Course Profile
Individual and Family Living, Grade 9 or 10 open, Public
Unit 4: Families in the Community
Activity 1 | Activity 2
| Activity 3 | Activity 4 | Activity 5 | Activity 6 | Activity
7 | Activity 8
Unit Developer(s)
Carolyn Barfoot, Waterloo Region District School Board
Michelyn Putignano, Hamilton-Wentworth District School Board
Grier Rennie, Waterloo Region District School Board
Marcia Smellie, Waterloo Region District School Board
Development Date: April/May 1999
Students gain competencies in helping their families live safely, provide for the necessities of life, and support their financial needs. Students enhance knowledge and skills that increase consumer awareness and interaction within the larger community.
Strand(s): Self and Others, Personal and Social Responsibilities, Social Challenges
Overall Expectations: PRV.04X, SCV.02X, .03X, .04X, SOV.03X, .04X.
Specific Expectations: PR3.05X,
SC2.01X, .03X, SC3.04X, SC4.01X, .02X, .03X, .04X, .05X, .06X, .07X, .08X,
.09X, SO3.01X, .02X, .03X, PR3.02X, SC2.04X.
Some overall and specific expectations are introduced in Unit 3 applied to food and are repeated in Unit 4 applied to clothing.
|
Activity 1 |
Getting Ready for Work |
120 minutes |
|
Activity 2 |
Off to Work |
120 - 180 minutes |
|
Activity 3 |
Looking Good |
180 - 240 minutes |
|
Activity 4 |
The License to Drive (Sewing Machines and Sergers) |
60 minutes |
|
Activity 5 |
Creatively Yours |
330 - 390 minutes |
|
Activity 6 |
Advertising |
120 - 180 minutes |
|
Activity 7 |
Consumer Rights and Responsibilities |
120 - 180 minutes |
|
Activity 8 |
Becoming a Savvy Consumer |
120 - 180 minutes |
Teachers should:
· familiarize themselves with the unique teaching/learning strategies common to the hands-on learning emphasized in this unit;
· collaborate with other teachers in the school to ensure accurate, up-to-date, curriculum delivery in this unit (e.g., guidance counsellors, librarian, co-op education teachers, etc.);
· preview all videos, computer software, and information technology.
Teacher Awareness
· Be aware of methods of dealing with sensitive issues in a culturally diverse community (e.g., food ways, clothing, housing, spending and consuming patterns, etc.).
· Familiarize themselves with a variety of assessment/evaluation tools for practical, hands-on learning.
· Familiarize themselves with out-of-school policies and procedures for students participating in activities outside the classroom.
· Students apply group communication and collaborative skills introduced and developed in previous units and activities.
· All students should have basic writing, reading, numeracy, and computer skills based on elementary school experience.
· Students use social science research skills gained in Unit 2.
The following strategies are used within various activities in this unit:
· computer/Internet research;
· note taking;
· small/large group discussion;
· case studies;
· assignment completion;
· out of class activities/trips;
· hands-on practical lab experience;
· comparison shopping;
· collage;
· job shadowing;
· role play;
· proficiency certification for sewing machines;
· WHMIS training;
· concept maps.
|
Tool |
Purpose |
Evaluator |
Activity |
|
Participation Rubric |
formative |
teacher/student |
all individual activities |
|
Group Work Rubric |
formative |
teacher/student |
all group activities |
|
Journals |
formative |
teacher/student |
Activities 1, 2 and 8 |
|
Assignment Completion |
summative |
teacher |
all individual assignments |
|
Career Search Rubric |
summative |
teacher |
Activity 2 - Off To Work |
|
License |
summative |
teacher |
Activity 4 - License to Drive |
|
Quiz |
formative |
teacher |
Activity 5 - Creatively Yours |
|
Applications Test |
formative |
students & teacher |
Activity 5 - Creatively Yours |
|
Checklist: Completed Project |
summative |
students & teacher |
Activity 5 - Creatively Yours |
|
Resource Management Rubric |
formative |
student & teacher |
Activity 5 - Creatively Yours |
|
Advertisement Rubric |
formative/ summative |
peer/teacher |
Activity 6 – Advertising |
|
Complaint Letters |
formative |
teacher |
Activity 7 - Consumer Rights |
|
Storefront Project Rubric |
summative |
teacher |
Activity 8 - Savvy Consumer |
|
Unit Test |
summative |
teacher |
Activity 8 - Savvy Consumer |
Diagnostic: assessing what has been learned
Formative: assessing how well the student is presently learning so that appropriate changes can be made
Summative: assessing how well the student has learned the material for the purpose of accountability
Guidance counsellor/department.
Co-op education teacher.
Take Our Kids to Work: The Learning Partnership.
Campbell, Judith. Life Choices Series: Careers. Canada: Prentice-Hall Ginn, 1996. ISBN 0-13-244211-61
Caughey, V.M. Decisions For Independent Living. Glencoe/McGraw Hill, 1992. ISBN 0-02-663191-1
Clarke, J., et al. Co-operative Small Group Learning: Together We Learn. Glencoe Publishers, 1990. ISBN 0-13-924556-1.
Glosson, Linda. Creative Living, 6th ed. Glencoe/McGraw-Hill, 1997.
“I Know What to Do This Summer.” Choices (magazine) V.14, No. 6, Scholastic-Tab Publications, Richmand Hill, 1999. ISSN-0883-475X.
Human Resources Development Canada. SIN Application Form. NAS 2120 (02-97)B, 1997.
Human Resources Development Canada, Youth Employment Strategies. Youth Link. 1998. 1999. ISBN 0-662-262320-0
Kelly-Plate, Joan. Today’s Teen, 5th Edition. Glencoe/McGraw -Hill, 1997.
Weber, Jeanette. Clothing: Fashion, Fabrics, Construction. Second Edition. Glencoe (Macmillan) Publishing, 1990. ISBN 0-02-640161-4
Bridges. Kelowna, B.C.: The Bridges Initiative, Inc., Phone: 1-800-281-1168.
Career Cruising CD-ROM. Toronto, ON: Anaca Technologies Ltd., 1997.
Better Business Bureau
http://www.bbb.org/
Canadian Consumer
http://www.ConsumerReports.org/
Canadian Standards Association
http://www.cssinfo.com/info/csa/html
Career Paths Online
http://www.careerpathsonline.com/home.html
Conference Board of Canada
http://www2.conferenceboard.ca/
Consumer’s Reports Online
http://www.ConsumerReports.org/
Human Resources - Youth Initiative
http://youth.hrdc-drhc.gc.ca/common/home.shtml
Ministry of Consumer and Commercial Relations
http://www.ccr.gov.on.ca/mccr/welcome.html
Researching Occupations Theme Page
http://www.cln.org/themes/researching_occ.html
Safety
http://www.iapa.on.ca
Social Insurance Numbers Information
http://www.hrdc-drhc.gc.ca/nas/nas2120e.shtml
Summer Jobs, Youth Opportunities Ontario
www.edu.gov.on.ca/eng/document/brochure/summ-govt.html
The Office for Consumer Affairs
http://www.strategis.ic.gc.ca/sc_consu/consaffairs/engdoc/ oca.html
Tide
www.tide.com
World Wide Web Home Page, (Infoseek) Check the many links!
Youth Opportunities Ontario
http://www.edu.gov.on.ca/eng/document/brochure/summ-govt. html
Youth Resource Network of Canada
http://www.youth.gc.ca/jobinfo_e.shtml
Clothing Care. Northwest Scientific Supply Ltd., Victoria B.C., #83-0169, 21 minutes.
Clothing Care for Looking Good. Northwest Scientific Supply Ltd., Victoria B.C., #82-3007, 20 minutes.
Time: 120 minutes
Students are provided the opportunity to explore and develop basic skills required for beginning a variety of part-time and seasonal jobs. Discussion focuses on how adolescents prepare for the workforce, and access current job information.
Strand(s): Personal and Social Responsibilities, Social Challenges
Overall Expectations:
(PRV.04X) - demonstrate practical skills that contribute to the proper functioning of families that are transferable to the workplace and to the community;
(SCV.02X) - describe strategies by which individuals and family members manage resources in a changing environment.
Specific Expectations:
(PR3.05X) - identify part-time work and occupational opportunities that support the needs of families by using resources such as CD-ROMs, the Internet, and supermarket bulletin boards;
(SC3.04X) - describe the behavior expected of students in summer jobs.
Teachers should:
· confirm with the guidance department whether they stock application forms for Social Insurance Numbers;
· identify location and address of nearest Human Resource Centre of Canada;
· confirm that access to at least one computer with the Internet is available;
· assemble chart paper and markers;
· make up file cards of instructions for the six round table activities focusing on: interview questions, appropriate clothing on the job, local sources of job information, job references, summer jobs, and appropriate behaviour on the job;
· confirm that a tape recorder is available for classroom use;
· collect used copies of teen magazines and catalogues that are suitable for cutting up.
· review basic computer skills for Internet research.
· Basic computer skills
· Previous participation in small group processes (communication and group work skills)
· Internet research skills (Unit 2, Activity 2)
· Journal writing skills gained in Unit 1
1. Students discuss current goals related to adolescent employment. Define part-time and seasonal employment.
· What kinds of part-time and seasonal employment are available locally for adolescents?
· Why is it important for young adolescents to discuss beginning employment?
· Why do many students have part-time and summer jobs?
· How can we improve our chances of success in getting and keeping a job?
· How can students practise the skills required for part-time and summer jobs?
· Where can we get current job information?
Teacher asks class how many students have a Social Insurance Number and why we need a Social Insurance Number? Emphasize that a SIN is required by law, in Canada, to register Income Tax, Canada Pension, and employment information. Students need it for most part-time and seasonal employment.
Give students a copy of an application for a Social Insurance Number, and outline where the applications are available (Guidance Department, Human Resource Centre of Canada, Youth Employment Centres). Students complete applications, if possible.
Teacher expands class discussion to explore alternatives for students who are not eligible to get a Social Insurance Number.
Teacher identifies where the applications are to be submitted, and the documents required to accompany the application.
Students brainstorm: What can students do to get ready for their first job?
Students divide into small groups and complete four of the six round table activities arranged around the classroom. This is a timed activity, with a file card of instructions at each centre. Teacher keeps track of time and tells students to change activities after approximately twelve minutes. The activities are organized as follows:
i) Write out and answer four possible questions that might be asked in a job interview. Use the tape recorder provided to practise asking and answering questions.
ii) Use the teen magazines and catalogues provided to find and cut out five illustrations of clothing items or outfits that are appropriate to wear to a job at any of: a department store, a fast food restaurant, a recreation centre, a sporting goods store, a hardware store, a movie theater, a theme park, a coffee shop, a vet clinic, or various other adolescent employment situations.
iii) On the chart paper provided, list at least five local sources of job information (especially openings, career fairs, workshops, volunteer positions, etc.).
iv) On the chart paper provided, list at least five names/roles of people that are appropriate to use as references for an adolescent’s first job.
v) Using the Internet, locate the Youth Opportunities Ontario web site
(http://www.edu.gov.on.ca/eng/document/brochure/summ-govt.html).
vi) Role play a conversation between two employers who are discussing why one had to recently fire a student employee, and why the other is going to promote a student employee (focusing on appropriate and inappropriate behaviours on the job).
Each small group gives a one-minute summary to the class, on the results of the last activity they completed. Teacher should monitor summaries to avoid overlap of activities, and to make sure all topics are covered.
Students record in their journals a self-assessment on the skills they currently possess for looking for a summer job and the skills they would like to improve to secure a job.
Students also record in their journals the names and addresses of three people that they could contact to use for references for their first job.
· Formative assessment: participation in large and small group process (Unit 1, Appendix 5A - Teamwork Rubric).
· Formative assessment: students assess their job skills using journals as a means of self-evaluation and reflection.
· Journals are checked for completion.
Co-op education teacher
Guidance counsellor
Campbell, Judith. Life Choices Series: Careers. Canada: Prentice-Hall Ginn, 1996. ISBN 0-13-244211-6
Caughey, V.M. Decisions For Independent Living. Glencoe/McGraw Hill, 1992. ISBN 0-02-663191-1
Human Resources Development Canada. SIN Application Form. NAS 2120 (02-97)B, 1997
“I Know What to Do This Summer.” Choices (magazine) V.14, No. 6, Scholastic-Tab Publications, Richmond Hill, 1999. ISSN -0883-475X
Kelly-Plate, J. and E. Eubanks. Today’s Teen, 5th edition. Glencoe/McGraw-Hill, 1997. Unit 1, Chapter 1, 5 and 6 (see Career Connection in each unit).
Career Paths Online
http://www.careerpathsonline.com/home.html
Conference Board of Canada
http://www2.conferenceboard.ca/
Human Resources Youth Initiative
http://youth.hrdc-drhc.gc.ca/common/home.shtml
Researching Occupations Theme Page
http://www.cln.org/themes/researching_occ.html
Safety
http://www.iapa.on.ca/
Social Insurance Number Information
http://www.hrdc-drhc.gc.ca/nas/nas2120e.shtml
Summer Jobs, Youth Opportunities Ontario
www.edu.gov.on.ca/eng/document/brochure/summ-govt.html
World Wide Web Home Page, (Infoseek) Check the many links!
Youth Resource Network of Canada
http://www.youth.gc.ca/jobinfo_e.shtml
· Teacher monitors small group process to ensure that the needs of all students are met.
· Students are encouraged to communicate information summaries in a variety of ways.
Time: 120 - 180 minutes
Students research a variety of careers, discuss the impact of employment on themselves and their family, and explore one or more careers in the community.
Strand(s): Personal and Social Responsibilities, Social Challenges
Overall Expectations:
(PRV.04X) - demonstrate practical skills that contribute to the proper functioning of families that are transferable to the workplace and to the community;
(SCV.02X) - describe strategies by which individuals and family members manage resources in a changing environment.
Specific Expectations:
(PR3.05X) - identify part-time work and occupational opportunities that support the needs of families by using resources such as CD-ROMs, the Internet, and supermarket bulletin boards;
(SC3.04X) - describe the behavior expected of students in summer jobs.
Teachers should:
· organize/schedule a Senior Student Guest Panel approximately two weeks to one month prior to this activity. Investigate the following classes or groups: Peer Helping, Leadership classes, Students Council, etc. Identify strong candidates who would make a brief but valuable presentation (about 5 minutes long) on one of the following topics: First Aid Certification, Leadership Experiences, Baby-sitting Certification, Volunteer Work, and Co-op Education Programs;
· prepare “Career Search” outline, including topics required for research: education required, skills needed, highlights, drawbacks, entry level, part-time, seasonal or volunteer positions, starting salary/benefits, advancement, related careers, and how this career would affect my family life. If this outline is designed in a bold, heading type format, completed copies may be posted on a classroom bulletin board for student sharing and referral;
· organize/schedule one period in the school career centre or library. Invite a guidance counsellor or Librarian to review methods of researching career information.
· review basic computer skills for accessing career related sites.
· Basic computer skills
· Large and small group process skills (Units 1 and 2)
· Internet research skills (Unit 2, Activity 2)
· The self-assessments done in Units 1 and 2 may also be revisited.
2. Teacher introduces Senior Student Guest Panel (approximately five students). Each guest presents a five-minute summary on one of the following topics: First Aid Certification (courses, costs, information), Leadership Experiences (Students Council and conferences such as The Forum For Young Canadians), Baby-sitting Certification (where offered, costs, requirements), Volunteer Work (where, when, how), and Co-op Education Programs (preparation, interests, placements). Presentations should highlight the importance of the topic and how the experience helps develop job skills.
Students orally summarize the panel presentation.
Teacher initiates a class discussion on employment opportunities for adolescents and other family members.
· How do we find information about jobs that we are interested in?
· What do we learn in school that prepares us for the workplace?
· How are individual jobs advertised in different communities?
· How do specific jobs affect family life? (e.g., time management, or spending time together)
· What is meant by the term “life-long learning?”
· How can teenagers identify the skills required for employment?
· How can we identify entry-level positions (e.g., part-time, seasonal, and volunteer positions) for any career?
In the career centre or the library, students use texts or the Internet to identify an extensive list of career opportunities. The teacher explains how careers are classified.
Each student selects a career that they would like to have more information on.
Distribute the “Career Search” outline. Students complete research on their chosen career.
Post completed copies of “Career Search” on a classroom bulletin board for student sharing and referral.
Teacher initiates a class discussion to identify local sources of current job information for students (e.g., newspapers, neighborhood newsletters, supermarket/convenience store bulletin boards, volunteer fairs, Guidance Office/interschool network, Youth Link (Internet), etc.).
Students divide into small groups to discuss:
· the types of jobs advertised in each of the above locations;
· whether the jobs are entry level, part-time, seasonal, or volunteer positions;
· behaviour expectations of student workers.
Each small group prepares and presents a two-minute summary to the class, on one of the above sources of job information.
Students record, in their journals, an updated review of their employability skills, paying close attention to strengths, weaknesses, and responsible behaviour. They also reflect on how these attributes have changed in the past year or two.
· Formative assessment: participation in large and small group process. (Unit 1, Appendix 5A - Teamwork Rubric)
· Formative assessment: student journals are assessed for inclusion of employability skills review.
· Summative evaluation: the “Career Search” is evaluated for completion of the assigned topics using a rubric. (Unit 1, Appendix 1A - Rubric Template)
Guidance counsellor/department.
School librarian.
Senior students with varied qualifications. It may be possible to find one specific class or group with members having all of the qualifications (e.g., peer helping, leadership, Student Council).
Campbell, Judith. Life Choices Series: Careers. Prentice-Hall Ginn Canada, 1996. ISBN 0-13-244211-6
Caughey, V.M. Decisions For Independent Living. Glencoe/McGraw-Hill, 1992. ISBN 0-02-663191-1
Clarke, J. et al. Co-operative Small Group Learning: Together We Learn. Glencoe Publishers, 1990. ISBN 0-13-924556-1
Human Resources Development Canada, Youth Employment. Youth Link. ISBN 0-662-262320-0
Anaca Technologies Ltd. Career Cruising. Toronto, Ontario, 1997.
e-mail: cccruise@indirect.com
The Bridges Initiatives Inc. Bridges 98. Kelowna, British Columbia, Telephone: 1-800-281-1168.
e-mail: info@bridges.com,http://www.bridges.com
Summer Jobs, Youth Opportunities Ontario
www.edu.gov.on.ca/eng/document/brochure/ summ-govt.html
World Wide Web Home Page, (Infoseek) check the many links!
· Teacher monitors group process to ensure that needs of all students are met.
· Encourage other students to be supportive and respectful so that the ESL students build enough self-confidence to participate orally.
Time: 180 - 240 minutes
Through discussion and exploration of the skills required to maintain clothing, students begin to recognize that taking proper care of their clothing will save them time and money. Students discuss up-to-date laundry methods, make simple repairs, and compare repair services.
Strand(s): Self and Others, Personal and Social Responsibilities, Social Challenges
Overall Expectations:
(SOV.03X) - apply practical skills to perform daily-living tasks that meet the needs of self and family;
(PRV.04X) - demonstrate practical skills that contribute to the proper functioning of families that are transferable to the workplace and to the community;
(SCV.02X) - describe strategies by which individuals and family members manage resources in a changing environment.
Specific Expectations:
(SO3.03X) - demonstrate an ability to negotiate and perform tasks related to meeting the needs of individuals and families (e.g., caring for siblings, preparing meals, reading and following instructions, taking proper care of clothing) at home or for another family;
(PR3.02X) - demonstrate practical skills required for meeting their own and their family’s food, clothing, health and security, and housing needs (e.g., accessing OHIP; securing medical attention or emergency services when needed; planning and preparing a meal; mending a garment; cleaning a room);
(SC4.01X) - describe strategies for making informed and responsible consumer decisions (e.g., comparison shopping, reading labels, checking warranties, handling complaints).
Teachers should:
· create a rubric to assess the students’ clothing care knowledge and skills prior to and after completing the activities;
· prepare summary outline, “It’ll Come Out in the Wash”. This should include space for information to be added under sorting, care labels, products, methods, etc.;
· make up a variety of stain samples in different classifications;
· collect a variety of stain removal products;
· locate or design/create guideline sketches of sewing on a button, or stitching a hem;
· assemble fabric scraps, buttons, hand sewing needles, thread, scissors for samples, according to class size;
· gather an assortment of adolescent clothing, in a wide variety of colours, and fabrics. Some items should require ironing. Be sure care labels are still intact;
· arrange for irons and ironing boards to be available in class;
· design and create a L.A.B.E.L. game for learning the care labeling system (based on the traditional game of BINGO). A variety of fun markers may be assembled;
· acquire an assortment of laundry and stain removal products. Select biodegradable ones wherever possible;
· confirm that a computer with supervised Internet access is available for classroom use in the library/resource centre or computer lab;
· review the safe handling of laundry products;
· identify and promote environmental considerations such as biodegradable laundry products;
· review the safe use of an iron (if not covered previously).
· provide garments for ironing where students forget or otherwise don’t have them available.
Teacher Awareness
· Be aware of your board’s policies and WHMIS with regards to product use in the school.
· Identify student sensitivities and allergies and provide rubber gloves where necessary.
· Communication and group process skills gained in Unit 1 are essential.
· Internet Research Skills developed in Unit 1.
· Safe use of an iron.
· Students clarify any personal sensitivities or allergies to stain removal products. They also have to take responsibility for protecting themselves in that situation.
3. Have students complete the self-assessment rubric on Clothing Care to determine what knowledge and skills they currently have. Students keep in notebook, or teacher collects for later post-test.
Teacher initiates class discussion to help students determine reasons for taking care of their clothes.
· How do you feel when you dress up or put on clean clothes?
· What are common expectations or dress codes for school and work?
· What needs to be done on a regular basis to keep clothes looking presentable, wearing well, and ready for a variety of activities? (e.g., a part-time or summer job)
· What are some minor treatments and repairs that we might do ourselves, at home, to make garments last longer, and get the true value out of them.
· Why is it good to know how to look after our own clothes?
Play the L.A.B.E.L. Game. Students may take turns calling and marking to increase memory of symbols.
Divide the students into small groups of three to four students. Distribute the “It’ll Come Out in the Wash” outline, for students to complete as their groups rotate through the following tasks:
· Laundry Preparation - Sort a pile of 10 to 15 adolescent clothing items, to get ready to clean. Students should read care labels and sort according to care required, colour, fabric, etc. Add sorted list to summary outline.
· Cleaning Methods - Students consider garments, fabrics, soil, etc. to determine appropriate cleaning methods (e.g., dry cleaning versus washing; hand versus machine washing; hot, warm or cold water; and agitation cycle, etc.). Students add information to summary outline.
· Selecting Laundry Products - Students read product labels and choose products to suit their laundry needs. Consider detergents, soil and stain removers, fabric softeners, etc. Add product names to list of sorted clothes, on summary outline.
Students select a stain sample. Methods of removal are researched using classroom texts and materials, or product sites on the Internet. Students should classify their stain, select an appropriate stain removal product, and then follow the instructions on the label to remove their sample stain. They must handle the products very carefully, according to safe rules of practice. Students must be carefully supervised throughout this activity.
When stains are removed to the best possible state, stain removal information from all groups may be combined on a one-page chart, (using an information spreadsheet format) and then later copied and distributed for each student’s personal and family use.
Students are asked to bring in a garment that needs minor repairs (such as buttons and hems) or ironing to their next class.
Review with the class the earlier discussion on the importance of regular clothing care.
Teacher demonstrates to the class how to sew on two types of buttons (holes and shanks), how to repair/stitch a hem, and how to iron a dress shirt. Emphasis is placed on correct procedures and safety. Drawings may be made available for students to use as a model.
Divide students into small groups and rotate through the above three activities, spending about fifteen minutes at each one (sewing on buttons, repairing a hem, and ironing a simple garment). Students observe and comment on finished product at each activity.
Each small group is assigned the task of contacting a local source of clothing repair, to request and record information on basic services provided and the costs (e.g., dry cleaners, tailor, dressmaker, family or neighbourhood talent, etc.). Students complete this task for their next class.
Small groups share and compare information recorded and discuss preferred methods for different family situations. Review initial discussion of why it is so valuable to be able to look after your own clothes.
Re-distribute the original Clothing Care Rubric for students to re-assess their Clothing Care knowledge and skills.
Students record in their journals which clothing maintenance skills they have developed.
· Formative Assessment: participation in large and small group process.
· Summary information assessed for completion only.
· Summative evaluation:
· button and hem samples are evaluated for correct methods used.
· ironing is for completion only.
· clothing care rubric is assessed for improvement of clothing care skills and information.
· stain removal summary spreadsheet and Cost Comparison of Services are evaluated for accuracy and group’s information.
Kelly-Plate, Joan. Today’s Teen, 5th Edition. Glencoe/McGraw-Hill, 1997.
Weber, Jeanette. Clothing: Fashion, Fabrics, Construction. Second Edition. Glencoe/Macmillan Publishing, 1990. ISBN 0-02-640161-4
Tide
www.tide.com
Clothing Care. Northwest Scientific Supply Ltd., Victoria B.C., #83-0169, 21 minutes.
Clothing Care for Looking Good. Northwest Scientific Supply Ltd., Victoria B.C., #82-3007, 20 minutes.
· Teachers monitor large and small group processes to ensure that the needs of all students are met.
· Teachers may need to assist students with special needs in using stain removal products, threading needles, or identifying special clothing care situations.
· Students/families with special clothing care situations may OR may not wish to relate their special needs to the class.
Time: 60 minutes
In this activity, students learn the basic skills required to safely and successfully operate a sewing machine and a serger.
Strand(s): Self and Others, Social Challenges
Overall Expectations:
(SOV.03X) - apply practical skills to perform daily-living tasks that meet the needs of self and family;
(SOV.04X) - demonstrate a growing awareness of the need to be responsible and to contribute to the family;
(SCV.03X) - apply skills for using various technologies for family activities.
Specific Expectations:
(SO3.01X) - apply strategies for building self-confidence (e.g., starting with a short oral report, gradually develop the ability to lead the class in a discussion or chair a meeting);
(SO3.02X) - analyse adolescents’ growing independence and responsibility to family members, and their responsibility to contribute to family efforts to meet food, clothing and housing needs;
(SO3.03X) - demonstrate an ability to negotiate and perform tasks related to meeting the needs of individuals and families (e.g., caring for siblings, preparing meals, reading and following instructions, taking proper care of clothing at home or for another family);
(SC2.04X) - use technology available for household purposes for activities that meet the needs of individuals and families (e.g., test a new kitchen appliance, download a recipe from the Internet).
Teachers should:
· gather fabric, thread, sewing machine needles, safety goggles (if used), and other sewing notions;
· prepare student worksheet illustrating sewing machine and serger parts;
· create a “license”;
· be aware of your board’s specific policies and procedures regarding the safe use of equipment.
Teacher Awareness
· This activity is dependent on having access to sewing machines and sergers. If neither of these are available, you can do move on to Activity 5 and allow additional time for a larger more comprehensive project or you can focus on teaching clothing selection:
· developing a wardrobe plan;
· selecting attractive clothing using the elements and principles of design;
· establishing guidelines for shopping for quality clothing.
· Sewing machine/serger safety is an extension to other safety issues in the home (discussed in Unit 3, Activity 1).
· Communication and group work skills gained in Unit 1 are essential.
4. Using collaborative group skills in small groups, create a concept map of the links between operating a sewing machine or serger and ways of meeting individual family needs.
Using a diagram of the sewing machine, label the major working components and identify the safety issues each. Discuss the need to wear safety goggles while sewing. Demonstrate the correct way to thread the machine and change or fill the bobbin. Sew a straight line and a curved line, making the correct hand positions clear.
Repeat the process using a serger.
Note: If you have some students who are experienced sewers, these students can present the information and be part of the licensing process. They can do some of the first assessments (i.e., is the machine correctly threaded) for the license.
· Summative evaluation: Each student must demonstrate the ability to set up and operate the machines safely. Once they are successful, they receive a license to be a machine operator. (The license will outline the skills required.)
Kelly-Plate, J. and E. Eubanks. Today’s Teen, 5th ed. Glencoe/McGraw-Hill, 1997. Chapter 33, Sewing Equipment.
The machine manuals and teaching diagrams are a good resource. If you have students who are experienced sewers, use them as a resource.
Weber, Jeanette. Clothing - Fashion, Fabrics and Construction. Glencoe, 1990.
· Allow ESL students from the same background to work together.
Time: 330 - 390 minutes
In this activity, students apply techniques to creatively personalize an item of clothing.
Strand(s): Self and Others, Social Challenges
Overall Expectations:
(SOV.03X) - apply practical skills to perform daily-living tasks that meet the needs of self and family;
(SOV.04X) - demonstrate a growing awareness of the need to be responsible and to contribute to the family;
(SCV.03X) - apply skills for using various technologies for various family activities.
Specific Expectations:
(SO3.01X) - apply strategies for building self-confidence (e.g., starting with a short oral report, gradually develop the ability to lead the class in a discussion or chair a meeting);
(SO3.03X) - demonstrate an ability to negotiate and perform tasks related to meeting the needs of individuals and families (e.g., caring for siblings, preparing meals, reading and following instructions, taking proper care of clothing) at home or for another family;
(SC2.04X) - use technology available for household purposes for activities that meet the needs of individuals and families (e.g., test a new kitchen appliance, download a recipe from the Internet).
Teachers should:
· create a test for WHMIS;
· create a quiz on principles and elements of design.
Teacher Awareness
· The nature of the chosen projects will vary with the equipment available (i.e., sergers, sewing machines), the skill levels of students (skilled sewers or non-sewers), the interests of your students, and the time available. The season of the year may also play a role. Teachers may want to check out current trends at local craft stores.
· The purpose of this exercise is to create an enjoyable experience which helps the student create something uniquely personal. Therefore, give them guidelines for the finished product and some methods of achieving it, but the emphasis is on personal tastes and ideas.
· If you are using flammable or hazardous materials such as paint thinner or alcohol in the surface enrichment lessons, you must teach safety and WHMIS before allowing the students to handle the materials.
· Students will have mastered using sewing machines and sergers safely if this is to be part of this activity.
· Communication and group work skills gained in Unit 1 are essential.
5. If the equipment and the time is available, students can create either boxer shorts, T-shirts or some other simple item of clothing. If not, these items can be purchased. Second-hand clothing can also be used. If sewing is not a component, the lessons revolve around re-using clothing or second-hand shopping to find items that one can remake to be uniquely theirs. If sewing is involved, then the lessons will be on how to do this (layouts, grainlines, etc.).
Once an item is obtained or created, surface enrichment is discussed. Information being taught here would relate to the elements and principles of design. Examples of the use of each element and principle in clothing are used. A follow-up quiz can be used to assess learning in this area.
Using this knowledge, the students create a proposed design on paper and must get input from the teacher and three other classmates.
Once the design has been approved, the students carry out their designs.
The surface enrichment used to create the design can take the form of iron on transfers created by students, appliqué, or adding beads or other items, fabric paints, tie dyeing or embroidery. Students may have additional ideas.
Each student then presents their ideas and final product to the rest of the class.
Their creations can be displayed for the rest of the school if you have an appropriate display area.
· Formative assessment: if you have taught WHMIS, students must complete a quiz before actually handling the materials.
· Formative assessment: an applications (identify from a given sample) test can be used for the elements and principles of design.
· Formative assessment: management of resources (time, energy, supplies) may be assessed on an ongoing basis, using a rubric.
· Summative evaluation: The completed projects are used to assess their skills.
Craft books and magazines for current ideas would be useful. Craft stores often have brochures to go with their materials. Students with prior knowledge of a specific skills (e.g., fabric painting) can also be a valuable resource.
Kelly-Plate, J. and E. Eubanks. Today’s Teen, 5th ed. Glencoe/McGraw-Hill, 1997. Unit 5: Clothing.
Weber, Jeanette. Clothing: Fashion, Fabrics, Construction. Second Edition. Glencoe (Macmillan) Publishing, 1990. ISBN 0-02-640161-4
· The ease or difficulty of the project can be adjusted to meet students aptitudes and abilities.
Time: 120 - 180 minutes
Students identify the factors that influence consumer choices. Through examination of advertisements students identify the techniques used to promote products. Students create their own advertisements promoting the sale of an item of clothing.
Strand(s): Social Challenges
Overall Expectations:
(SCV.04X) - demonstrate an understanding of the principles of consumer awareness.
Specific Expectations:
(SC4.03X) - determine whether specific examples of marketing are factual or misleading;
(SC4.04X) - describe the influence of marketing and high-pressure sales pitches on personal purchase choices, and how to recognize and resist this influence;
(SC4.08X) - examine sources of information (e.g., newspapers, magazines, marketing media, the Internet) with the aim of identifying marketing strategies.
Teachers should:
· create a tally sheet for students to keep track of the purchases made during the week;
· gather magazines, newspapers etc. prior to the activity to allow students to collect samples;
· create a bulletin board display title "Are You A Smart Consumer?" prior to beginning this activity. For more details see strategy 4 under Teaching/ Learning Strategies;
· create a rubric to assess the students’ advertisements.
· Students use inquiry and research skills developed in Unit 2.
· Clothing care and label requirements gained in Activity 3 of Unit 4.
6. During the week prior to beginning the activity have student keep a list of all items they purchased. Students should identify whether the item is a planned or impulse purchase and the type of store in which the item was purchased. Students bring the list to class on the designated day and the class creates a bar graph, using a computer graphing program, classifying the types of purchases (impulse or planned) and where the items were purchased.
Have the students compare their lists of purchases with a partner. Do they spend their money on similar items? Create a class list.
Students brainstorm factors that influence consumer choices (e.g., income, job, values, where they live, advertising).
Create a bulletin board display titled "Are You A Smart Consumer?" Display advertisements of products of interest to teens. Some of the advertisements may provide helpful information for consumers. Have students: a) identify the advertisements that are helpful; b) suggest what makes these advertisements helpful; and c) suggest what advertisements are not helpful and why not. Students create a list in their notebooks of the qualities that make an advertisement helpful and the techniques used to promote a product (e.g., celebrity endorsement, testimonials, before and after pictures). Individually students collect a number of advertisements from magazines, newspapers, and the Internet and identify the qualities or techniques used to promote the products.
In small groups students choose an item of clothing that they are interested in promoting. They are to create a print, audio, or video advertisement for the product using many of the qualities/techniques discussed in strategy 4. Information on care of the item should be contained within the advertisement. Students present their advertisements to the class.
Students discuss situations they have experienced with high-pressure sales pitches. In small groups, they prepare to role play these situations to illustrate how they would respond. Each group performs their role-play situation for the class.
· Formative assessment: students peer-assess each others’ advertisements.
· Summative evaluation: teacher evaluates the advertisements using a rubric.
Kelly-Plate, Joan. Today’s Teen, 5th ed. Glencoe/McGraw-Hill. 1997. Chapter 20.
Glosson, Linda. Creative Living. Glencoe/McGraw-Hill. 6th ed. 1997. Chapter 32.
· Rather than allow students to create their own groups, the teacher can create groups taking into account the learning styles and abilities of the students in the class.
· Teacher could create a template for students experiencing difficulties in the creation of the advertisement.
· Students are given the option of creating advertisements in one of the various formats (e.g., print, audio, or video).
Time: 120 - 180 minutes
Students identify the rights and responsibilities of consumers and describe how consumers make complaints.
Strand(s): Social Challenges
Overall Expectations:
By the end of this course, students will:
(SCV.02X) - describe strategies by which individuals and family members manage resources in a changing environment;
(SCV.04X) - demonstrate an understanding of the principles of consumer awareness.
Specific Expectations:
By the end of this course, students will:
(SC2.03X) - describe strategies for acquiring money, including summer employment, and for managing their own money to meet financial and personal goals (e.g., buying a mountain bike, paying for college);
(SC4.06X) - identify consumer agencies that handle complaints about defective goods.
Teachers should:
· gather items of clothing with intact clothing care labels;
· obtain a number of store return/exchange policies and reproduce these in written format for student use; (Students could be asked to obtain this information prior to the beginning of this activity.)
· prepare a poorly written complaint letter;
· prepare two case studies about adolescents who have purchased items of clothing from a local store and an Internet store. In each case, the adolescent was not pleased with their purchase and have already approached the store about their problem with an unsatisfactory result.
Teacher Awareness
· The teacher may book a guest speaker to talk to the students about consumer issues.
· Students use many of the skills gained earlier in the course related to effective conflict management.
7. Present students with a number of store return/exchange policies. Have students read the policies and put them into their own words. Students identify the length of time items can be returned, identify differences between exchange and return policies, identify the policy for “no bill” returns. Share this information with the class. Discuss with students where and when this information is located. Students note this information in their notebooks.
Have students write and present a role play about a consumer returning a faulty product to a store. If students are anxious about participating in a skit, ask for volunteers to be the “actors” and have the rest of the class act as advisors to the “actors”. The skit should show both ineffective and effective methods of handling the return.
Review with the class the steps in handling a consumer complaint (e.g., review warranty, contact the store, contact the company via phone or e-mail, write a letter, contact the Better Business Bureau or other agencies, small claims court). Review with the class the steps involved in writing an effective complaint letter. Students are given samples of ineffective complaint letters, identify the errors, and make suggestions for improvement.
Review with the class the purpose of clothing care labels and discuss government regulations related to clothing labeling.
Give students one of two case studies. The first case study is about an adolescent who has purchased an item of clothing from a small local store while the second case study is about an adolescent who purchased an item of clothing from an Internet store. Each student is not happy with the purchase and the results of his/her complaints so far. Students write their own complaint letter, addressing the issues outlined in the case study and following proper letter formatting.
A guest speaker from the local Better Business Bureau or government agency could be invited to talk to the students about the type of work they do, the services they offer, and the difficulties that adolescents often experience dealing with stores. The speaker could also address how times have changed in the past 10-20 years and how families cope with these changes.
· Formative assessment: the teacher assesses the complaint letters written by the students.
Community resources such as the Better Business Bureau, Ministry of Consumer and Commercial Relations, a reporter with a local television station or newspaper.
Glosson, Linda. Creative Living, 6th ed. Glencoe/McGraw-Hill, 1997. Chapter 34.
Kelly-Plate, Joan. and E. Eubanks. Today’s Teen, 5th ed. Glencoe/McGraw-Hill, 1997. Chapter 20.
· Students work in pairs where peer assistance may be needed in writing a complaint letter.
Time: 120 -180 minutes
Students develop the skills needed to make an informed consumer decision about the types of clothing needed for summer employment through a simulation activity.
Strand(s): Social Challenges
Overall Expectations:
(SCV.02X) - describe strategies by which individuals and family members manage resources in a changing environment;
(SCV.04X) - demonstrate an understanding of the principles of consumer awareness.
Specific Expectations:
(SC2.01X) - describe the impact of economic, social, technological, environmental, and health factors on lifestyle decisions (e.g., whether to purchase a product, use a service, or participate in an activity);
(SC2.03X) - describe strategies for acquiring money, including summer employment, and for managing their own money to meet financial and personal goals (e.g., buying a mountain bike, paying for college);
(SC3.04X) - describe the behaviour expected of students in summer jobs;
(SC4.01X) - describe strategies for making informed and responsible consumer decisions (e.g., comparison shopping, reading labels, checking warranties, handling complaints);
(SC4.02X) - identify information required on labels (e.g., material, percentage composition of each component, CSA approval, manufacturer’s identification number);
(SC4.05X) - demonstrate the ability to conduct a thorough investigation before making a large purchase
(SC4.07X) - demonstrate an understanding of how to make sound purchase decisions in stressful situations;
(SC4.09X) - demonstrate an understanding of financial responsibility (eg., banking, saving for purchases, long-term savings, managing debt).
Teachers should:
· book access to a computer lab with Internet access. The teacher should also have a good understanding and knowledge of the types of web sites students should be using to access the required information such as Consumer’s Reports Online, The Better Business Bureau, The Office for Consumer Affairs;
· prepare case studies for students to use about the different types of summer job opportunities that they may face. Case studies should allow students to make decisions about the types of clothing needed for these jobs;
· obtain a number of print resources to allow for research such as Consumer Reports;
· prior to visiting local stores, contact the stores to let them know that students will be completing a research project;
· prepare a unit test to be administered upon completion of this activity to cover material presented in all previous activities of this unit.
Students:
· know how to search and locate the required information on the Internet;
· use personal and group communication skills gained in Unit 1;
· use journal writing skills gained in Unit 1;
· identify the types of clothing needed for various jobs from Activity 1 of this unit.
8. Divide students into small groups. Each group is given a case study in which they are required to make an informed decision about the types of clothing required for a summer job (e.g., summer camp counsellor, salesperson in a clothing store, office assistant). Students create a one-week wardrobe plan for the student in the case study. Students use the resources provided in the classroom and in the computer lab to research their purchases and identify the factors that they should consider when purchasing the items (e.g., cost, care of product, durability, suitability for job). Groups create and complete a research chart on the computer that allows them to organize their research.
Role play stressful situations students may find themselves in when making purchases. Discuss productive ways of dealing with these situations.
Students visit local stores to complete the research on their project. While on this visit, students complete the chart that they prepared in strategy 1. This could be done as a field trip or students could complete it on their own time. If facilities are not accessible for students to complete such a trip, catalogues, flyers and the Internet could also be used.
When students return from their shopping trip, they are to examine their research and make a final decision about the clothing items which their group will purchase. All of the above information is presented in a storefront format. The project includes summaries of research, pictures, tables and charts, and an explanation of their final decision.
Upon completion of this activity, students complete a unit test covering information presented in Activities 1 through 8.
· Formative assessment: students assess their communication skills using the journal as a means of self-evaluation and reflection.
· Summative assessment: the teacher evaluates the storefront project using a rubric.
· Summative: journals are checked for completion.
· Summative: Test covering Activities 1 through 8.
A guest speaker could be invited into the classroom to talk about the importance of appearance (e.g., clothing choice, cleanliness) while at work. Many shopping malls have clothing consultants and fashion advisors who could be approached to be guest speakers.
Canadian Consumer
http://www.ceif.mb.ca
Canadian Standards Association
http://www.cssinfo.com/info/cas.html
Consumer’s Reports Online
http://www.ConsumerReports.org/
Consumer’s Union
http://www.conunion.org
Ministry of Consumer and Commercial Relations
http://www.ccr.gov.on.ca/mccr/welcome.html
The Better Business Bureau
http://www.bbb.org/
The Office for Consumer Affairs
http://strategis.ic.gc.ca/sc_consu/consaffairs/engdoc/oca.html
· The teacher could create the research chart to assist students.
· Rather than allow students to create their own groups, the teacher can create groups taking into account the learning styles and needs of the students in the class.
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