ETIPS

Technology use provides added value to teaching and learning. Educational technology does not possess inherent value but rather it offers immense potential when intentionally coupled with grounded planning and solid teaching. Technology should not be used as filler for lesson plans or as down time for the teacher but rather to enhance student learning on a particular topic. This resource area explores specific options for adding value to classroom through technology but is by no means an exhaustive list.

Educational technology can add value to teaching and learning when  it makes possible something that otherwise would be less viable to do. 

In Family and Consumer Science added value uses of educational technology can be thought of in terms of  supporting a learner's ability to access data, process information, or communicate knowledge. 

• Explore the specific added value uses for Family and Consumer Science below.

• Read classroom use examplesof how technology can add value to Family and Consumer Science. 

• Investigate educational technologytoolswith which to add value to teaching and learning for Family and Consumer Science.

 
Access

Educational technology can increase access to people, perspectives, or resources and to more current information. Many times, software's interface design allows learner interaction or presents information in a multi-sensory format. The content areas and hands-on pedagogy of Family and Consumer Science have a natural avenue to the information highway and integration of specialized software.

Accessing information by using technology to :

• Access high quality information s.a. usda.gov
• Provide a source of timely, relevant information
• Efficiently access expert information
• Improve motivation for children to obtain content information
• Facilitate discrimination of information

Digital technology provides an infinite source of content information for students.

Process

Educational technology can support students learning-by-doing or aid them in constructing mental models, or making meaning, by scaffolding their thinking. For example, a database can allow students to compare, contrast and categorize information through query features. The process of representing student learning and understanding through technology engages students in constructivist relevant activity that facilitates generalizable transfer to other real world settings.

Manipulating information by using technology to :

• Create and test ideas
• Receive immediate feedback
• Problem-solve
• Invent, assess and revise
• Provide exploration environment
• Simulates real world phenomena
• Enable decision-making
• Self-regulating

Interacting by using technology to :

• Ensure interpersonal communication
• Socially negotiate understanding
• Solidify knowledge and understanding
• Receive peer feedback
• Reflect on self understanding

Communicate

With educational technology students are able to create more authentic and professional communication, and in the style and format appropriate for the topic, whether to their peers or outside experts. The process of students representing and presenting their understanding facilitates the social negotiation of content that is critical to many Family and Consumer Science content areas.  For example, students who present their view of an aspect of interpersonal relationships solidify their own ideas and convictions on a topic.  Students express their value decisions based on both information and social negotiation. The use of digital media or other technologies facilitates, enhances and extends this ability of students to communicate their understanding of content.

Representing & Presenting information by using technology to :

• Use readily available software
• Increase intrinsic motivation
• Reduce routine
• Elicit creativity
• Encourage collaborative learning
• Require group cooperation
• Extend retention of content learning
• Encourage self reflection

Accessing & Manipulating Information with Spreadsheets: Reference Daily Intakes (RDI)

Added Value

• Students access and manipulate authentic, scientific information about RDI's and nutritive value of foods to create a spreadsheet.
• Students find primary source dietary information and learn how to read, understand and interpret that data.

Grade Level: 8 to 12

Resources:
Internet Access: http://www.fda.gov/fdac/special/foodlabel/rditabl.html
http://www.nal.usda.gov/fnic/foodcomp/index.html
http://www.nal.usda.gov/fnic/cgi-bin/nut_search.pl (search engine)
AND/OR Nutrition reference book
Computer Application: Spreadsheet (Excel, Appleworks, Clarisworks, etc.)

Vignette
Following familiarization with the Food Pyramid and instruction about nutrition and related vocabulary, students will work in pairs or groups of three to create a spreadsheet listing the Reference Daily Intakes (RDI's) and the dietary amounts to achieve for one day. Students will research foods in appropriate portions (without using any enriched, fortified commercial cereal products) that meet those RDI's, listing them in their spreadsheet as a subtraction to the RDI amount. Students will find foods that meet the majority of a nutrient, then use the search engine http://www.nal.usda.gov/fnic/cgi-bin/nut_search.pl to complete the spreadsheet with all the nutrient information for that food. Considerable manipulation of the FDA website and the nutrient information is required.

The total column or row should be near or below zero to indicate the RDI has been met for that day. Significant differences should be investigated and explained by the students. (see example)

To research foods that meet the RDI's, students may use a reference book containing calorie and nutrition information OR perform their research on the USDA Nutrient Database website - a scientific database of nutrient information sorted for each nutrient into an alphabetical list of foods or foods by highest nutrient content. For example, a student could access the "USDA Nutrient Database for Standard Reference" click on calcium "W" and receive a 30 page list of foods containing calcium beginning with the most calcium-dense foods. The student makes a food choice, then cross-references that food for other nutrients that might meet their RDI's at the "USDA Nutrient Database for Standard Reference" or by using the search engine at the Nutrient Data Laboratory [http://www.nal.usda.gov/fnic/cgi-bin/nut_search.pl].

Disclaimer: this student task does not address many aspects of nutrition such as the proportion of carbohydrate, cholesterol, fat, and fiber intakes along with total calories - key problem areas of modern adolescent diets. Through this task, students should learn an essential understanding of real foods derived from a largely plant-based diet that meet the DRI's. This should provide a basis to critically evaluate their own diets through subsequent lessons about nutrition label components and food choices.

Standards Impacted by Technology

1.3.1 (9-12) Comprehends, interprets and evaluates complex information through reading, writing and viewing.

4.G8.2 (8) Uses mathematical concepts, relationships and computational procedures to communicate, solve problems and evaluate results.

5.3.1 (9-12) Apply methods of inquiry: systematically collects, organizes evaluates and communications information using primary and secondary sources.

8.2.1 (9-12) Informed decision-making: analyzes decisions about personal wellness based on scientific understanding o the human body.

8.10.1 (9-12) Informed Decision-making: understands principles of food and nutrition related to dietary recommendations

Assessment
In addition to the spreadsheet that students produce, a teacher can assess student understanding of the daily nutrient requirements and promote critical thinking of the topic by using leading questions in a class discussion. Examples include:

• Is it difficult to get enough Vitamin D from foods?
• What are some risks of a vegetarian diet?
• Can a person get all of their necessary nutrients by eating only chicken?
• What do other meats provide?
• Did you find any foods containing Iodine? Biotin? Pantothenic Acid? How do we obtain these nutrients?
• What is the difference between a mineral and a nutrient? A vitamin and a nutrient?

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Represent Fashion in Culture With Hypermedia

Added Value

• Students become the author of their historical understanding of fashion in context by accessing various resources including books and Internet.

• Using a digital medium broadens student access to information and visual illustrations.

• Students identify critical societal values contributing to fashion and apparel.

Grade Level: 8 to 12

Resources:
Books about Fashion
Internet
PowerPoint
Optional: Scanner, computer projection equipment

Vignette

Students research the fashions over the previous 100 years and determine why people in the U.S. wore the clothes that they wore. Students will answer questions about society's values, political environment, economic conditions, access to natural resources, international trade and industrialization.

Standards Impacted by Technology
7.3.1 Understanding how principles of interaction and interdependence operate in societies and cultures. Understands historical periods through investigation of their cultural expressions.

7.4.1 Understanding how principles of interaction and interdependence operate in societies and cultures Traces significant themes regarding the development of the United States through chronological or thematic examination of historical and current events.

Assessment
Students may demonstrate their presentations and explain their understanding to the class.

 

Collect and Analyze Nutrition Data with Databases

Added Value

• Students research nutrition information and make determinations about which information to collect about phytochemicals (records) and organize that unrelated information into meaningful categories (fields).

• Creating a database places students in an active role in learning; teacher acts as a guide and does not direct the database creation

• Building a database involves analyzing, synthesizing and evaluating information.

• Students can further engage in higher order thinking by creating search or query questions to challenge classmates and teachers.

Grade Level: 8 to 12

Resources:

Database software (Access, Appleworks, Filemaker Pro, Clarisworks)
Reference materials appropriate to topic and student age level
Optional: Internet access

Vignette

Note: this vignette may also be used to categorize characteristics of vitamins and minerals.

Students will work in pairs or small groups to research the characteristics of phytochemicals and determine what information to collect. Students think critically about the information they find to make meaningful categories of relevant information consistent across all phytochemicals. They must analyze the information to identify themes. Examples of themes for phytochemicals would be "name of phytochemical," "benefits to humans," "food sources," and "important information." Students should come up with these fields in their groups and on their own. Note: a database task is more effective as a collaborative, group project than an individual project.

Standards Impacted by Technology

Intermediate standard; technology skills. A student shall use appropriate computer technology to access, evaluate, and organize information and to complete products by gathering and evaluating information from electronic sources.

Middle-level content standards: Personal health. A student shall demonstrate understanding of the impact of nutrition, food selection, safety, and eating patterns on health.

High Standards: Mathematical Applications: Technical applications. A student shall demonstrate knowledge of computational technologies; how to read and interpret information in complex graphs, tables, and charts.

Assessment

Students may print out their database for teacher evaluation. Students can create searches or query questions for their database to test the teacher or quiz their classmates to demonstrate higher level understanding.

 

Video Record Understanding of Parenting Styles

Added Value

• Students take the role of author and actor in their own "movie" using video or digital video to capture their understanding of parenting styles.
  Creating a skit, acting it out and presenting it to teachers and peers involves deeper thinking about the human interaction of parent/child relationships.

• Viewing and editing their taped skit gives students an opportunity to reflect on their interpretation of the concepts.

• Technology fosters greater student engagement with the content.
   

Grade Level: 6 to 12

Resources:

Video recorder or digital video recorder
Video player, TV
Reference materials appropriate to topic and student age level
Optional: computer equipment with video editing software such as iMovie or Final Cut Pro, Internet access, tripod, extra lighting

Vignette

Following content learning about parenting styles (authoritative, authoritarian, indulgent & neglectful), students will create and act out an on-camera a skit illustrating one or more parenting styles. It can be modified or enhanced depending on student level and access to technology. Students will think critically about their own experiences and interpret them through the parenting style theory, then synthesizing that information and create a skit. As a group project, students negotiate with group members to create an understanding of the social concepts. NOTE: this video technology technique can be used with other social learning concepts such as family systems (cohesive, connected, disengaged and enmeshed).

Standards Impacted by Technology

2 Write & Speak
Interpersonal Communication: A student shall demonstrate understanding of interpersonal communication strategies, the components of the interpersonal communication process, and how various factors affect patterns of communication, interaction, and problem solving in group settings by: a) using appropriate English language conventions and communication skills in varied interpersonal situations; b) demonstrating effective speaking skills, effective listening skills, appropriate feedback, problem-solving techniques, effective group skills, and communication strategies in a variety of simulated or authentic situations; and c) using skills of conciliation, mediation, or negotiation to improve communication.

5 Inquiry & Research
Social Science Processes: A student shall access sources of social science information and data to: a) interpret a concept.

Assessment

Students may show their video skit to the class. Teacher and peers may pose questions that require the students to explain or defend their interpretation of the parenting theories.

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Simulation Software to Illustrate Understanding of Home and Interior Design

Added Value

• Simulates real-world architecture and design processes

• Learners can navigate, manipulate, create and test the effect of their choices on the appearance of the home or interior.

• Learners can control design features to construct deeper level understanding of home and interior design

• The technology provides observation and manipulation tools necessary for exploration and testing

•  Simulation software engages learners in higher order thinking such a hypothesis testing and speculating

Grade Level: 9 to 12

Resources:

3D Home Architect Deluxe simulation software (Broderbund)
IBM compatible computers
Optional: Color printer access, server space

Vignette

As a culminating project, student will apply the concepts of home and interior design to a case study problem. They will create and decorate a housing solution along specific parameters such as budget, family size, building codes or zoning restrictions.

Standards Impacted by Technology

9 Economics and Business: Personal and Family Resource Management: A student shall apply principles of personal and family resource management and informed decision making by demonstrating understanding of sound buying principles, issues involved in renting or buying a home.

Technical Systems: A student shall apply knowledge, skills, and tools of technological systems by: a) investigating and analyzing the scientific principles and elements (inputs, processes, outputs, feedback) of a specific technological system in relation to a macrosystem; b) using basic skills and tools related to operating a specific system; c) creating, modifying, analyzing, or troubleshooting a technological system; d) transferring knowledge of a specific system to create or modify a plan for a macrosystem; and e) examining short-term impact on the environment and long-term sustainability.

4 Mathematical Applications: Technical Applications: A student shall: a) demonstrate knowledge of computational technologies; how to measure to scale; how to read and interpret information in complex graphs, tables, and charts; scientific and exponential notation used in complex systems; trigonometric applications appropriate to technical situations; and fundamental geometric constructions or calculations used in drafting or construction; b) create a set of plans to design or modify a complex structure, product, or system by researching background information, calculating mathematical specifications, and developing a materials list that matches mathematical specifications; c) construct a complex structure, product, or model to mathematical specifications; and d) analyze existing complex structure, product, or system for purposes of maintenance, repair, trouble shooting, or optimizing function.

Shape, Space, and Measurement: A student shall: a) demonstrate understanding of the characteristics of geometric figures in both two and three dimensions, including reflections, rotations, and translations; congruence and similarity; perimeter, area, and volume; distance; scaling; and symmetry; b) use spatial visualization to model geometric structures and solve problems; c) analyze characteristics of shape, size, and space in art, architecture, design, or nature; d) translate between numerical relationships and geometric representations to analyze problem situations, scale models, or measurement; e) use properties of shape, location, or measurement to justify reasoning in a logical argument; and f) demonstrate understanding of measurement accuracy, error, and tolerances.

Assessment
Students may show and explain their home and interior design products to teacher and peers. The file may be printed out for evaluation or parked on a server for teacher access to final product.

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Personal Resource Management Using Spreadsheets

Added Value

•  Learners offload cognitive effort to the computer, thus they are able to apply more effort to understanding the relationship between the income and expenses.

•  Spreadsheets allow learners to manipulate information and test the effects on their budget.

• Creating spreadsheets uses critical and complex thinking skills to
  - Determine causal relationships (if I spend on "X", then I cannot pay "Y"
  - Contrast and compare quantities (a luxury car vs. economy car)
  - Design, problem-solve and make decisions (research expenses, make discretionary choices).

• Spreadsheets can appeal to multiple learning styles through visual representation of income and expenses in charts.

•  Students can compare spreadsheets and scenarios with peers using projection equipment.

Grade Level: 8 to 12

Resources:

Spreadsheet software (Excel, Appleworks, Clarisworks)
Independent living case examples
Reference materials to determine expenses and taxes for their case scenario
Optional: Internet access, computer projection equipment

Vignette

In pairs, small groups or individually, students are given differing scenarios of a hypothetical individual living independently or a family. Students will determine total income, calculate taxes, research and identify appropriate expense amounts and present them in logical order using spreadsheet software. Additionally, students may create a pie (or other) chart to visually illustrate their monthly budget.

Students may create (or be given) a set of variables to their scenario and be asked to determine how these variables affect their budget. Student presentations can be useful to illustrate concepts such as non-monetary assets, discretionary income choices and money values.

Standards Impacted by Technology

8.7.1 Applying informed decision-making processes to promote personal growth and the well-being of society. Applies informed decision-making processes to career choice through research and internship, mentorship, apprenticeship or shadowing.

8.8.1 Applying informed decision-making processes to promote personal growth and the well-being of society. Applies an informed decision-making process as a consumer of family and health care information, products and services. Knows how to access and evaluate options in the areas of: day care

9.7.2 Understanding the effective management of resources in a household, business, community and government. Understands and applies the fundamentals of business management through informed decision-making.

Assessment
Students may print their product for teacher assessment OR they may park their files on a shared drive for teacher access and assessment. Students may show and explain their spreadsheet to their peers using projection equipment.

 

Use Concept Mapping to create an understanding of the NAEYC Code of Ethical Conduct for working with young children

Added Value

• Students create a visual interpretation of complex professional ethics.

• Concept mapping creates a structural knowledge more easily integrated into existing cognitive knowledge.

• Concept maps create meaningful learning by requiring students to analyze the underlying ideas and concepts which helps to integrate those ideas with previous knowledge.

• Students will actively think about the professional ethics studied; they will construct the relationships between concepts, create their own semantic network and remember them better.

Grade Level: 9 to 12

Resources:

• Internet http://www.naeyc.org/resources/position_statements/pseth98.htm
  www.ditto.com

• Inspiration 6.0

Vignette

Students study and map the Code of Ethical Conduct for Working with Young Children, produced by the National Association for the Education of Young Children. Student use visual illustrations obtained through the software or the Internet for at least 30% of the Ideals and Principles mapped.
Multiple maps can be created for each section of ethical responsibilities OR along the Ideals and Principles.

Standards Impacted by Technology

8.7.1 Applying informed decision-making processes to promote personal growth and the well-being of society. Applies informed decision-making processes to career choice through research and internship, mentorship, apprenticeship or shadowing.

8.8.1 Applying informed decision-making processes to promote personal growth and the well-being of society. Applies an informed decision-making process as a consumer of family and health care information, products and services. Knows how to access and evaluate options in the areas of: day care

Assessment

Students may show and explain their illustrated concept maps.

 

Simulation Software to Illustrate Understanding of Home and Interior Design

Added Value

• Simulates real-world architecture and design processes

• Learners can navigate, manipulate, create and test the effect of their choices on the appearance of the home or interior.

• Learners can control design features to construct deeper level understanding of home and interior design

• The technology provides observation and manipulation tools necessary for exploration and testing

• Simulation software engages learners in higher order thinking such a hypothesis testing and speculating

Grade Level: 9 to 12

Resources:

3D Home Architect Deluxe simulation software (Broderbund)
IBM compatible computers
Optional: Color printer access, server space

Vignette

As a culminating project, student will apply the concepts of home and interior design to a case study problem. They will create and decorate a housing solution along specific parameters such as budget, family size, building codes or zoning restrictions.

Standards Impacted by Technology

9 Economics and Business: Personal and Family Resource Management: A student shall apply principles of personal and family resource management and informed decision making by demonstrating understanding of sound buying principles, issues involved in renting or buying a home.

Technical Systems: A student shall apply knowledge, skills, and tools of technological systems by: a) investigating and analyzing the scientific principles and elements (inputs, processes, outputs, feedback) of a specific technological system in relation to a macrosystem; b) using basic skills and tools related to operating a specific system; c) creating, modifying, analyzing, or troubleshooting a technological system; d) transferring knowledge of a specific system to create or modify a plan for a macrosystem; and e) examining short-term impact on the environment and long-term sustainability.

4 Mathematical Applications: Technical Applications: A student shall: a) demonstrate knowledge of computational technologies; how to measure to scale; how to read and interpret information in complex graphs, tables, and charts; scientific and exponential notation used in complex systems; trigonometric applications appropriate to technical situations; and fundamental geometric constructions or calculations used in drafting or construction; b) create a set of plans to design or modify a complex structure, product, or system by researching background information, calculating mathematical specifications, and developing a materials list that matches mathematical specifications; c) construct a complex structure, product, or model to mathematical specifications; and d) analyze existing complex structure, product, or system for purposes of maintenance, repair, trouble shooting, or optimizing function.

Shape, Space, and Measurement: A student shall: a) demonstrate understanding of the characteristics of geometric figures in both two and three dimensions, including reflections, rotations, and translations; congruence and similarity; perimeter, area, and volume; distance; scaling; and symmetry; b) use spatial visualization to model geometric structures and solve problems; c) analyze characteristics of shape, size, and space in art, architecture, design, or nature; d) translate between numerical relationships and geometric representations to analyze problem situations, scale models, or measurement; e) use properties of shape, location, or measurement to justify reasoning in a logical argument; and f) demonstrate understanding of measurement accuracy, error, and tolerances.

Assessment

Students may show and explain their home and interior design products to teacher and peers. The file may be printed out for evaluation or parked on a server for teacher access to final product

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Family & Consumer Science Lesson Plans and Classroom Activities

Links to Activity Areas

• Child Development
• Nutrition and Food Management
• Textiles & Apparel
• Housing & Interiors
• Consumer & Resource Management
• Family Studies & Interpersonal Relationships
• Business Education

Family & Consumer Sciences- General

Understand the Ethics of Working With Young Children.

URL:  http://www.naeyc.org/resources/position_statements/pseth98.htm

Grades: 10-12

Using the National Association for the Education of Young Children website, and, specifically, the Code of Ethical Conduct, students will use a concept mapping software such as Inspiration to map the ideals and principles of working with young children.  Students will use pictorial illustrations of at least two concepts under each of the four sections.

Understand the issues surrounding childcare in America

URL:  http://www.naeyc.org/resources/position
_statements/positions_intro.htm

Grades: 10-12

Students will perform research on issues relating to professional child care using the position statements from the National Association for the Education of Young Children website.

Teaching Nutrition to Children

URL: http://www.usda.gov/cnpp/KidsPyra/PyrBook.pdf

Grades: 10-12

Using the above-listed website, identify ten things that are unique to providing good nutrition to young children that you might teach to a new parent.

Babysitting

URL:  http://www.urbanext.uiuc.edu/babysitting/

Grades: 6-8

Using information from “A Guide to the Business of Babysitting” work in pairs to write an informational brochure about babysitting.  Using the “Make your own flyer” feature, make a flyer that markets yourself as a babysitter.

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Nutrition and Food Management

Dietary Assessment

Authored by Judith Brown, PhD. Public Health, University of Minnesota, Twin Cities

Grades: 6-12

URL:   www.usda.gov/cnpp (Interactive Healthy Eating Index)

http://www.nutritionquest.com/index.html  (free screeners)

http://www.nat.uiuc.edu/ (NAT Tool Version 2.0 for “Analysis Results”)

Students will record all food, snacks and beverages consumed for one weekend day and two weekdays (3 days total).  Carry a notepad and carefully record the foods and quantities – and any nutrition label information – as you consume them.  Input your foods consumed into the above interactive website assessment tools.

From the Interactive Healthy Eating Index, find 1) HEI Score, 2) Nutrient Intake, & 3) Food Guide pyramid scores for each day.  From the free screeners at Nutritionquest, find the Fruit/Veg/Fiber and Fat Screeners.

Answer the following questions about your dietary assessment results; include all print-outs with your assignment.

Compare and contrast the USDA, Asian & Mediterranean Food Guide Pyramids

URL: http://www.usda.gov/cnpp/FENR/fenrv12n4/fenrv12n4p75.PDF

http://www.nal.usda.gov/fnic/etext/000023.html#xtocid2381818

Grade:  6-8 or 9-12

Students compare and contrast the USDA, Asian and Mediterranean Food Guide pyramids.  Prepare to discuss how the pyramids differ and how the human nutrition needs are met with each pyramid.  OR

Divide the class into three groups, assign each group one of the food pyramids and have the groups debate the advantages/disadvantages of their food guide pyramid.  Teams score one point for each new, appropriately used fact or argument.

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Textiles & Apparel

Fashion Trends

Grade: 10-12

URL:   http://www.fashion-planet.com/

http://www.nytimes.com/pages/fashion/

http://www.fashionguide.com/

http://fashion.about.com/

http://www.fashiontelevision.com/

http://www.fashionshowroom.com/

http://www.fashionwindows.com/fashion_designers/default.asp

http://www.askmen.com/fashion/

http://www.wwd.com/

Explore the above-listed fashion web sites to write a 300-word article about current fashion trends for a fashion magazine.  Locate and describe examples of fashion theory such as “trickle down,” “bottom up” and the cyclical nature of fashion trends. Use correct industry language.

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Housing & Interiors

Shopping for Real Estate

URL: http://www.eaglerealty.com/

Grades: 9-12

Students will form a question about real estate that is currently listed for sale, then search for their criteria on the above-listed website – “Search the MLS.”  Students will summarize, in writing, the searching mechanisms available to locate specific real estate at this site and briefly describe the results of their search question about real estate.

Understanding Homelessness

URL:    http://csf.colorado.edu/homeless/

http://www.nationalhomeless.org/

http://www.infoxchange.net.au/hhb/

http://www.homelesspages.org.uk/index.html

http://www.nhchc.org/

http://www.hud.gov/hmless.html

Grades: 9-12

Students will research the above-listed websites to learn reasons why people become homeless.  Students will list and define as many reasons for homelessness as they can find.  Student will include a website URL reference for each reason identified.  Additionally, students will summarize in at least 50 words, some of the programs and solutions to homelessness in America. 

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Consumer & Resource Management

Consumer Information for Teens

Grades: 6-8

URL: http://www.wa.gov/ago/teenconsumer/

This site includes consumer information directed to teen interests from credit cards to tattoos.  On digital medium, students will research, write and draw or compose an informative brochure about a topic of consumer interest to teens.

Federal Trade Commission’s Consumer Protection Agency

URL: http://www.ftc.gov/ftc/consumer.htm

Grades: 9-12

Students work in pairs to perform research on one of the consumer topics from the FTC’s Consumer Protection website.  Students can summarize the key points in a 7-10 slide computer-based presentation (e.g.: PowerPoint or HyperStudio) and use a notespages feature to teach peers about their topic site and why it is relevant to their lives.

Define Business Casual Dress

URL:   http://www.casualpower.com/

http://www.businesscasualdress.com/

http://www.businessweek.com/2000/00_44/b3705141.htm

http://www.eddiebauer.com/eb/category.asp?nv=3%7C762

http://www.business-survival.com/articles/hresource/bizcasual.html

http://www.dummies.com/Money/Small_Business/Business
_Etiquette/0-7645-5282-1_0011.html

http://www.todaysman.com/business_casual/

http://careercenter.tamu.edu/Students/S1/S1B2C.shtml

Grades: 9-12

At this site, investigate the above-listed websites to identify key features of the business casual principles. Students can import pictures of appropriate business casual apparel, using presentation software (e.g.: PowerPoint or HyperStudio) to illustrate and describe key points.

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Family Studies & Interpersonal Relationships

Understanding & Building Self Esteem

URL:  http://www.queendom.com/tests/health/self esteem.html

http://barksdale.org/

Grades:  8-12

Description: Queendom.com offers a variety of personality, intelligence and health-related tests, personal stories and advice columns for students to learn about themselves and have fun.  The Barksdale Foundation is a complete self-help website based on the pioneer book, Building Self-Esteem by L.S. Barksdale.

As a culminating activity about self-esteem, use the above two websites to have students take two on-line quizzes to gage their own self esteem.  On the second quiz, there is a resource of activities to improve self-esteem.  In a performance assessment task, students can list reasons why self-esteem is important to their lives and identify ways they might improve their own self-esteem.

Building Communication Skills

Grade:  9-12

URL:   http://www.couns.msu.edu/self-help/skilldev.htm

www.queendom.com

At this site, take the communication skills test at Queendom.com. Using information from the MSU Skill Development site students can learn about ways that to improve communication skills.

Parenting Website Investigation %p Authored by Jeremy Pagel, Agape Alternative School, St. Paul, MN

URL: Choose THREE of the following websites:

www.babycenter.com

www.my.webmd.com

www.americanbaby.com

www.babytalk.com

www.family.com

www.keepkidshealthy.com

www.pregnancyweekly.com

www.teenmoms.ourfamily.com/

www.geocities.com/Wellesley/Garden/4085/index.html

http://www.yppo.com/

http://www.youngmoms.org/

Grades: 8-12 (designed especially for alternative Pregnant & Parenting Teen Program)

Students can investigate and evaluate the above websites about parenting. Then using the criteria below, students can write a paper about these parenting website.

Compare the Websites based on the following criteria:

• Easy to use or difficult, was one more “user friendly” than the other?  Explain. Identify 5 features of this Website you like or find easy to use and 3 features you do not like or find difficult to use
• Compare the relevant information for parents; is one better than the other? Explain.
• Does the site have a bias?  If so; explain. (For example, a Pampers-sponsored website may provide different potty training information than a university research-based website)
• Ability to find specific information (searching capabilities)
• Ability to get email updates
• What are the main features of each Website? Does the site exist to sell products or to provide helpful pregnancy and parenting information?
• What specific topics does each Website cover? Such as women’s health, children’s health, parenting, child development, community resources, etc.
• Does the site offer ways to contact community resources or organization?
• Conclusion: What parts of this Website might you use in the future?  Write a suggestion about whether or not the website would be helpful to your peers.
• When you have a parenting issue in the future; assuming you have access, how will you use the Internet to find information and possible solutions?

Business Education

EconEdLink

URL:  http://www.econedlink.org/index.cfm

Grades:  K-12

Description:  A program of the National Council on Economic Education and a member of the MarcoPolo consortium. At this K-12 curriculum website, resources are available for consumer management.

Sponsoring Organizations:  

• MarcoPolo    http://marcopolo.worldcom.com/
• National Council on Economic Education    http://www.ncee.net/

The AskERIC Lesson Plan Database

URL:  http://ericir.syr.edu/Virtual/Lessons

Description:  This site contains over 1100 unique lesson plans in many areas including Vocational Education . Browse by subject, search the database or explore other sources.