELECTION ANDCARE

UNDERSTANDINGOF FABRICPREPARATIONAND TERMS

InventorywardrobeDiscuss needsin terms offamily budgetDiscuss wisebuymanship(Use blousefrom dept.store)

Discuss selec-tion of be-coming colorsand stylesDiscuss anddemonstrateclothing care-

mendingpressingstorage

Continue sewing Demonstrate howmachine activity to prepare

fabric forsewing

Complete machine Discuss fabricproject (as termspotholder or Discusshead scarf) procedure for

beginningproject

Learn parts

Acquaint

pupil with themachine bymaking a pot-holder, headscarf, orpincushionAdjust askirt hem(Teacherdemonstrateto class orsmall group)

Test: paper

and pencil

Continuewith gettingready to sew

(4th Week)UNDERSTANDINGCONSTRUCTIONTECHNIQUESAPPROPRIATEFOR ABILITYOF STUDENT

Beginconstructionunit

Continuegarmentconstruction




35-39-

Improving My Personal Appearance

OBJECTIVES

7TH GRADECLOTHING


To understand the meaning andimportance of good grooming

Discuss the meaning of the term grooming.Written assignment: The Importance of GoodGrooming

Use check list, What Do You Know AboutGrooming, to determine student's basicknowle Le of grooming practices.

Formulate with class a list of characteristicswhich wot'i describe a well-groomed person.

Provide each student with a mounted pictureof an attractive girl. Students list as manyoutstanding features as possible.

Write a description about the most attractiveperson you know. Discuss (or list) the groomingpractices that make her so.

List with class the basic grooming duties as:BathingUsing deodorantsChanging undergarments dailyWearing clean clothingBrushing teethCaring for the hairManicuring the nailsCaring for the feetPolishing shoes

Discuss the social aspect of good grooming.

Written assignment: Explain the phrase"First impressions are lasting impressions."List ideas of what makes a good firstimpression.

Panel discussion: How My Personal AppearanceAffects My Everyday Living - At School, In theCommunity, Seeking a Job.

Have a business person from the community todiscuss the importance of good grooming.

36-40-

7TH GRADECLOTHING


Grooming means keeping yourself and yourclothes neat and clean.

Good grooming expresses both self-respectand consideration for others.

Grooming is enhanced by a pleasingpersonality and the glow of good health.

Personal appearance is enhanced by goodgrooming practices.

Personal satisfaction and socialacceptability are related to grooming.

One's appearance is often the first meansof communicating with people.

37-41-

Supplemenary TextBarclay, Teen Guide to HomemakinaMcGraw-HillClayton, Youna Living, Bennett

Other MaterialsDictionaryBulletin BoardMagazinesResource Person

F'.lms & FilmstripsGood Grooming For Girls, CoronetAs Other See You (FS McGraw-Hill)The Clean Look (Modern TalkingPicture Service, Inc.)Clean As a Whist:e (FS UAF)

imp_E2yiaariyLa-f2LA2222E2rIce

OBJECTIVES

To understand the relationship ofhealth to an attractive appearance

38

7TH GRADECLOTHING


Study and discuss health habits which affectappearance. such as poor posture, improperdiet, weight control, elimination.

Write a description of a healthy person. Listhealth practices-whichindicate this,

Have students check weight and compare withacceptable standards for their age, weight,and body bui.A.

Discuss body ciean:.iness and the reasons forbathing daily and using deodorants,

Discuss the difference between a deodorant andan antiperspirant.

Students report on the importance of diet andregular elimination.

View filmstrip for discussion on care of theteeth.

Invite dentist to exp.ain the importance ofregular dental care

Demonstrate the proper way to brush teeth.

Study and discuss the effect of postures onhealth and appearance.

With the he..p of the nurse analyze posture ofc_ass members indentify and discuss commonfigure faults.

Form a committee to locate pictures of exercisesdesigned to improve posture.. Seek aid ofphysical education teacher for a demonstration.

Demonstrate good posture. standing, walking,sitting going up and down stairs, picking uppaper from the floor carrying books and gettingin and out of a car

Invite trained corsetiere to discuss the impor-tance of foundation garments to health, posture,and future beauty,

Class set up plans for improving own postureproblems at home.. Report to class on progress.

Begin a posture campaign throughout school.

Study and discuss the purpose of foundationgarments (bra and girdle) the fit, selectionand care

-

7TH GRADECLOTHING


Groomiltg is the result of forming good healthhabits,I

Neatness and cleanliness in both person andciothing is required for an attractiveappearance,

Personal living habits influence the wayone looks.

A clean body forms the basis for all goodgrooming.

Following a daily and weekly groomingschedule aids in maintaining an attractiveappearance.

Well-cared-for hands and fingernails areessential to being well groomed.

The regular use of some type of deodorantis necessary for one to be free from offensiveodors,

Rest. exercise, and good nutrition contributeto physical fitness and good health..

Clean teeth contribute to an attractiveappearance and assist in maintaining goodhealth.

The total picture of the individual isenhanced by good posture,

Well-fitted foundation garments arecontributing factors in developing goodposture,

39

Supplemenary Texts

Barclay, Teen Guide to Homemaking,McGraw-HillClayton, Young Liyiu, Bennett

Other MaterialsBulletin BoardMagazinesFormfit Company booklet "Ten WaysTo Improve Your Figure"

Denta charts and picturesDisplay of oral hygiene aidsDisplay of deodorants and anti-perspirantsA Fitting Guide For The Young JuniorFigure, Seventeen MagazineFilmsMake The Most of Your Figure,Formfit CompanyFit As a Fiddle (FS YAF)Facts About Your Figure. (MP)

7TH GRADECLOTHING



To devlop ability to analyzepersonal grooming habits andapply correct procedures

View and discuss filmstrip; To Beauty OrNot To Beauty

Using the filmstrip and other discussionsas a springboard, help the class to form-ulate an arilysis or check list of theirown personal appearance.

Oce the analysis chart as a basis for be-ginning a self improvement campaign.

The class project might coincide with anall-school campaign on good grooming,stressing one point of grooming each day.

Explain the meaning of a grooming aid.

Help pupils in setting up a display ofimportant grooming aids for the body,hair, hands, and nails, teeth, skin, etc.

Stress the importance of having own groomingaids. Point out the dangers to health whenarticles, such as comb, lipstick, powder, etc.are shared.

Discuss the phrase. "Beauty Is Only Skin Deep"

Discuss the special care needed for the faceas.

Care for special skin types (oily, dry)Cleansing the faceSkin blemishes (causes)

Demonstrate the proper method to wash theface and use of creams.

Invite school nurse to talk to the class onways to improve the appearance of the skin.

Set up display of cosmetics.

Discuss and demonstrate suitable make-up forteens, care of the eyebrows.

Discuss the use of perfume and the occasionswhen it is appropriate

-44-

40

GENERALIZATIONS

7TH GRADECLOTHING

To be attractive, one does not need to havenatural beauty.

Self-improvement may lead to peer groupacceptance and status, adult approval, andpersonal satisfaction.

Cleanliness is essential for an attractiveappearance and is important in treatingskin problems.

Skillfully applied make-up contributesto attractiveness.

-45-

41

TEACHING MATERIALS

Supplementary TextsClayton, Young Living, BennettOerke, Dress, BennettBarclay, Teen Guide to Homemaking,McGraw-Hill

Other MaterialsResource Person (Grooming Consultant)MagazinesDisplay (Grooming aids for hands)PostersResource Person (School Nurse)

FilmTo Beauty or Not To Beauty, PS Coty

7TH GRADECLOTHING



To develop ability to analysepersonal grooming and applycorrect procedures, continued

Discuss hair styles and the appropriatenessto various class members.

Display hair styles suitable for teen-agers.

Discuss reasons for selecting hair stylesthat are most becoming to facial types.

Collect pictures of becoming hair stylesfrom magazines.

Study and discuss care of the hair:shampooingbrushingsettingtreating scalp problemscleaning and care of comb and brush

Invite beautician to demonstrate hair careand styling.

Study and discuss care of the hands andnails.

Begin effort to overcome the nail-biting habit.

Exhibit grooming aids for the hands - lotions,emery boards, nail file, clipper, polishes, etc.

Discuss and demonstrate the proper procedureto giving Manicure.

Students give each other manicure.

Discuss hand mannerisms. Demonstrateattractive and unattractive use of hands.

-46-

42

7TH GRADECLOTHING

GENERALIZATIONS

one appearance of one's hair plays animportant part in the over-all picture

good grooming.

Well-groomed hands and fingernailstract admiration.

-47-

43

TEACHING MATERIALS

Other Materials

1. Teenaged? Have Acne? WinthropLaboratories, New York 18, N.Y.

2. Hair Do's and Don'ts WinthropLaboratories, New York 18, N.Y.

3. "Beauty Dairy" - Coets, Personal ProductsProducts Co., Box 45, Mi:Atcmn, N.J.

4. The Inside Story of a Love.y Complexion,Noxema Chemical Co., BEJtimore,Maryland

ut)roving My Personal Appearance

7TH GRADECLOTHING


) understand the importance of Discuss the importance of wearing clothes that,lecting becoming clothes are becomingly styled for the individual.

Discuss and illustrate the meaning of goodand poor design and color coirdination.

Students use fashion books to select awardrobe for a junior-high girl to wear(work in groups of four)

- for school- for church and social affairs- for sports (both active and spectator)- for housework or relaxation

- Discuss and plan a basic wardrobe for juniorhigh girls (How to mix and match).

- Each student use sample plan as basis forsetting up individual plan. Make note howplan differs from original

- Discuss advantages of a wardrobe plannedaround a definite color scheme

- How does one choose a basic color- Use fabric swatches to

demonstrate the effect of color on theindividual, student make a list of herbest colors

- Have student wear their most becoming schooloutfit. Discuss why we like these clothes

- Discuss the family clothing dollar

-48-

7TH GRADECLOTHING


A satisfactory wardrobe will include clothingand accessories that will serve many needs.

With adequate care and interchangeableaccessories, fewer outfits are needed.

Color can change one's appearance andshape.

Thoughtful planning allows one to be well-dressed on a limited income.

-49-

Supplementary TextsBarclay, Teen Guide to Homemaking,McGraw-HillClayton, Young Living, Bennett

Other MaterialsFashion MagazinesBulletin boardFabric swatches

FilmsClothes and You, CoronetColor In Your Clothes, (ES) McGraw-HillThe Right Clothes for You, (F McGraw-HillSelect Your Style, (FS) YAF


7TH GRADECLOTHING


To understand the importance of Discussion: Why is caring for one's clothingcaring for our clotheG important? List reasons.

Discuss. Daily, weekly, and seasonal care forthe wardrobe.

Develop and use a check list in rating selfon daily, weekly, seasonal care of personalclothing.

Divide into committees to discuss, demonstrate,etc., the following:Care of closet and dresser drawersCare of accessories (gloves. hats, purses)Care of woolensCare of nylons (undergarments, hose)Removal of spots and stainsCare of blouses

Include a discussion on new products as coldwater soap, etc. Drip-dry fabrics.

List items needed for mending in a sewingbasket. Organize a small mending kit felr purseor locker.

Discuss: How will habit of repairing clothingpromptly produce a well groomed appearance?

Discuss and show various aids used to keepclothes neat and attractive:

Shoe treesCoat hangers (wire, wooden, padded)Garment bagsClothes brushes, etc.

-50-

46

7TH GRADECLOTHING


Clothes which have the proper care willlast longer.

-51-

Supplementary TextBarclay, Teen Guide to Homemaking,McGraw-HillC3ayton, Young, Living, Bennett

Other MaterialsMagazines

FilmCare of Your Clothes, FS McGraw-Hill

Learning To Sew

7TH GRADECLOTHING


To gain a knowledge of the names Discuss the meaning of the terms notionsand uses of small sewing equipment and findings

To develop some understanding ofhow to use and care for pressingequipment

A labeled display of equipment used in theclothing laboratory,.

Discussion of the following1. Quality and function of sewing equipment2. Safety precautions3. Care of sewing equipment4. Storage of sewing equipment5.. Marking individua equipment

Demonstrate How to hold and use pieces ofequipment.

Students1. Practice holding and using equipment2. Examine spools of thread for size and

number

Decide cooperatively the sewing equipment neededfor individua., sewing boxes.

Display quality pressing equipment.

Demonstrate proper use and care of pressingequipment.

Discuss the difference between ironing andpressing.

Demonstrate the correct pressing technique.

Display a garment which was poorly pressedduring construction and one which was pressedcorrectly at each step of construction..

Help students to note the difference in thrfinal appearance,

-52

7TH GRADE

CLOTHING

GENERALIZATIONS

A knowledge of new terms results in increasedunderstanding.

There is an appropriate name and use foreach piece of sewing equipment.

Sewing equipment of good quality is durableand aids in efficient sewing.

The correct handling of sewing equipmentlessens the chance of accidents.

The correct method of using sewing equipmentcontributes to efficiency of sewing.

The appropriate equipment is needed to do agood job of pressing.

Proper care of pressing equipment results inits giving longer use and greater satisfaction.

Good pressing at each step of construction isimportant to the final appearance of the garment.

-53-

.119

TEACHING MATERIALS

Supplementary TextCarson, How You Look and Dress,McGraw-HillBarclay, Teen Guide to Homemaking.McGraw-Hill

Other MaterialsDisplay sewing tools

FilmSewinL Equipment FS McGraw-Hill

Supplementary TextCarson, How You Look and Dresl,McGraw-HillBarclay, Teen Guide to HomemakingMcGraw-Hill

Other MaterialsPressing equipment

Learning To Sew

7TH GRADECLOTHING


To gain an understanding of thenames and the functions of theprincipal parts of the sewingmachine

To understand the factors to beconsidered in selecting fabric

Study references to identify the parts of thesewing machine.

Take small groups to the machine Identifythe parts. Demonstrate and discuss thefunction of each part u.ied in threading themachine.

Discuss:Difficulties encountered by studentswhen using machineSafety precautionsCare of the machine (Demonstrate

cleaning and oiling)Correct posture at machine

Demonstrate the operation of the machine..

Students practice correct sewing machinetechnique.

Students complete machine study test.

Display samples of different kinds and typesof fabric.

Discuss factors to consider in fabric se.,ection

Demonstrate the effect of design and color onthe individual.

Discuss basic vocabulary.

50

7TH GRADECLOTHING

GENERALIZATIONS

Knowing the names of the parts of thesewing machine aids in more intelligentdiscussion about the machine.

Understanding the functions of the partsof the sewing machine aids in adjustingthe machine correctly.

Proper use increases the service one canexpect from the sewing machine.

Proficiency in sewing is dependent upon usingthe correct techniques of operating the sewingmachine.

Skill results from continual practice ofgood techniques.

The fabric selected depends upon the style ofthe garment.

The quality of the fabric will affect thewearing qualities of the garment.

The cost of a fabric will not alwaysindicate quality.

Patterned fabrics should be scaled to thesize of the wearer.

Colors selected should be coordinated withthe present wardrobe.

The design and color of the fabric should besuitable for the individual.

A knowledge of fabric terms results inincreased understanding.

-55-

'51

TEACHING MATERIALS

Supplementary TextBarclay, Teen Guide to Homemaking,McGraw-Hill

Other MaterialsSinger Student Manual, Singer

FilmsMachine Sewing, FS, Singer

Supplementary TextCarson, How You Look and Dress,McGraw-Hill

Other MaterialsFabric swatches (cotton)Dictionary of Terms (Simplicity)

Films

Material for Clothing, EBFHow Cloth Is Made, EBF

Learning To Sew

7TH GRADECLOTHING

OBJECTIVES LEARNING EIOERIENCES

To gain some ability inconstruction techniquesappropriate for the abilityof the student

Complete clothing experiences questionnaire.

Display and discuss projects and fabrics:1, Apron2. Skirt (4-gore, gathered, or pleated)3. Simple blouse (cap sleeve or sleeveless)

orVest or Jerkin (sleeveless)

Complete shopping list.

-56-

7TH GRADECLOTHING

GENERALIZATIONS

To recognize individual abilisty is essential whenpreparing for a clothing construction project.

When learning to sew, it is best to start withsomething simple.

Projects should be chosen that will utilizepresent ability and provide for new learningexperiences.

A basic knowledge of terms used in clothingconstruction results in increased learning.

The unit method of construction providesan organized plan for working.

Good management practices result in asavings of time and energy.

Grain perfection is the basis for good fitand appearance in a garment.

Quality workmanship results from adheringto high standards,

-57-

TEACHING MATERIALS

Supplementary TextBarclay, Teen Guide to Homemaking,McGraw-hill

Other MaterialPatternLearninE To Sew Series. SimplicityClothing Construction Series, McCall'sSamples of construction processes

FilmsSew Easy, MP Series ALMSewin MP-EBF

Making and Keeping Friends

OBJECTIVES I -LEARNING EXPERIENCES

7TH GRACECLOTHING

To understand the importance offriendship with one's peers, familymembers, and other adults

Discuss. What is a friend?The importance of being likeableand of having friends.

List desirable characteristics of a goodfriend. Leve.op a check list for se,fevaluation Check one s own qualificationsfor being a friend

Make a A_st of do s and don is for makingand keeping friends

Prepare a short skit to demonstrate theundesirable quaitie, and characteristicsof the following'

Loud Lizzie Gertie GossopRude Ruthie Fitting ForaSlcppy Sa:iy Primping Folly

Temper Tantrum Trudy:oy Crazy Betty (do not use

the name, Lf cash members)

Have question box in which students turn inprob.ems concerning getting a_ong with others

Set up a pane. of c.ass members to discussprob_ems to arrive at so.utions.

Ciscuss one s roe as a fami.y member

List responsibi.ities of family members.

Suggest ways of assuming your share ofresponsibi,ity for

1. Getting a_ong with parents2. Getting a.ong with other adults in family3 Getting along with brothers and sisters4. Felping with household tasks5. Laving fun with the family

Eiscus,1, 1-abit of borrowing from your family members2 Sharing with family members (bedroom)3 Infringing upon the privacy of others

Write a theme on what courtesies in the homemake life more harmonious

-58.

54

7TH GRADECLOTHING


A good friend has many desirablecharacteristics.

A good friend may have some undesirablecharacteristics which one may tactfullyhelp her overcome.

A good family member assumes a fair shareof the total responsibilities.

Each member, of the family contributes tothe happiness of others in the family.

Working together can be as much fun as playing

together.

-59-

Supplementary TextsBarcl-v, Teen Guide to Homemaking,McGraw-HillClayton. Young Living, Bennett

Other MaterialsBulletin BoardMagazines

Films and FilmstripsMaking Friends is Easy, FS, McGraw_Hill

Parents Are People Too, FS, McGraw-Hill

Your Family and You, FS, HandyGetting Along With Brothers and Sisters.FS, McGraw-Hill

Friendship Begins at Home, Coronet

7TH GRADECLOTHING

Makin and Kee i Friends


Understanding the importance ofdeveloping good manners

Pretest: Manners for teens - to determineneed for improvement.

Discuss: Are manners important?

Analyze and discuss pictures which showproblems of good and poor manners in varioussituations.

Divide into committees - report on courtesyand etiquette for different oLcasions:

1. At school, on the street. at homeY. On the telephone3. Making introductions4. As a guest in a friend's home5. Eating out6. As a hostess7. riting invitations8. Carrying on a conversation

Students make a scrapbook showing good andbad manners and clippings on etiquette.

Committee prepare skits on mannersdifferent situations.

Conduct a courtesy campaign throughoutschool. Have pupils make special effortsto be courteous and considerate to theirfamily and friends without letting themknow it is an assignment. At the end ofthe week, write out the reactions of familyand friends to their efforts

56

7TH GRADECLOTHING


The basis of good manners is considerationfor others.

Good manners become natural with practice.

Supplementary TextBarclay, Teen Guide to Horiemakiu,McGraw-HillClayton, Young. Living, Bennett

Using good manners helps one to feel at ease other Materialswith others.

The ability to converse helps one to makeand keep friends.

-61-

Bulletin board

FilmsEtiquette Series, FS, McGraw-HillIntroductions, EBF

Developing Personal and Social Awareness

OBJECTIVES

To understand the factors whichcontribute to personality development.

8TH GRADECLOTHING

LEARNING EXPERiENCES

Use film on personality and character buildingas a springboard for discussion of: "What ispersonality?"

What factors influence personality development(heredity, environment, etc.)

Read accounts of the Jives of famous or well-known men and women to determine the character-istics which helped them to become admired.Match these with leaders in own community.

Discuss desirable and undesirable personalitytraits, Use characters seen in movies and ontelevision.

Discuss ways in which organizations, as GirlScouts, help in developing desirable personalitytraits.

Formulate a personality check list. Use it torate self and others, Plan for self-improvement.

Write a paper on: "The Most Interesting PersonI Know," using your knowledge of personalitytraits that make him or her so.

From the social aspect, discuss the advantageof a pleasing personality.

Consider: Family relationshipsRelationships outside of home

1. Other adults2. Peer group (girl or boy friends)

Interview parents and other adults to determinethose qualities and traits they admire in youngpeople.

Girls list qualities and traits they admire inboys; boys list qualities and traits they admirein girls.

Provide a question box for discussion of boy-girl relationships (teen-age dating).

List ways to develop characteristics that aresocially acceptable as:

punctualitycontrol of temperpatience

Have a tea for mothers. Girls can put intopractice principles learned in personalitydevelopment.

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58

8TH GRADECLOTHING


An understanding of oneself contributes tothe development of a socially effectivepersonality.

Personality development is influenced byone's environment.

Agreeability and consideration are traitswhich help one to get along easily withothers.

To get along with the group requires thatone "gives as well as takes."

Girls as well as boys have a strong desireto win the approval of those about them.

Supplementary TextBarclay, Teen Guide to HomemakinE,McGraw-HillClayton, -2:2111E LivinE, Bennett

Other MaterialsBulletin boardMagazines

Films and FilmstripsBeginning to Date, EBFAre You Popular? CoronetPsychology For Living Series, McGraw-,Hill

Xlaking and Repairing My Clothes

OBJECTIVES

8TH GRADECLOTHING


To develop ability to use and Llrefor sewing equipment more efficiently

To develop some skill in the useehd care of the sewing machine

Pre-test to determine students' basickncwledge of sewing equipment. Displayquality sewing equipment (no labels).Have students discuss the name and useof each piece.

Students check own sewing supplies todetermine which pieces of equipmentneed to be added or replaced.

Review and discuss:1. Function of sewing equipment2. Marking individual equipment3. Storage of individual and

class equipment4. Care of equipment5. Safety precautions6. Good management practices

Review and practice the correct way to usesewing equipment.

Pre-test: Practical test to include1. Threading2. Stitching

Review and discuss:1. Correct sewing machine techniques2. Common machine difficulties3. Care of the sewing machine4. Management of time while at the

sewing machine (Unit Sewing)5. Simple machine attachments as zipper

and buttonhole attachments6. Safety precautions at the sewing

machine7. Sharing sewing machines8. Posture

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CO

8TH GRADECLOTHING


Quality sewing equipment aids in efficientsewing.

l_me and energy is saved by using qualitysewing equipment.

The proper care of sewing equipment resultsin longer use and g "eater satisfaction.

The quality of sewing is improved bypractice in the correct handling of sewingtools.

To use the sewing machine efficiently requiresa basic knowledge of its operation.

Skil' results from continual practice of goodtechniques.

Developing good work habits from the startresults in the saving of time and energy.

The quality of construction is improved bythe intelligent care and use of the sewingmachine.

Machine stitching is more secure when themachine is adjusted to provide even tension.

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Supplementary TextsBarclay, Teen Guide to Homemaking,McGraw-HillLewis, Bowers, Kettunen, ClothingConstruction and Wardrobe Planning,Macmillan

Other MaterialsDisplay of Sewing Tools

FilmTools For Sewing, FS, McGraw-Hill


Other MaterialsSinger Machine Wall Charts, SingerSinger Series of Student Manuals, Singer

Films

A Tale of Two Seams, SingerMachine Sewing, Singer

Making and Repairing My Clothes

OBJECTIVES

8TH GRADECLOTHING


To develop desirable standards ofgood management

To develop ability to select patternand fabric that is appropriate for aparticular project

Discuss: Meaning (andrimportaucc aLgoodmapagement.

Review good management practices desirablein the clothing laboratory.

Discuss and set up a plan for sharingresponsibilities in the clothing laboratory.

Complete Clothing-experience questionnaire.

Students relate previous sewing experienceoutside of school as: (Singer Course, 4H,home)

Display and discuss projects:1. Jumper with waistline seam2. Shift-type dress3. Pajamas

Bulletin board display of patterns suitablefor projects.

Discuss reasons why it is important toselect patterns in keeping with one'ssewing ability.

Review the following:1. Pattern types for figure types2. Taking body measurements3. Pattern vs ready-to-wear sizes4. Information on the pattern envelope,

guide, and pattern pieces

Display and discuss fabrics suitable forproject (name, width, approximate cost.)

Review factors to be considered in makipgfabric selec....ions.

Review basic fabric terms; how fabric ismade; difference between natural and syntheticor man-made fibers.

Students proceed to do the following:1. Take measurements2. Select pattern size and type3. Determine amount of fabric needed4. Complete shopping list

Role-play: The buying of fabric at thestore...(student and clerk)

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62

8TH GRADECLOTHING


Good management practices add to theenjoyment of sewing.

Time and energy is saved when all share inroutine tasks.

Knowing what to do and how to do it helpsone to use time, energy, and laboratoryequipment more wisely.

It is essential to recognize individual abilitywhen planning a sewing construction project.

Buying the correct type and size of pattern isessential to good fit.

Patterns should be chosen according to theability of the student,

Patterns are designed and proportioned forfigure types as well as size.

Pattern sizes are determined by bodymeasurements.

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63


Other Materials

Supplementary TextsCarson, How You Look and Dress,McGraw-HillBarclay, Teen Guide to Homemaking,McGraw-Hill

Other MaterialsSimplicity Series on the PatternSimplicity Dictionaa of Terms

Films

Makin and RepairinIMEClothes

8TH GRADECLOTHING


To gain increased ability inconstruction techniques

To develop ability to make simplerepairs and alterations on one'sclothing

Review procedure for beginning projects.

Discuss reasons for repairing and alteringclothing.

Demonstrate and discuss ways to adjust ready-to-wear garments to fit the individual.

Discuss ways to prevent damage to clothing.

List suggestions for simple repairs andalteration problems.

Hems (shorten - lengthen)Underarm sleeve seamsReplace zipper

Demonstrate and show examples of ways tomend garments.

Demonstrate how to mend with commercialmending tape as Bondex.

Students take inventory of wardrobes andbring in at least three different mendingor alteration problems.

64

8TH GRADECLOTHING


Continuous and repeated learning develops skilland accuracy in sewing.

Constructing garments can be an enjoyable andsatisfying experience,

A well-made garment is securely and neatly sewn,is grain perfect, and is becomingly fitted to thebody.

Repairing clothes makes them look better andlast longer over a period of time.

Checking garments frequently for probable. repairs will save hasty, temporary repairs.


Other MaterialsSeries on Clothing Construction,

McCall's and SimplicitySamples of construction processes

Films

Young America Film SeriesAdvance SeamsCharacteristics and Handling MaterialsFitting a PatternFundamentals

Pattern InterpretationsSimple SeamsSlide Fasteners

Sewing Room, FiTm.Series,Allen Moore,color

Supplementary TextsBarclay, Teen Guide to Homemaking,McGraw-HillCarson, How You Look and Dress, McGraw-Hill

Other Material

Films

RESOURCES

Texts

Fernett, Inc Chars A... 237 Norlb Monroe Peoria, Illinois& :1) C,, 2E5 Maci,r Av-erue, Bo .;tcii 'fT., Mass,

-Lipp:L:c:.t.t Company, J. E., Li We _2t alce st., Chicago, L1inois 60606B-ok Company, O W, :r 3., New York 10036

..7.cmpany, The, tO Fifth Avenue, New York, N.Y. 10011Pren-. :nc. , Eng.. ew:od C.iff, New jer,aey 07631

Mater: a, .4

Amer.ic an Cyar...m.:_d Company, WIn,..t.Aute. of Baking, -,CC E, Crtaric St., Chicago L', Illinois

Service Dept., Corr. rcducts Co., 718 5th Ave., New York, N.Y. 10022et Crcker Cen.er:.

42t M--tneapolis 15, MinnesotaPrune Advisory Board, Lif...dth Street., New York, N.Y. 10016

M: Ci,mpar.y, cme e.rvice Department, Lo_: Angeles, CaliforniaPI7 Proec..oto ompay, E.-,x 45, Mi:Itc.,,rn, New Jersey

LCC South Tra.tr_e Street, Ch,cago, Iinoio 60607Ceera F d. Cornor_itLn, WhLte. Pan:., , New YorkGenera. M. -.., (?etty Crocker)Gorham vEr . No Waba._11, l'hicagc,Ird.ar., E...rd of 1".e th, M chigan, Indianapoliz', Indiana

a Whe a- Conn K

E rep artment, Batt ,e Creek, Michiganv.tchen., S.0 . htlr, Chloago,

, Libby, zU. Thicagc, Illinois1- -it ter-. ., Saw. tV e on, 230 Park Avenue, New York, N.Y. 10017

Ma-.tex ."cmp any E ..- Comp a- , Bur,ingtor , VermontMarLha Logan and Somp-i-y M. , Box 202.., Chicago, Illinois 60609Me Arne r ar 7 3 dra Ci Cc.mpc W . rd , Conn.M.ohgar ,. Ecuc. Ree.arch, College of Educ., East Lansing, Mich.

C 1'. Ftrect, N.W., Washington D. C. 200069 , ag,c., 11 I inois 60606

:xemaCtenc& C. Ea t...m.;rt.,. G. ...rporat lept. Th.cdo 1, Ohio

Farert Msgar.e, t %-crth M.clAgan Avenue,k Compa7.y, Arcade St. -Louit.,, Mi,Jsouri

.9 Egg Na`,...::,na-; Board, 8 ?th ",Lch.-gal) Avenue, Chicago, Illinois 60603P.na MeV:7 y & Company, Bux 60680

!i0 [ark w York, N.Y. 10022mp. Le17..y Pattern Comp-y, oCC Mad., on Avenue, New York, N.Y. 10016

tZe.y,-Van 0;amp, North Meridian., Indianapolis 6, IndianaC.:;mpary, Dept. ML, Box 202.:, Chicago, 1l1inoii 60609i. rept. of Heal.th, rducaticr', and Welfare, Washington, D.C.

Wheat .309 W. Jackor vd., Chicago, Illinois 60606W.::.nthrop ..450 Er-.,_,Oway, New York, N.Y. 10018

RESOURCES, continuedFilms and Filmstrips

Allen Moore Productions, Inc., 7936 Santa Monica Blvd, Hollywood 46, CaliforniaAlmanac Films, Inc., 516 Fifth Avenue, New York, N.Y. 10036Amei.ican Dairy Association, 20 N. Wacker Drive, Chicago, Illinois 60606Association Films, 347 Madison Avenue, New York, N.Y. 10017

Betty Crocker Film Library, 9200 Wyzata Blvd., Minneapolis, MinnesotaCcronet Instruction Films, 65 E. South Water Street, Chicago, Illinois 60601Coty, Inc., Education Department, 423 W. 55th St., New York, N.Y. 10019Current Affiars Films, 527 Madison Avenue, Suite 409, New York, N.Y. 10022Encyclopaedia Britannica Films, Inc., 1150 Wi:mette Avenue, Wilmette, IllinoisGeneral Foods, White Plains, New York (Pathescope Productions)Jim Handy Organization, 2921 East Grand Blvd., Detroit 11, MichiganMcCall's Patterns, 230 Park Avenue, New York, N.Y. 10017McGraw-Hill Book Co., Inc., Text-Film Dept., 330 W. 42nd Street, New Ycrk 36, N.Y.Modern Talking Picture Service, Inc., 45 Rockerfelier Plaza, New York, N.Y. 10020Pathescope Productions, General. Foods Corp., 250 North Street, White Plains, N.Y.Reynolds Metals Company, 410 N. Michigan, Chicago, Illinois 60611Singer Sewing Machine Company, 328 So. State. Street, Chicago, Illirois 60604Young American Films, 18 East 41st Street, New York, N.Y. 10011

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