1. Art and Diseño

P A C I F I C E D U C A T I O N A L P R E S S A nnounces
e in
Mad ada
Can
The World of Fashion
Nutrition and Health
NUTRITION
and HEALTH
the
world
of
FAShION
the
NUTRITION
and HEALTH
world
of
FASHION
TEACHER RESOURCE
TEACHER RESOURCE
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Specifically developed to match the new
2013 Ontario Curriculum: Social Sciences and Humanities
HNC3C—Understanding Fashion
Grade 11 College Preparation
HFA4C—Nutrition and Health
Grade 12 College Preparation
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Grade 12 University/College Preparation
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G r a d e s 1 1 – 1 2 fa m i ly s t u d i e s pacific educational press
The World of Fashion addresses all CURRICULUM STRANDS:
the
world
of
FAShION
curr 100%
ic
HNC ulum m
3C &
at
HNB ch
4M
201
3
Curriculum Strands
The World of Fashion offers:
A. Research and Inquiry Skills
Multiple opportunities for students to develop and apply
research and inquiry skills by:
•investigating topics related to fashion
•exploring real-world examples of Canadians who work in the
industry
•processing information (problem solving, decision making and
analysis) through critical thinking articles and a cumulative
research project
•communicating about and reflecting upon their knowledge and
understanding
STUDENT RESOURCE
Providing students with everything they need to
explore, research, communicate about and reflect
on the Canadian and global fashion industry.
Comprehensive coverage of content strands through accessible
and engaging topics, such as:
B. HNC3C—Influences on Fashion
PACIFIC EDUCATIONAL PRESS
HNB4M—History and Influences
The World of Fashion features
articles that empower students to
develop and apply critical thinking,
research and inquiry skills.
•textiles and the textile industry
•how fashion designers create their products
•factors that influence fashion trends
•business aspects of the fashion industry, including the impact
of marketing on consumer behaviour
•the impact of globalization on the industry
C. HNC3C—Marketing, Environmental
Responsibility, and Consumer Behaviour
HNB4M—Textile Production, Society,
and the Globalized Market
D. Design and Fashion Construction Skills
bility
t and Sustaina
The Environmen
A Passion for Fa
shion
raps?
bout Fabric Sc
What A
Luisa Rino – Fa
ric scraps you
One unavoidab
ards.
end up with afterw
earch plan.
r res
3. Carry out you
fabric waste
y finds ways to use
the scraps
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ting
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for
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but what can
landfill?
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ch plan to find
r, create a resear
1. With a partne
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re
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out what alte
into the garbage.
your fabric scraps
anized your
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analyse your resear
and
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source
able? (A reliable
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Were
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pected expert on
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l-regarded publica
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bia
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Were they free
ly and
the information fair
that they present
.)
ice
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hou
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your class
ommendations to
.
5. Make two rec
with fabric scraps
do
to
at
wh
ut
abo
creative
Do you know any
scraps?
ways to use fabric
Investigating topics
related to fashion
r plan, identify:
2. As part of you
a) your questions;
; and
rces of information
ec
le souns
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Global Cob)nnpos
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c) ways to collec
ltures
express how
er use fashion to
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ur cultural herit
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Thereinc
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3. If you were a
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4. Using the inte
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Create a presentat
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represents you.
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and explain how it
work quilts are
jackets. Patch
apes and then
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ckground fabric
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to p is
www.pacificedpress.ca Processing
information
The Hemline Index
In 1926, George Taylor, an economist from the
Wharton School of Business in
Philadelphia, noticed that hemlines of women’
s skirts and dresses seemed to go
up and down along with the economy. Hemline
s were shorter when the economy
was doing well and longer when the economy
was struggling.
He called his theory the Hemline Index (Malm, 2012).
The hemlines of men’s overcoats tended to imitate
what was happening in women’s fashions (Tortora,
2010).
Taylor’s theory has been highly criticized, but there
is an interesting correlation between hemlines and
the economy throughout the twentieth century
(Sauers, 2012). As stock prices rose during the
1920s,
so too did the hemlines. After the Wall Street Crash
in 1929, hemlines dropped almost immediately
and
stayed down throughout the Great Depression while
the economy struggled to recover.
Hemlines went up during World War II because
fabric was rationed. When the war was over, hemlines
continued to rise—and rise—until the 1960s
with its trend of miniskirts. The economic slump
of the
1970s saw hemlines drop to the floor again, until
the boom of the early 1980s. Since then, hemlines
have risen and fallen with the economy.
Exploring real-world
Critical Thinking
A Fusion of Cu
Financial Literacy
a t Na t i o n a l
a re re c o g n i ze d e a c h ye a r
is held in
Abori ginal Fashi on Week , which
nal Abori ginal
June to coinc ide with Natio
Luisa Rino is the
such as
ers
design
e
fashion editor at
Day. Partic ipant s includ
Real Weddings. As
se of Cree
make sure the clo
Regin a-base d Trace y Georg e-Hee
fas
hio
n
ed
thing she choose
itor, Luisa must
of Cree and
desce nt; Dani ta Straw berry
s to show in the ma
relevant for the ma
ee of the
gazine is practic
Sault eaux ances try; Linda Laval
gazine’s readers.
al and
k Stewart
Patric
n,
Montreal Lake Cree Natio
“The name says
son Cory
it all,” explains Lui
of the Nisga’a Natio n, and their
sa. “We have
Cree Nisga’a
to rel ate it ba ck
Laval ee, who togeth er opera te
“I had the opport
to the rea l bri de
unity to come in at
. We ’re no t a
creat e a line of footw ear
and
ma ga zin e for [an
ing
Cloth
gro
and experience eve
und zero
yon e] ou t to ha
ry facet of an emerg
the tradit ional Cree style of
ve thi s cra zy
gla mo rou s kin d
ing national modelled after Tootoosis of the Poundmaker
magazine,” Luisa
of we dd ing tha t
says, but she rec
boot; and Disa
is ver y mu ch
in that fashion wo
ogn
izes that it Nation in Saskatchewan, now based in Red
is difficult to bec
rld.” Luisa is ver
ome successful an
y aware that the
people do not nec
d influential in Deer, Alberta (Sieberling, 2012).
world of fashion.
essarily want to
wear clothing
fashi on
found at fashion sho
The focus of First Natio ns
“A young person
ws.
cultu re
from, say, small
“[What we show
town Canada desig ners is often expre ssing their
who would like to
is] a diluted ver
get into the fashio
gh fashion. Many of
sion of that. of
Something that can
n industry — and telling stories throu their designs treat
course they have
be more practical
a shot,” says Lui
the peopl e who purch ase
or just more aim
accessible,” she say
sa, “but to
for the top tier, it’s
s. “I will say the fas
them as wearable art.
shion Editor
rments is the fab
g your own ga
le result of sewin
Communicating
and reflecting
n designers
Canada’s First Nations fashio
examples
1. Look at the information presented in the graph
below.
Clothing
Do you agree or disagree with the
Nisga’a that hemlines are a reliable
Footwear designed by Cree premise
indicator of the economy’s health? State reasons
not unlike striving
hion world a roc
is not always practic
and the
for
your(top)
conclusion
represents the Nisga’a culture
to be
k star.”
.
al.”
Critical
thinking
).
(bottom
culture
Cree
Lu isa sta rte d he
Luisa may not be
2. What other reasons could explain why hemlines
r fas hio n ca ree r
rose
and
fell
at
different
liv
times
ing
during
at
the
a rock star existe
ma ga zin e ca lle d
an oth er at the
twentieth century?
nce
NU VO , an d wa s
peak of the fashio
pro mo ted to aw
n world, Mad
fashion editor aft
da
Cana
but she
e in
3. What other fashion-related indicators do people
is als
are that perhaps
er working there for
o
point to as indicators of the economy’s
she
a
wo
sho
uldn’t want to ma
of time. She also
rt period necess
health?
ke the
freelances as a fas
ary sacrifices.
hion stylist.
Christian Dior, a French designer, was
i
aut
Am
“Th
the
ere is a part of me
and
just developing his
, that I fully recognThe Parka
arts al reputation
isn’t willing, or ma
ize, that
profe
textilession
? Canada’s winters are known
when World War II (1939–1945) dram
ybe even doesn’t bel
do you keep warm during the winter
How
atically
iev
techniques used
e
of
the
in
the trade-offs tha
some
is a garment designed to
parka
the
affected
and
winds
the
t
bei
bitter
fashi
ng in that world canfor their cold,
to create decorative on industry due to rationing of fabric and the
entail,” Luisa say
often
1965
.
winds
nts
s.
those
me
“I’m more pragm protect you from
s or gar
regul
ation
object
of design details.
atic in my
approach to life.”
use
1950
1920
1940
Modern versions of the parka often
fabrics, fibres,
Redesigning Dior
from
yarns up with a radica
In 1947,
s, or came
threadDior
lly different design that launched his
career. The
editor of Harper’s Bazaar called the design
a “New Look” and its full skirt influen
ced
women’s fashion throughout the 1950s
.
1.
ric on this
The patches of fab
been sewn into a
quilt hav
Identif
y ethe
elements and principles of design as
shown in this example of
star motif.
Dior’s New Look.
2. What was it about Dior’s design that
made it so appealing to women in 1947?
If Dior could launch his New Look today,
do you think it would be as popular
as it was in 1947? Why or why not?
3. Imagine you are a new designer at
the House of Dior. Analyse the suitability
of Dior’s New Look for your body shape
. Redesign it to suit your body shape by
applying the elements and principles
of design. Be prepared to present your
redesign to the class, along with the rationa
le for your changes.
Caribou
The parka was invente d by the
part of
Inuit, who live in the coldes t
amauti,
Canada. They also invented the
d
fur-line
large
a
with
1. Contrast and
which is a parka
compare the two job
and toddler s
s of hood that protects babiestheir
fashion editor and
s.
mother
of
backs
fashion stylist. Wh carried on the
y
do you think these
nal method of making the
two jobs work so we The traditio
ues
ll amauti uses hand-measuring techniq
together for Luisa
to make
Rino?
to measure and cut the sealskin
ably.
comfort
sure it fits
2. If you were to
Both the parka and the amauti consist
work in fashion, wh
ich of of inner and outer jackets . The outer
Luisa’s two jobs wo
uld you prefer to do? jacket is made from sealskin, which has
Explain your reason
s
insulating and water-resistant qualitie
s.
during
that keep the wearer warm and dry
from
the winter. The inner jacket is made
.
caribou skin with the fur facing inwards
sa has worked in
Dior’s New Look (right) had Lui
a tight-fi
various capacities
tted
in
the fashio
waist and full skirt.
n industry and
fashion editor and
now works as bot
h
fashion stylist.
48
The World of Fashion
of
duck or goose down betwee n layers
warmth.
water-resistant fabric to provide
al
artifici
or
Hoods are trimmed with real
as well
fur to provide additional warmth
as decoration.
1900
1930
1970
1975
2005
1980
1990
This Inuit mother from Baffin Island
carries her daughter in her amauti.
ing
1. Research other garments originat
with Canada’s Aboriginal peoples
current
into
adapted
been
have
that
fashion.
ts
2. What features of these garmen
make them unique?
www.pacificedpress.ca
Chapter 13: The Modernization of Fashion
265
G r a d e s 1 1 – 1 2 fa m i ly s t u d i e s NUTRITION
and Health
pacific educational press
Nutrition and Health addresses all CURRICULUM STRANDS:
NUTRITION
and HEALTH
curr 100%
ic
HFA ulum m
atc
4U &
HFA h
4C
201
3
Curriculum Strands
Nutrition and Health offers:
A. Research and Inquiry Skills
Multiple opportunities for students to develop and apply research and
inquiry skills by:
•investigating topics and exploring real-world examples related to nutrition
and health
•processing information (problem solving, decision making and analysis)
through critical thinking articles and a cumulative research project
•communicating about and reflecting upon their knowledge and
understanding
STUDENT RESOURCE
Providing students with everything they need to
explore, research, communicate about and reflect
on Canadian and global issues relating to nutrition
and health.
PACIFIC EDUCATIONAL PRESS
C. Eating Patterns and Trends
Nutrition and Health features
articles that empower students to
develop and apply critical thinking,
research and inquiry skills.
D. Local and Global Issues
E. Food-Preparation Skills
ection
Canadian Conn
Canola: Liquid
Comprehensive coverage of content strands through accessible and
engaging topics, such as:
B. Nutrition and Health
•how to ensure and enhance food and kitchen safety
•following and adapting recipes
•the essential role nutrition plays in overall health, including how nutrients
function in the body
•how and why nutritional needs change
•eating patterns and trends
•issues related to achieving and maintaining food security
•factors that affect sustainable food production and supply in Canada and
around the world
A Slice of Life
Gold
you
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197
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than 70 per cent of cocoa beans are grow
FoodShare also lob
criteria can you use
ola that make
determine this??
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ofit
can
you
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km
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large
across Toronto.
are
Water from this vast resource is used for human s for funding and infras
for a federal univer
d’Ivoire (Ivory CoasNt) and Ghana are the
tructure for commu
ative. Create
the nutrient conten Consider the following diet
sal child nutrition
nity programs, and
and for fishing, transportation,
it a healthier altern
consumption
t
tren
of
thi
ds:
).
s
2007
n,
pro
izatio
and
•
gram that would
a diet that focuses
receive a nutriti
stances
lunch, what would
(International Labour Organ
ensure that all chi
on consuming loca
ous meal every day
tourism,
electricity, agriculture, industry,
shipping,
a list of these sub
you add
lly produced
ldren
foodor
that they are in sch km from west
;
ola with
pare can
to east and contain about 20 per cent of substitute?
dShofarepeople
than 1200 ool.
Great Lakes span more
is lobinbying The
cent
More than 80 perFoo
helps with
and recreation.
use them to com
family
•
entire
a
the
the
diet
where
fed
tha
farms
oil,
run
e
era
t
con
familyoliv
l gov
tains as much org
water.
h as
fresh
ern
of surface
det
the world’s supply
suc
me
erm
Most cocoa beans come from
nt
oils
ine
g
to
ani
kin
how
wo
water
c
drinking
their
rk
for
coo
food as possible;
to subsidize basic
with the provinces
Ontario rely on the Great Lakes
and
other
cacao tree (Theobroma cacao) and then
foods. Debbie bel
to
2. Explain how peo
ble oil, and any
of vegeta
the harvest. The ripe pods are cut from the
• ld
ieves that subsid
bles, fruits, grains
a veg
2012a).
of the Environment,
ple cou
flowerofoil, vegeta (Ontario Ministry
saftonnes
laceta
izing the cost
Côte d’Ivoire produced over 1.4 million
k rian diet (choose one of the type
, and beans for peo
are the tree’s seeds. The wet cocoa beans
nly use at
mo
foo
com
the
s of
d
veg
sliced open to remove the beans, which
sec
ple
ir
eta
you
runoff
t
foo
and
uri
wit
lakes,
rian
the
surrounding
d
ty
cities
while
tha
h
from
sewage
sec
diet
runoff,
in
lower inc es can
Industrial
a Canadian
urity. She says, “M
s described on p.
other oil
cocoa in the 2012–2013 growing season,
set out to dry before being packed into
111).
industries
major
rease
aking
one of the inc
1. Investigateom
can you
good food cho
urban centre. Which
what youto
are left to ferment for a few days and then
many
olatonnes (Almeid
of the lakes over
’repollution
, can
ices and feeling in
from agriculture have all contributed
What conclusions
eating, it’s
000
homa,e.2014).
d 835
asp
In Canada
produce
ect
Ghana
ver
s
y
of
imp
con
may
it
how
ortant
that you be in chain Ontario and analyse trol of
rt about the In addition, in recent years climate change and invasive
food security might 1. Before
sacks for shipping.
species
y
rge of this pro
draw from your cha decades.
is grown primaril
be missincon
zation (2007) and other global noncess.”of the Great
g? ducting any research, form a
to pollution
contribute
ues of these
According to the International Labour Organi
hypothesis
about which type
e
tive nutritional valsuch as non-native fish, plants, and water-borne organisms also threaten
erta,
becaus
n
Alb
rela
childre
in
for
of diet is mos
unsafe
is
farms
waste
toxic
some
of
cacoa
es
production
If
3.
Lakes.
Brainstorm what
other countri
gate what
Investi
Lakes
1.
Great
the
enter
species
governmental organizations, working on
Invasive
frie
Lakes.
Great
the
of
,
ecosystems
ndl
the
low-cost, y and give one reason t environmentally
chewan
des.
? the
kat
pestici
oils
apply
Sas
and
loads,
how
heavy
industries,
many
in
for
carry
unavoidable
is
have
your choice.
nutrient-dense foo
beans. Do they
produce cocoa
they have to use knives and machetes,
through rivers, lakes, and streams; by transport in ships’ bilge water, bait
ds cou
Estldabl
400 km
Manitoba, and
beish three criteria for eva
school and they endure poor living
would you suggest achieving a balance
issues as Côte d’Ivoire
subsidized to increa environ
luating the
same labour
Sometimes these young workers do not attend
buckets, and fishing gear; and by attaching themselves to boat hulls.
.
n 400 mi
mental impact of
se
childre
ario
foo
Some
).
Ont
d
es
hygiene
al
and
zon
environment
the
person
protecting
between
ng
and
the
areas,
gola
diets based on whe
-growi
security.
Can
and Ghana? How are the social,
you live.
The cleanup of the Great Lakes has been underway for several decades.
conditions (inadequate food, sleepin
re
protecting jobs? Speculate about how
on cocoa farms like slaves. Many of these
political, and economic issues similar or
Under the Great Lakes Water Quality Agreement between Canada and the
are sold or kidnapped and forced to work
2. Research the
.
means
te
chocola
(someone
food
activist
labour
word
a
differently
the
s
what
you
know
would need to con
different?
US signed in 1972, areas where the environment has been harmed are
sume
children have never tasted a candy bar or
on each of the diet
s, and
who advocates for workers and their
rt them around the world, including
Investigating topics
and Exploring
real-world examples
and reflecting
Critical thinking
Many products have been created to meet
consumers’ need for convenient food preparation
,
but an important factor in food decisions in most
households is cost.
Are people paying more for the convenience of certain
foods? What is the
savings in time worth in terms of dollars spent?
Would a chicken tikka masala meal for two people
be less
expensive to prepare from raw ingredients or as
a frozen,
prepackaged entree?
1. Conduct research to estimate the cost of the
ingredients needed to prepare homemade and equivale
nt convenience
products listed below. Try to ensure that the same
ingredients are included in the same amounts in
the convenience and
homemade versions of each type of product.
THE COST OF HOMEMADE VERSUS CONVENIENC
Homemade Food Product
Food Pair
Food
1.
Vegetables and dip
for one person (not
prepackaged)
Homemade main meal/
entree for one
2.

www.pacificedpress.ca information
Financial Literacy
Debbie Field, Ex
ec
FoodShare Toro utive Director of
nto
3.
4.
E FOOD
Estimated Cost
SAM
An entree prepared
at home from raw
ingredients
A packed lunch prepared
at home for a teen to
take to school
Convenience Food Product
Food
Single serving of
vegetables and dip
PLE
Estimated Cost
SAM
Delivered single-serving
version of a main meal/
entree
A frozen entree from a
grocery store
PLE
A prepackaged boxed
lunch from a grocery or
convenience store for a
teen to take to school
Foods ava
2. ilabFor
pairmar
ofkets
le ateach
products in the chart above, answer the followin
farmers’
g questions:
are often organic.
rate the environ
How would you
• men
Which
tal impisactmore
expensi
ve, the conveni
of food
ence product or the homemade product?
s that are
both local and orga
nic?
•
What accounts for the differences in cost?
• Other than the price of ingredients, what other
costs need to be considered for both the conveni
ence and homemade
products?
• Under what circumstances might people be
wise to use the convenience or homemade product
s?
3. What factors other than cost affect
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G r a d e s 1 1 – 1 2 fa m i ly s t u d i e s pacific educational press
NUTRITION
and Health
TEACHER RESOURCE & DVD-ROM
Teacher RESOURCE & DVD-ROM
the
STUDENT RESOURCE PAGES 12–47
Overview
NUTRITION
and HEALTH
world
of
FASHION
1
Safety and Food
Preparation in the
Kitchen
PRIOR LEARNING
For the most part, kitchens in the family studies classroom (referred to as
the lab) are set up
to look similar to home kitchens. For this reason, teachers and students alike
may feel that
they are prepared to work safely in the lab, but this isn’t always the case.
As a teacher, you
need to assume that your students have little knowledge about working safely
in the kitchen.
A variety of hazards exist in the kitchen that students need to be aware of,
including hazards
related to food-borne illness and equipment use. It is vital that all teachers
of nutrition and
health courses take time at the beginning of a course to instruct students in
the area of safety.
Personal safety is a primary concern and must be addressed before students
are allowed to
enter the food lab. Safety instruction must also be integrated throughout
the course as the
need arises. It is important to remind students of the safety guidelines throughout
the course.
This chapter gives students the background needed to practise kitchen safety,
food safety, and
food-preparation skills.
TEACHER RESOURCE
TEACHER RESOURCE
Teach:
•complete lesson plans and
answer keys
Curriculum Connection
•suggestions for incorporating
technology into the classroom
OVERALL EXPECTATIONS
•200 modifiable activity and
ESSENTIAL QUESTIONS assessment masters in Word and
PDF formats
•suggestions to differentiate
instruction and personalize learning,
including tips to simplify or add
What is Fashion?
challenge to an activity ¢ HnC3C
Students are not required
to have taken any food and
nutrition courses prior to
enrolling in HFA4C or HFA4U.
This chapter addresses the following overall expectations for HFA4C and HFA4U.
LEARNING GOALS
• Explaintheimportanceofunderstandingthepracticesthatensureorenhancekitchensafety.
PACIFIC EDUCATIONAL PRESS
PACIFIC EDUCATIONAL PRESS
• Whyisitimportanttounderstandandbeableto
demonstratefoodsafety?
• Exploretheskillsandequipmentusedtoprepare
food.
• Howcantheskillsneededtopreparefoodbeacquired?
LESSON 1.1
All you need to plan, teach and assess in one comprehensive resource!
and
• What messages do clothing
accessories convey to others?
chapter planning chart
Page
Numbers
Whole Class
Pairs/Small
Groups
Individual
X
X
X
Scavenger Hunt
00
B1
What Is Fashion?
X
00
B1
X
Talking About
Fashion
00
B1
X
My Fabric Swatch
00
18
Materials
150 min
B1
17
Group Size
Consolidation
Action
Minds On
00
Activity Type
HNB4M
What Fashion Means
to Me
HNC3C
Student
Resource
Teacher
Resource
LESSON 1.1: What Is Fashion?
Ponder Parking Lot
00
Curriculum
Expectations
B1
www.pacificedpress.ca X
X
X
X
X
X
X
X
X
X
X
• any of the following: pencil
crayons, fabric swatches, paint,
glue, tape, glitter, buttons,
ribbons, lace, sequins, pins,
hand sewing needles, thread,
coloured construction paper,
magazines
• chart paper
LEarninG GoaLS
ices
influences on Clothing Cho
sages they convey.
ing and accessories, and the mes
cloth
of
tions
func
the
ribe
• Desc
ns.
l interactio
Assessmen
t Master A
ing can have on socia
• Explain the impact that cloth
FOOD LAB ASSESSMENT CHECKLIST
ls
research and inquiry Skil
s.
topic
ion
fash
on
Recipe Name:________________________________________________
• Record and organize research
Date: _____________________________
kEy tErmS
Plan:
•curriculum correlations
•guiding principles and instructional
strategies
• chart paper
• markers
•considerations for health and safety
• LM 1-1
•chapter planning charts
• LM 1-2•planning tools and suggestions
• LM 1-3
for teaching combined grades and
• LM 1-4
courses
Safety and Food Preparation in the Kitchen Ÿ 9
16–19
StudEnt rESourCE PaGES:
tes
minu
150
d:
uirE
rEQ
E
tim
ESSEntiaL QuEStion
Activity
• Whyisitnecessarytounderstandandbeableto
demonstratesafetywhenworkinginakitchen?
• Explaintheimportanceofpracticesthatensureor
enhancesafefood-handlingpractices.
STUDENT RESOURCE PAGES 12–47
A. Research and Inquiry Skills
E. Food-Preparation Skills
• A1. Exploring: Explore topics related to nutrition and health, and
• E1. Kitchen Safety: Demonstrate an understanding of practices
formulate questions to guide research.
that ensure or enhance kitchen safety.
• A2. Investigating: Create research plans, and locate and select
• E2. Food Safety: Demonstrate an understanding of practices that
information relevant to chosen topics, using appropriate social
ensure or enhance food safety.
science research and inquiry methods.
• E3. Food Preparation: Demonstrate skills needed in food
• A3. Processing Information: Assess, record, analyse, and
preparation.
synthesize information gathered through research and inquiry.
• A4. Communicating and Reflecting: Communicate the results of
research and inquiry clearly and effectively, and reflect on and
evaluate research, inquiry, and communication skills.
Note: Because the expectations in the Food-Preparation Skills section of the
curriculum are the same for courses HFA4C and HFA4U, the
material provided for this chapter does not differentiate between them.
fashion
heritage
style
values
matEriaLS
to Me
• LM 1-1: What Fashion Means
(one per student)
• LM 1-2: Scavenger Hunt
(one per student)
group)
• LM 1-3: Mind Map (one per
teacher)
per
(one
ons
• LM 1-4: Observati
r
pape
t
• char
• markers
ent)
• sticky notes (three per stud
tch
Swa
ic
Fabr
My
1-5:
• LM
(one per student)
• letter-size paper (one sheet
per student)
MINDS ON
¢ Individual
£ Small Group
£ Whole Class
Ponder Parking Lot
Group Members:
• scissors
1. ______________________________
crayons, _______________________________________________________
• any of the following: pencil
, tape, ________________________________________
2. __________
__________
__________
, paint, glue
fabric swatches
_______________
, sequins,
ribbons, lace
er, buttons,
3.glitt
__________
__________
____________________________________________________________
_____
d,
pins, hand sewing needles, threa
4. ____________________
es
__________
azin
__________
mag
r,
_____________________________________________
pape
ion
truct
cons
red
colou
5. ____________________________________________________________
_________________________
• chart paper
internet access
•
ing
nal: draw
optioPART
1: ORGANIZA
•
TION
• software
Work plan completed and submitted
Card (one
• LM 1-6: Fabric Swatch Exit
per student)
Washed hands
Work station clean, books/bags not in
kitchen
Used proper measurement techniques
Assess:
•assessment opportunities identified
in each lesson
Group Mark
Teacher Mark
•cumulative
project
where
students
0
0.5
1 0
0.5
1
apply their research and inquiry skills
0
0.5
1 0
0.5
1
•modifiable assessment masters in
0
0.5
1 0
1
Word and PDF formats,0.5including
tests 0.5
0rubrics0.5and unit
1 0
1
No waste
0
0.5
1
0
0.5
1
Followed the recipe
0
0.5
1
0
0.5
1
0.5
1
0
0.5
1
0.5
1
0
0.5
1
r.
ts on the board or chart pape
Write the following statemen
Completed assessment(s)
is…
0
se
cour
this
• The reason I took
is…
area
ct
subje
this
in
e
rienc
Finished on time
• My background or expe
0
…
learn
to
t
wan
I
se,
cour
this
In
•
the stateat least one of
SUBTOTAL
lain that they are to complete
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Grades 1 1 – 1 2 fa m il y studiespacific educational press
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Nutrition and Health
The World of Fashion
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