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= Source: Fact: (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: Answer:

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?  Source:

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

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

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=

http://stemcareer.com/stem-fast-facts/

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?

https://www.huffingtonpost.com/vince-bertram/stem-of-steam-were-missin_b_5031895.html

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:

 http://www.wherestemcantakeyou.co.uk/

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.

Link: https://www.carsondellosa.com/products/140350--STEM-Challenges-Learning-Cards-140350

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

Accessories topic: integrating environmental science with household management lessons

To trash or not to trash? 

Have you used Lino yet?

http://en.linoit.com/

During a recent online professional development course (IL Writing Standards for grades K-8), I focused on 8th grade ELA standards that I could either use with 8th grade Intro to FACS students or a high school Intro to FACS class with 9th-10th graders typically. Besides the 8th grade ELA standards I also integrated NGSS middle school grade environmental science standards.

Lino was a technology resource I was introduced to and created 2 photo questions that could be included with the 2+ day lessons getting students to understand the waste issues inside and outside our home environments. Hopefully the initial issue of living more 'green', many teaching opportunities will be available throughout the school year to get young teens into the mode of Reduce, Re-Use, and Recycle.

My Lino question #1 can be found here:
http://linoit.com/users/beccasheartland/canvases/Intro%20FACS%20home%20manage%20question

This question is semi- text dependent on an article that is listed #1 in my final writing task project for the PD course. The term 'technosphere' is introduced in this informational text as the newest layer to planet Earth full of all our techno discards. To me this makes it a very interesting read.

There are 2 other informational texts that I wanted to follow the reading of technosphere. One is a list of top 10 household items that are made of microplastics that we need to stop using or try to slowly eliminate from our lives (items like laundry/dishwasher pods, synthetic fiber clothing, etc.)

In my writing task I had several text-dependent questions to focus students back to the article(s) for their written responses.

The 2nd question on Lino shows the inside of a hoarder's house inside and another one's outside as a way to expand the discussions from the landfill photo in the 1st linked Lino question given earlier in the post as well as the required readings
http://linoit.com/users/beccasheartland/canvases/Intro%20FACS%20house%20manage%20hoarding

Online article links can be found using these:

a. I love this website because text complexity/word level is suggested plus power words vocabulary are also listed to assist teachers and students=
https://www.sciencenewsforstudents.org/article/meet-our-trashy-technosphere

b. The version I used was featured at another site. This link is for the original=
http://theconversation.com/ten-stealth-microplastics-to-avoid-if-you-want-to-save-the-oceans-90063

c. This 3rd informational text can be used as a timed reading, PARCC readiness, or as an extension of this lesson. I like this article on garbage because it separates trash into 4 categories and briefly explains each one. And because it is from a website that offers reading comprehension building texts there are questions attached. With the focus on my intended lesson to be for a household management unit, I would create my own text-dependent questions.
https://www.ereadingworksheets.com/reading-comprehension-worksheets/garbage/

Hopefully these technology connections can help you during the school year.

From the USA heartland, Becca S

Tidbits for consumer education on using Answer Garden and a Scholastic Choices Feb 2018 article on teen money matters

I'm getting close to finishing an online professional development course on using digital technology for assessments. For last week's module we were to investigate 10 digital tools as a possibility to use one or two in a new assessment lesson plan. So with my husband being in the hospital during the module time, I'm trying to catch up now and decided to create a quick blog post to share my personal exploring of digital technology uses in Answer Garden for consumer education (financial literacy) content.

I've create 3 sample assessment questions about teens knowledge on money management practices using Answer Garden.

https://answergarden.ch/717045 for question one

https://answergarden.ch/717042 for question two

https://answergarden.ch/717040 for question three


Another connection for my potential lesson plan is to use this article:

Scholastic Choices for February 2018 has an article titled Teens Just Wanna Have Funds with a Lexile level of 1150L. I was able to access the teacher guide page but not to save or bookmark the actual article, however by visiting the site it should be able to be read.

My Answer Garden question three link up above is a paraphrase of the essential question from the teacher guide:
"Why is it important to start practicing good financial health while I'm still a teenager?"

The teacher guide has these parts to the resource page:
a. summary paragraph
b. essential question (already shared just above here)
c. objectives
d. Health Ed standard
e. Key vocabulary
f. close reading questions (3)
g. critical thinking questions (3)
h. classroom activities (2: making connections/NHES 3 and a watch and learn/NHES 5 & 6)

This resource guide page is T7.

That's what I've developed thus far. Hopefully as other FACS teachers read this, they will explore Answer Garden and see how they might be able to use this digital tool as a resource in their classes.