Welcome to Becca's Heart for FACS Education

From many years ago as member in 4-H and FHA clubs, my love grew for Home Economics-arts and teaching. As a certified FACS teacher of grades 6-12 in Illinois, I have a passion for all things home, family, and community related!

Monday, July 22, 2019

Adapting Daily 5 into Daily 3 for FACS Culinary Classtime Openers

Are you aware of how elementary teachers use Daily 5 for English-Language Arts and/or Math?

Well, I pondered the idea of having class starters (bell-ringer) be a Daily 5 or at least a Daily 3 with other course integration. This is what I've started with. I started with a bit on water, favorite foods, and then mostly about apples since September is their national recognition month. With the format, students can place the whole page in the composition notebook or it can be trimmed down to its daily section depending on how you want their INB or binder set up:

Culinary Week 1 Day 1
Culinary & ELA: Write a sentence about your 2 favorite foods & why they are your faves=

Culinary & Math: Make tally marks for every 8 ounces of water you have drank in past 24 hours=

Total # = _______
Culinary & Science & Technology: Find a reliable online source to research, record, and write 2 facts about apples=
  1. Source:

(2) Fact:

Culinary Week 1 Day 2
Culinary & Social Studies & Tech.: What US state is known for volume of apple production?

What region or coast of the US is this state found? _______________________
Culinary & ELA: Write a sentence about your 2 favorite apple recipes & why they are= 

Culinary & Math: Create a bar graph for # of servings of fruits & veggies you’ve eaten in past 24 hrs.= 

Culinary Week 1 Day 3
Culinary & Science/Tech: What do roses & apples have in common? Source:


Culinary & Social Studies: Who is a famous US folk hero connected to apples? And why? Source:

Culinary & ELA: Besides eating an apple raw, list 9 other ways apples can be used in a menu=

Culinary Week 1 Day 4
Culinary & Math/Tech: How many calories are in 8 oz of apple juice?_________ How many calories are in 1 med. size apple? _________ Source=

Culinary & Science/Tech: Expand on the previous math ?--Why or how can there be a difference in the calories? 

Culinary & Social Studies/Consumer Ed./Tech: What are today’s advertised prices at ________________ store for 3 apple products?
  1. ____________________ = $

  1. ____________________ = $

  1. ____________________ = $

In the past I've used quotes or a sentence prompt for student responses. Has anyone done something like what is shown in this post?

Happy FACS planning for Fall 2019!
Becca S

Saturday, July 20, 2019

Varying food and craft blogging techniques for student and team reflections of FACS projects Part 1

Recently another Illinois FACS teacher posted how she introduced her culinary students to food styling and photography so they could use those skills to help reflect on their teamwork and individual contributions during and after their lab experiences.

As I was seeing her photos, student examples, and explanations, I immediately thought about how I used to write my paper-crafting blog posts with steps and photos showing some of the actual stages from start to finish. (Lately I've been using my printer's scanner function to get different sections and whole views of the card fronts whereas before I used cell phone camera and could stand up the card or lay it flat or angle it.)

It struck me that this could be a wonderful way to integrate technology & ELA communication career skills into culinary, sewing/fashion, and housing/interior design projects. Even advanced child development course students who need to create booklets, games, and/or bulletin boards/learning centers could document several stages showing their processes and progress from start to finish.

Exciting isn't it???!!!!!!!

So to help us all with the planning of this, here are some applicable National FACS Standards:

for this part one posting, I'm just focusing on culinary class usage standards; however some of my added notes share transferable usage to other FACS courses...

A. 8.0 Food Production & Services
8.1 = Analyze career paths with the food production and food service industries [incorporating food blogging and marketing skills to students' laboratory practices as a way for them to analyze and assess their team efforts and individual contributions to the team]

8.1.1= Explain the roles, duties, and functions of individuals engaged in food production and services careers [food bloggers; food stylists and photographers; food company marketing PR specialist; transferable skills= craft and/or fashion bloggers; teacher bloggers; ]

8.1.2= Analyze opportunities for employment and entrepreneurial endeavors [bloggers that promote and link company product(s) can receive some type of compensation; sometimes it's free product and sometimes they receive financial payment whether in form of gift card, discount code, or check]

8.1.3= Summarize education and training requirements and opportunities for career paths in food production and services [the other IL FACS teacher has her culinary students use those lab documentation to create a semester portfolio that serves as their final exam!!! These digital portfolios can be shared with future employers, college admissions counselors, and other training apprentice programs! School guidance counselor can be a guest speaker to help advise and lead students to website and reference materials that give specific education requirements and future outlooks for potential employability.]

B. 1.0 Career, Community and Family Connections
1.2 = Demonstrate transferable knowledge, attitudes, technical, and employability skills in school, community, and workplace settings

1.2.3= Apply communication skills in school, community, and workplace settings and diverse populations [Google classroom can be shared with more than the FACS teacher and her students--administration, other faculty and staff can be added on; Google's blogger can be used for sharing student work identified by number or code name instead of identifiers and then students' families and friends can view their work; students take turns maybe with taking photos of how or what they've contributed; type their answers to journaling or assessment prompts....]

1.2.4= Demonstrate teamwork skills in schools, community, and workplace settings and diverse populations [one obvious example is students working in kitchen lab zones in a small group; ECE students can be divided into small work teams, too; Fashion or H/ID students could work together for a service project to demonstrate the teamwork skills...the second example is applying photography and blogging skills for formative assessment and reflective practice as a team]

1.2.8= Demonstrate employability skills, work ethics, and professionalism [take part of a class period for students to look online at different blogs, company websites that are food production, and TV channels like Food Network and Cooking Channel for appearance/visual appeal of their page layouts, photographs, videos, etc. and then apply this and incorporate into classroom practice; get a local bakery or another company marketing PR staffer to guest speak; websites like Career One Stop, Career Cruising, and others can give work skills and attributes needed for various FACS careers]


Photo examples from a past paper-crafting blog post of mine from Becca's Heart for Creativity

Card 1 uses a required digital image to use for a design team commitment for a challenge blog:

A. Photo taken of three of the tools used=  textured rubbing plates I used to add waves and fish scales/scalloped lines to cardstock and some old crayons=

B. Photo taken of one stage when the created textured cardstock has been measured and cut and ready for applying to the card base

C. Photo of the finished card with first one laid on my printer and scanned and the second one was photographed with my cell phone's camera function and then sent digitally to my email account and downloaded to my personal computer. Being able to photograph with a camera allowed for closeup angled shot that helps shows depths of gem dots and the bling trim added to the card:

Example 2 is a scrapbook layout:

Photo 1 shows a mass of papers and some embellishments that I pulled out of my stockpile to use in March 2019 for layouts and cards=

Photo 2 shows some papers and embellishments separated to make a smaller mini kit. A scrap size section of the green tonal floral print paper was used for the featured layout that you will see further in this post:

Photo 3 features the layout base (green mottled cardstock 8.5" x 11") with 6 "quilt" squares of patterned papers to use on the layout. I had moved around the pieces several times until I had a balance of colors and prints that I liked:

Photo 4 is a closeup photo for the bottom portion of the finished layout in order to see my hand-written captions, stickers serving as sentiments, and some additional scrap papers used in the middle. Did you notice that the layout direction changed from the above photo to the finished product? Yep! I went vertical.

Photo 5 is the full finished layout taken with my cell phone's camera function. The butterfly stick-ons help the viewer's eyes to move around the layout. The different patterned squares also do that as well as the scattered stickers and hand-written captions:

Are these photos helping you see the possibilities for students' reflecting on their work and how they contribute to either individual or team work?

Imagine transferring these kinds of stages in production for sewing a pillow or apron? or for creating a teen dream bedroom in a shoebox? or for a bulletin board showing apple counting and number recognition for #1-3?

HMM??? Transferring skills...come on FACS teachers, let's incorporate more career skills into our classroom formats.

Loving all things FACS,
Becca S

Sunday, July 14, 2019

Sewing inspired paper crafting projects made July 2019

I love all things home economics related including using sewing supplies to add mixed media elements to crafting projects! Two July cards and 1 April/May card:

Like black thread double-stranded and tied around the top of this digital image's string=


For this next card project, the challenge blog's theme option was patchwork! Since I love quilts (that others have made because I don't think I have the patience to do a large project), I wanted to do patchwork and decided to have 1" squares going around the perimeter of the card. However to get the base cardstock color included I left the corner spots open. The other theme option was outer space. For this Peter Pan image that I needed to use for the design team commitment, I tried to give the card an island adventure vibe.

Isn't that just the cutest card!?!!!

This next project goes back to late April or May using a dark navy glitter felt accent=

For this particular project, the image was required to be used for a design team commitment. The theme option was using items starting with "m". I've included music decorative tape, M for marvelous, midnight blue, magenta, and half moon/circle shape.

How are you using sewing-related products for non-sewing projects? My challenge question for current FACS teachers is: How are you inspiring your students to use sewing supplies? Traditional ways? Un-traditional usages?

Loving all aspects of Family and Consumer Sciences,
Becca S

Consumer Ed resources for opening or closing a class period

Whether for consumer finance class or culinary, this word play is hilarious! What a fun way to open or end a class session!

The above image is great to showcase in FACS classrooms!

I love the icons used for this business marketing strategy for retaining customer loyalty and creating a growing revenue. It parallels Abraham Maslow's Hierarchy of Needs.

Sunday, July 29, 2018

Apple Crisp made super quick

Tonight's after supper culinary triumph:

Apple Crisp using Gala apples

This list may seem crazy coming from a FACS certified teacher but since north central IL weather is uncommonly cool for late July, I decided to make a very aromatic baked apple crisp using items from the lazy susan and the refrigerator that needed to be used.

a. one pancake syrup pack from a fast food restaurant
b. two butter chips (wrapped) from a local restaurant
c. 1/2 c. pancake-type baking mix
d. 1 instant oatmeal packet (raisin and spice)

and the not so uncommon items
a. 2 Stevia packets 
b. 3 Gala apples cored and sliced thinly
c. cinnamon

*350 degrees; pre-heated
*40 minutes baking time
*in a bowl, combined instant oatmeal, baking mix, cinnamon, and then cut in the butter
*in the 8" square metal pan, used the foil butter wrappers to coat the pan with butter, added sliced apples, Stevia, and syrup and lightly folded until well-coated
*topped with the dry ingredients mix; placed in oven; remove from oven and serve while warm

Delicious! Using the pantry and quirky left-over saved items, the apple crisp was ready for the oven in about 10 minutes. The longest time was spent coring and slicing the apples. Enjoy experimenting with recipes using those "odds and ends" of items that have been saved yet need to be consumed before being pitched.

Tuesday, July 24, 2018

STEM in FACS lesson resources

FACS and STEM is one of my absolute favorite pairings!...Family and Consumer Sciences and Science, Technology, Engineering, and Math

Resource #1:
Some alarming career facts published this year=

USA was ranked 24th and 28th in the world for science literacy and math literacy 10 years ago! Ugh! Have those rankings improved or worsened in the last 10+ school years?

Resource #2:
Vince Bertram has a fantastic article responding to the question about STEM--should it be STEAM, or STREM or STREAM, or STEMM?

His point is giving students the opportunity to develop critical thinking and problem-solving skills through an integrative approach. (And even though he doesn't mention FACS teachers or other CTE departments, we know there has been plenty of STEM happening in FACS classrooms for the past 100 years!)...Did I hear an amen?!?!

Resource #3:

Rolls Royce 2012 is the sponsor for this webpage that is full of color and resources perfect for teachers and students about why STEM matters.

Resource #4:

Carson-Dellosa publishing has new STEM resource boxes available. (I'm not receiving anything for promoting them.) On their website, they have a free sample project: Solar S'mores, that can be downloaded, printed, and ready to use.

and there are other STEM resources to purchase or put on your wish list, too.

I'm hoping these STEM resources help you and your FACS students for 2018-2019! From the USA heartland, Becca S

Accessories topic post 2 expanding on environmental theme lesson planning

STEM in FACS classes...Reduce, Re-Use, and Recycle...Earth Day...

Teacher challenge:

How can you use this game board as an interactive small group activity in FACS/STEM classes?

Credit: Leah Popinski, teacher/author/blogger at Sum Math Fun

How can you use this staggered tabbed index card series idea? 

Credit: Simply Skilled in Second blog for these photos of her tab-its (tabbed index card type concept reviews) idea for students to add to their interactive notebooks. This could be an exit slip/formative assessment tool, too.

From the USA heartland, Becca S