In this lesson students will be introduced to the six main family structures:  nuclear, extended, blended, single parent, foster and adoptive. (I start with these six to match the textbook and then we discuss what family types need to be added to our list later!) Students work in groups to discuss advantages and disadvantages of their assigned family structure. They also generate a list of TV shows and movies that are examples of that family structure.  After each group presents to the class, the teacher can lead a discussion about what types of families need to be added to the list.  For example:  same-sex, childless, etc.

Students will be placed into groups and assigned a historical figure in education. Together, students will research the individual(s) and create a presentation that will inform the audience on the life and career of this individual. NOTE: This happens after we discuss education of BIPOC peoples in the United States.  

This resource was created by Amber Karber, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

Throughout this lesson, students will learn about sustainability in the textile industry by researching fast fashion. While completing the workbook, students begin with learning what the fast fashion industry is. Next, they learn about the negative impacts of fast fashion. Students will explore the environmental impact of fast fashion. Finally, students will learn about what they can do to consume textiles in a sustainable manner. All throughout the activity, students are reflecting on their learning by answering questions over the content and their responses to it.  This lesson on fast fashion is a student-directed workbook - perfect for a day with a substitute teacher. This lesson is designed to take one, 50-minute class period.

High School students will learn more about fats in the body and why they are essential. They will also analyze the effects of different types of fats and making healthy fat choices.

This lesson plan serves as a final project for a food science class. This project incorporates everything students learned throughout a year long food science class. Students will develop and make their own original food product complete with a nutrition label, marketing plan, and science behind how it's made.

This book addresses all aspects of small business entrepreneurship in the food industry. Also contains specific information about resources available to students at the College of DuPage.

This resource will be updated as needed. For the most recent version, visit: https://cod.pressbooks.pub/foodtrepreneurship/

This lesson plan was created by Jennifer Pritchett as part of the 2020 Nebraska CTE-Beginning Teachers Institute. The attached lesson plan is designed for students in grades 7-12 as a introduction to a service learning project.  This lesson plan can also be used in classes such as Sociology, Introduction to Education, Ethics, Leadership, etc. Students will learn the meanings of values and rank their top 5 values in a hands on or virtual format.  The culminating project is collaboration on a Google Slides presentation with the rest of the class.

This lesson will help students learn proper handwashing techniques.

Students will gain insight into careers related to serving others and helping during times of struggle. There are six types of helpers that students will learn about in this lesson: professional helpers, paraprofessional helpers, helping as a part of their work, volunteer helpers, peer helpers, and informal helpers

Throughout this project, students will research historical influences on fashion through the lens of a fashion historian. The lesson gives the students the prompt, “You are a fashion historian at the Smithsonian and your boss with the Clothing & Accessories division wants you to put together a virtual collection of textile garments that represent the 1900s You will be researching and finding historical garments and fashions using the University of Nebraska-Lincoln’s Historic Costume Collection database.” Students will find a garment in the collection from each of the decades listed and fill in the information as prompted in the template.  This lesson is designed to take 2 class periods (50 minutes). It would be excellent to use as a project before a break or at the end of a unit. NOTE - If you reside close to Lincoln, Nebraska, it would be fun to take a field trip to the University of Nebraska-Lincoln to be shown the Historic Costume Collection and to have the Textile, Merchandising and Fashion Design faculty tell you about specific garments, etc.

This single day lesson plan covers hydration through a sports performance lens. Students within this lesson will be asked to take notes using the presentaion provided and complete the Hydration Math worksheet. Key Terms: Hydration, Sweat Loss, Electrolytes 

Ice-Dying is a twist on the classic tie-dye of the mid-1960s. In this lab, students will be combining the tie-dyeing techniques with the properties of slow melting ice. As the ice melts, the melted water carries the dye into the fabric, distributing the colors.  This is ideally a 3-period lab (52-minute classes). Day 1 consists of instructions, a teacher demo, and planning. Day 2 is when the students get to tie, dye, and prep their designs. Day 3 students get to rinse out their fabric and wash it.

Analyze the impact and contributions of various segments of the hospitality and event planning industries on economies, cultures, and the environment.

This lesson is meant to be used at the start of a Child Development or Early Childhood Services course, to get students exploring the importance of early childhood.

A foundational lesson plan (vocabulary and sequence of the process) of an interior design class. The design process and visuals are important to know and recognize as design vocabulary is used though the entire course and industry.

Using communication skills, students will interview teachers within the buildings and use that information to create inferences using a reflection-based prompt.