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Foreword
Acknowledgements
eYearbook Committee
Introduction to Exemplary Teachers, Programs and Practices
A Call to
Action: Family and Consumer Sciences (FCS) Program Evaluation
Careers Class
Dynamic Leadership
It's All About Kids
Lights! Camera! Action!
Patchwork of Kindness
Child Development
Culinary Arts/Human Behavior
Foods/Biology
Health Science Occupations
Teens As Parents
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| [History
of Program][Long Range Plan][Lesson
Ideas] |
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Brenda Owen
Morton Middle School
1225 Tates Creek Road
Lexington , KY 40502
Phone: 859-381-3533
Email: browen@fayette.k12.ky.us
Program Featured:
It’s All About Kids
Number of Years Teaching:
29 years
Degrees:
BS, Home Economics, Eastern Kentucky University,
1972
MS, Education, Eastern Kentucky University, 1976
Rank I, Supervision, Eastern Kentucky University,
1990
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Nominator's Comments
Consistency,
commitment, and intelligence describe Brenda Owen. She
teaches a diverse population to become self-sufficient.
Her family and consumer sciences classroom environment
is inviting, safe, and challenging. Students adore Brenda
and many of them write letters about her impact on their
lives. Parent volunteers are an integral part of the program.
Brenda’s department is a spectacular, state-of-the-art
facility. During a time of budget cuts, Brenda and others
convinced administrators to spend nearly $1,000,000. to
build a new room and elevator. Brenda’s colleagues
and FCS peers honor her for holistic vision and teamwork.
Further, Brenda consistently provides strong leadership
within the Kentucky Association of Family and Consumer
Sciences.
--Jacquelyn Jensen, Hazel Wilson Endowed Chair, Department
of Family and Consumer Sciences, Eastern Kentucky University
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| History
of Program |
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Exploratory
Family and Consumer Sciences is a class often requested
by students at this urban middle school located just on
the outskirts of downtown Lexington. The goal of this
class is to explore all the areas of Family and Consumer
Sciences so that all students are exposed to the essentials
of basic life skills. In this class students study consumer
education, careers and vocational studies, nutrition,
personal and family development, preparation of foods,
and basics of sewing. The intended outcome of this program
is that young men and women in our society will recognize
their values, set goals, choose a career, spend and invest
money wisely, build strong and viable families, choose
and take care of their clothing, prepare and eat nutritional
foods. All students no matter their nationality, race,
income level, intellectual level should be exposed to
basic skills essential for living a good life. And I believe
the exploratory program at Morton provides experiences
in which all students can succeed. Even though the majority
of students are from America, students from many other
countries also attend school here. Morton has students
from Russia, Japan, China, Korea, Mexico, Bosnia, South
America who all come together to learn basic living skills.
Students’ intelligence level range from gifted to
special education. I use various methods and techniques
to ensure all students learn and are successful.
Methods and Techniques
• Parent volunteer program.
Parents come and help with sewing projects and with food
laboratories. Moms and dads, grandparents, older sisters
are often found in the classroom helping students one
on one.
• Student aides/ Career Development Program. Older
students help students with class work, food laboratories,
clothing projects, and help run errands for their teacher.
There is one aide assigned for each class.
• Differentiated Learning. In order to ensure that
all students can complete an assignment, I provide differentiated
assignments. For example, when assigning the career report,
I allow students choices. They can write on one career
– a 3-page in-depth report or they could write on
three careers – a 1-page, less in-depth paper on
each career. If they have problems with writing they can
do a power point presentation or an interview with someone
in the career on video. It is important that all children
be given an opportunity to complete an assignment.
• Incentives to encourage learning. Incentives are
offered for students to turn in assignments on time, behave
well in class, and work hard on assignments. Lottery tickets
are given throughout the week for good behavior and good
work. At the end of the week, students place their name
in a drawing and receive pencils, apples, and trinkets
purchased at the dollar store.
• Thematic Learning. Recently I have used the theme,
“The Great Safari Ride, Exploring Careers in Family
and Consumer Sciences”. Students earn safari tickets
for turning work in on time or turning work in early.
Safari tickets will be given out the entire semester and
a drawing will be held a the end of the semester. The
prizes for this drawing are stuffed animals - monkeys,
lions, giraffes, and elephants.
• Morton Middle School Tutoring Program –
Middle Schoolers tutor elementary students in reading
and math. Students volunteer every morning to go to Cassidy
Elementary School to tutor students. They also help teachers.
State-Wide Assessment
Family and Consumer Science classes
fall under a broader category called Practical Living
and Vocational Studies. This category is tested statewide
every year in the eighth grade. Every student in the entire
school is enrolled in an Academic Leadership class. In
that class, one day per week is devoted to Practical Living
and Vocational Studies concepts or Arts and Humanities
concepts. Thus even if a student did not take Family and
Consumer Science they are exposed to several important
concepts in an Academic Leadership class. Learning outcomes
are tested through the Commonwealth Accountability Testing
System. In 1999, Practical Living and Vocational Studies
scores were tested at 87.31; in 2004 they were 95.52.
In 2004, those scores compared to the state average –
Morton Middle was 95.52, the state 70.22. Morton Middle
School in now third in the state of Kentucky.
Program Support
It is important to make sure
programs are continued. Morton Middle School completed
a major renovation in August 2003. During the renovation
the Family and Consumer Sciences allotted space (amount
of square footage) was questioned. Due to the foods and
clothing laboratory space requirement authorities expressed
doubt about the importance of this subject to the overall
subject requirements for middle schoolers. In addition,
due to state regulations that the counseling offices be
enlarged, it was most likely that the department would
be alloted less space or dissolved. Faculty, administrators,
and central office personnel fought for space and curriculum.
I discussed with the architect the importance of keeping
the amount of space since classes were always so large.
The Family and Consumer Sciences department was successful
in keeping the required space allotment, but not on the
first floor. It would be built on the 3rd floor of the
building (which at that time was an attic). Thus, this
new facility now has six food laboratories, six under
cabinet refrigerators, six new microwaves, five computers,
and as much space as we had on the first floor. Unique
features include a cupola, it’s own bathroom, and
elevator.
In regard to support from the community, parents, teachers,
former students, high school principals, college students,
and grandparents often finds themselves observing the
new facility, helping with sewing, or helping with foods
laboratories. Student observers and student teachers from
the College of Education and the Department of Human and
Environmental Sciences at the University of Kentucky and
Eastern Kentucky University are trained at Morton. Even
some of our students go on to choose careers related to
Family and Consumer Science. Students become chefs, interior
decorators, teachers, guidance counselors, as well as
use their basic skills becoming parents. Furthermore,
students write letters to legislators to help preserve
funds for supporting all F & CS programs. Below is
an example of a letter a seventh grader wrote to our legislators:
Dear Policymakers,
Family Consumer Science is a class that is very important
to everyone’s future. Unlike the other subjects,
it teaches you about life. Everyone needs to know how
to cook, clean, make good purchases, manage money, and
simple sewing. Family Consumer Science is a class that
is very important to everyone’s future. Unlike the
other subjects, it teaches you about life. Everyone needs
to know how to cook, clean, make good purchases, manage
money, and doctors, lawyers, accountants, electricians,
chefs, and mailmen will all need the education received
in home economics. A year of geometry may help you pass
the SAT’s, but it won’t help you when all
the restaurants close, and you need to cook dinner. How
do you fix the hem on your pants? If you made that teddy
bear in home economics, you’d know that simple sewing
technique. I love family and consumer science, you learn
how to treat people, proper etiquette, and how to choose
your checking account. Without family consumer science,
what would the world come to? Family and Consumer Science
is not only my favorite class, but also one of the most
important ones.
Even further support is
show when they share their thoughts on how this subject
can make a difference in their lives. Following is an
example: Dear
Mrs. Owen,
I think that this class is a great opportunity for students
to learn about money, sewing, cooking, babysitting,
and personal development. If you know these things,
you will probably get along better in real life.
This is what my brother said, “In elementary school,
it’s like, I want to give you a hug everyday.
In middle school it’s like, I’m holding
your hand. In high school, it’s like, I’m
still here with you. In college, it’s like, I’ll
be upstairs, call if you need me. In real life, it’s
like, BOOM! and you’re on your own.”
Morton’s diverse population is indicative of what
all schools will look like someday, and indicative of
the importance of the “No Child Left Behind”
law. Family and Consumer Sciences, the subject I teach
impacts students on a daily basis. The diverse population
allows all students an opportunity to be exposed to
other cultures. Students learn from each other. They
learn about becoming a citizen from children from other
countries. They taste foods from other country. They
learn about family life in other countries. All students
share stories about shopping for clothing, great consumer
purchases, poor consumer buys, relationship successes
as well as failures, their love of families, their sadness
upon deaths and divorce, their dreams for the future.
Family and Consumer Science affects students outlook
upon the future, their future purchases, their future
relationships, and their ability to solve problems that
may come their way. Family and Consumer Science is truly
relevant and timely in today’s society.
This exploratory program is of utmost importance to
help students prepare for the future. This program motivates
students to prepare for their role in life as they become
adults in this diverse society.
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Long
Range Plan for 7th and 8th Grade Family and Consumer Science
Class |
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| Week |
Unit |
Lessons |
Core
Content |
| 1 |
Consumer
Education |
Managing
Time, Energy, Money
Banking and Budgeting
|
A.E.-2.30,
A.E. - 2.7, A.E. - 5.4
PL.M.- 3.2.1 |
| 2 |
Consumer
Education |
How
to write a check, complete
a check register, plan a budget
|
A.E.-2.30,
A.E. - 2.7, A.E. - 5.4
PL.M.- 3.2.1 |
| 3 |
Consumer
Education |
Consumer
issues including
comparison shopping, rights,
responsibilities, advertising
|
A.E.-2.30,
A.E. - 5.1, A.E. - 5.4
PL.M.- 3.1.1, 3.1.2, 3.1.3
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| 4 |
Consumer
Education |
View
films on advertising,
Using newspaper ads compare
grocery prices
|
A.E.-2.30
A.E. - 5.4
PL.M.- 3.1.1, 3.1.2, 3.1.3
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| 5 |
Consumer
Education |
How
to conserve our natural
resources
Prepare a brochure or power point
on natural resources
Test over unit
|
A.E.-2.30
PL.M.-3.1.4
A.E.-2.33, A.E. - 1.16
PL.M.-3.3.1, 3.3.2
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| 6 |
Careers |
The
importance of work to society
Looking at clusters of careers
How work habits affect success
|
A.E.-2.36
PL.M.-4.1.1, 4.1.2, 4.1.3, 4.1.4
A.E.-2.37
PL.M.-4.3.1, 4.3.2 |
| 7 |
Careers |
Identify
interests and abilities
through testing
Resources available for exploring
careers
|
A.E.-2.36
PL.M.-4.2.1, 4.2.2, 4.2.3, 4.2.4
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| 8 |
Careers |
Taking
a look at resumes and job
application
Exploring a career or careers of
choice
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A.E.-2.38
PL.M.-4.5.1., 4.5.2
A.E. - 5.1, 5.4
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| 9 |
Foods
and Nutrition |
Nutrients
and their Importance
Food Guide Pyramid
|
A.E.-2.31
PL.M.-1.3.1, 1.4.1, 1.4.2
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| 10 |
Foods
and Nutrition |
Dietary
Guidelines
Exercise and Weight Control
|
A.E.-2.31
PL.M.- 1.4.2, 1.4.3, 1.3.4, 1.3.1
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| 11 |
Foods
and Nutrition |
How
to keep foods safe and your work area clean
Kitchen Safety
|
A.E.-2.31
PL.M.-1.6.1, 1.6.3, 1.6.4
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| 12 |
Foods
and Nutrition |
Knowing
the Tools of the Trade
Following Directions/Recipes
Principles of Grain and Meat
Cookery
|
A.E.-2.37,
2.10
PL.M.-4.3.1, 4.3.2, 4.4.1, 4.4.2, 4.4.3
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| 13 |
Foods
and Nutrition |
Measuring
Ingredients
Food Laboratory Work
Manners/Etiquette
Test
|
A.E.-2.37,
2.10
PL.M.-4.3.1, 4.3.2, 4.4.1, 4.4.2, 4.4.3
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| 14 |
Sewing
Projects |
How
to make a stuffed animal
sewing project
|
A.E.
- 2.29 |
| 15 |
Sewing
Projects |
How
to thread a needle, how to sew a running stitch
and make a small pillow.
|
A.E.
- 2.29 |
| 16 |
Sewing
Projects |
Stuffed
Animal Project completed |
A.E.
- 2.29 |
| 17 |
Personal
Development/
Family Relationships
|
Improving
Family Relationships
Friendship
|
A.E.-2.29,
5.1, 5.4, 5.5
PL.M.-1.1.1, 1.1.2, 1.1.3 |
| 18 |
Personal
Development/
Family Relationships
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Building
Strong Families
Handling Challenges in Families
|
A.E.-2.29,
5.1, 5.4, 5.5
PL.M.-1.1.1, 1.1.2, 1.1.3 |
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Lesson
Ideas
Career Report
Home Project
Make a Family Tree
Teen Issues brochure
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