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Home and Career Skills 6 Workbook Name;___________________________________

Middle School Topics covered in Home and Career Skills Grades 6-8

Grade 6 TopicsCommunication

Human Development Family/Parenting (Babysitting Skills)

Food Preparation

Family and Consumer Sciences Department

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Teacher: Ms. CampbellMiddle School Units by Grade

6th Grade 7th Grade 8th Grade

Communication

Human Development

Family and Parenting

Food Preparation

Time Management

Decision Making

Consumerism

Nutrition

Clothing Management(Hand Sewing Skills)

Career Exploration

Financial Management

Clothing Management (Machine Sewing Skills)

Personal Environment

High School Courses in Family and Consumer Sciences Department

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Unit 1: Introduction to Communication Skills

Directions: Next to each letter, write down a form of communication that starts with the letter

COMMUNICATION

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NotesWhat is Communication:

What is Verbal Communication:Examples:

What is Non-Verbal Communication:Examples:

What is Body Language:Examples:

BRING YOURSELF IN A BAG PROJECT

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The first thing we will study in Home and Career Skills is the concept of communication. In order to practice effective communication skills, we will have some fun doing the following:

Take the bag given to you in class and fill it with 3 items. These items will help you to introduce yourself to our class.

We will be sharing 3 facts about ourselves with the items we bring in the bag along with a verbal description of each.

3 items that will represent:

1) A GOAL you have2) A Personal Value or something important to you3) One thing you like to do when you are not in school

You may place actual items in the bag, but photos and drawings can also be used. Bring the bag to class and take the contents of the bag home as soon as you have had your turn to

share. Be sure your name is on the bag.

Grade:

You will receive 3 grades for this exercise:

1) The bag with three items to show the class2) Verbal Presentation sharing your items with the class3) Completed audience chart

Oral Presentation Rubric (15 Points) Communication Bag

#1: To begin your presentation, introduce yourself to the class

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1 2 3#2: Speak Clearly and loud enough for everyone to hear

1 2 3#3: Show and Tell class about 3 objects you brought in

1 2 3 #4: During your presentation, Explain to the class how your objects connect to your goal, personal value, and activity outside of school

1 2 3 #5: Ready with project, ready to present on time.

1 2 3 Total _____/15

Cycle of Communication:Label the diagram with the following:

Sender, Receiver, Message, Feedback, Noise

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Sender:____________________________________________________________________________________________________

Receiver:___________________________________________________________________________________________________

Message:___________________________________________________________________________________________________

Feedback:__________________________________________________________________________________________________

Noise:_____________________________________________________________________________________________________

Sender/Reciever practice

Directions: As you watch the following clip, identify the following information from the clip and what you know about communication:What was the sender’s job in this clip?

What was the receiver’s job in this clip?8

What were three examples of feedback that you saw?1)2)3)

What were 3 examples of Noise that you observed?1)2)3)

What were two things the winning team did that helped them be more successful than the other teams?

1)2)

What were two examples of bad communication you saw?1)2)

Constructive Communications:

1) Try to make an effort to understand what the other person is saying.

2) Encourage the other person to talk

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3) Accept the other person’s right to have a different opinion.

4) Keep an open mind to new ideas.5) Say what you mean—be clear but not hurtful.

Improving Communications:

1)Listen to what others are saying. 2)Respect the other person even if you don’t agree with them. 3)Have an equal exchange of ideas. 4)Don’t get hung up on one topic. 5)Accept and settle differences. 6)Be aware of your tone, body language, and grammar.

Nonverbal Communication

How something is said is often more important than what is said.

Do you think that people communicate with you just in words? On the surface it may seem that way, but if you really

Communication specialists tell us that when we send a message:● 55% of the message is

communicated through body 10

examine all the communication you receive you will probably be surprised at how much information you get from others without a word being spoken.

language.● 38% is communicated through

tone of voice● 7 % is communicated through

words

What’s the real message?You ask your friend “What’s wrong?” She shrugs her shoulders with a shaky voice says, “Oh nothing…I’m okay.” What is she really communicating.

You are watching a hockey match. You can’t hear any of the words being exchanged, but you see a player standing within inches of a referee. The two are staring with intense, fixed expressions, their eyes glaring, and their movement short, jerky, and intense. What are they communicating?

You communicate with your body all the time, too. As you react emotionally to events in your life, your body takes on different postures and positions. Think of a time recently when you experienced the emotions listed below. What did you do with your body? How do you think your body looked to others? Describe your body language:

Embarrassment: ________________________ ________________________________________________________________________

Nervousness: ____________________________________________________________________________________________________

Excitement: _____________________________________________________________________________________________________

Boredom: _______________________________________________________________________________________________________

COMMUNICATION ROADBLOCKS

1) What is meant by the term roadblock?

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2) WHAT ARE SOME EXAMPLES OF COMMUNICATION ROADBLOCKS:

●_________________________________●_________________________________●_________________________________●_________________________________●_________________________________●_________________________________●_________________________________3) Choose one of the roadblock examples and tell

how you could react to it by using an “I” statement.

______________________________________________________________________________________________________

HarassmentDefine the Term Harassment: Tips to Deal with Harassment:

“Rileytown” Example: 1. What does “Rileytown” refer to? Who made it up?

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1. How did her friends know something was wrong?

1. Why did Riley call Maya a Bully?

1. How did Riley deal with her problem?

1. What did you like about how Riley/her parents/her friends handled the situation?

1) Is there any other advice you think you would give to Riley or someone similar in this situation?

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Unit 2: Human Development and Family/Parenting

Childhood memoriesMy Birth Date My Birth Time

of DayMy Birth Place (City/State)

My Family members

My Birth Length My birth Weight

First word or phrase

Favorite security item

Favorite Toy First Song

First Steps (Where)

Childhood Collection

Favorite book Favorite Movie

Best Friend Favorite Thing to wear

Favorite Food Other?

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CONFUSED CATHY

“I’d love to babysit on Friday, Mrs. Johnson”, Cathy said into the telephone.

“Please be here at 7:00 p.m. so I can tell you everything you’ll need to know. I must leave for the meeting by 7:30 p.m.,” Mrs. Johnson replied.

On Friday afternoon Cathy washed her hair, blew it dry and grabbed her curling iron before leaving for the Johnson’s. She couldn’t remember exactly when she was supposed to be there, but 7:30 should be close enough.

On the way to Mrs. Johnson’s, Cathy was planning what she would do when the children were in bed. She wasn’t sure how many children there were, but she just planned to let them do what they wanted and everything would be alright.

When Cathy arrived, Mrs. Johnson was not very pleasant.

“Cathy! I needed you to be here at 7:00. Now I won’t have time to tell you everything, so I’ve written all the instructions on this paper. Please read it carefully. The children are hungry. Please don’t give them any snacks until you fix dinner. I have to run now. Good luck!”

Mrs. Johnson was gone. She quickly looked through the list:There is a casserole in the refrigerator for dinner.James is allergic to cherries, don’t let him eat them.The older children need to bathe.The baby is asleep but will need his diaper changed when he wakes up. His

bottle is in the refrigerator. Warm it in hot water—NOT IN THE MICROWAVE.The children know to pick up their toys when they are finished playing, but

usually need reminded to do so.

Cathy placed the list on the edge of the table and went to curl her hair. She thought Mrs. Johnson sure expected a lot from as babysitter.

Of course, the children began fighting. Cathy was annoyed because she wanted to get her hair curled. She yelled at them to be quiet and slammed the bathroom door shut.

After curling her hairs, Cathy forgot to unplug the curling iron. She went into the kitchen because she was hungry. The children followed her, whining for something to eat. Cathy forgot the list Mrs. Johnson had left and just started cleaning out the refrigerator, giving the children anything they thought looked good. James wanted cherries, Susan wanted a piece of pie and Joshua wanted a jam

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sandwich. Cathy rummaged through the cupboard until she found some chips and they all just ate whatever they wanted.

The baby started crying. Cathy went and picked him up. He didn’t smell very pleasant, but she just tried to ignore it. When he kept crying, she decided he was hungry and wondered what to feed him. James told her the baby’s bottle was in the refrigerator. Cathy went to get the bottle and stuck it in the baby’s mouth. He kept pushing it away. The other children laughed and explained to Cathy that baby’s like their bottles warm. Cathy was embarrassed and warmed the bottle in the microwave. The baby like the bottle and was quiet, so Cathy put him back in bed with his bottle.

She told the other kids to brush their teeth and go to bed. Susan went in the bathroom and tried to brush her teeth, but Cathy’s curling iron was in the way. She picked it up to move it and burned her hand. When she went screaming down the hall, Cathy was talking on the telephone to her friend. She told her friend to wait a minute and took Susan into the kitchen where she rubbed butter all over the burn. Susan was still crying, but Cathy told her to go to bed. She went back to her telephone conversation.

The boys wouldn’t go to bed. Cathy asked her friend to come over and help her. She hung up the phone and went to send the boys to bed. James looked funny. His lips were swollen and he was breathing heavy. She didn’t know what to do. What could possibly be wrong? Just then she heard the door open. She yelled, “Oh, hi Stacey. Come in these kids are monsters!” When she turned around, there stood Mrs. Johnson.

Mrs. Johnson explained, “The meeting ended early. Good bye Cathy. I won’t be calling you again.”

Directions: Write down 10 problems with Cathy and her child care habits.

1)________________________________________________________________________________________

2)________________________________________________________________________________________

3)________________________________________________________________________________________

4)________________________________________________________________________________________

5)________________________________________________________________________________________

6)_______________________________________________________________________________________

7)________________________________________________________________________________________

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8)________________________________________________________________________________________

9)________________________________________________________________________________________

10)______________________________________________________________________________________

NEEDS AND GUIDANCE OF CHILDREN

1. Physical Needs – Large Motor Skillsa. ____________________________________b. ____________________________________c. ____________________________________d. ____________________________________

2. Phsyical Needs-Small Motor Skills 3. Mental Needsa.________________________________b.________________________________c________________________________

a._________________________________b.________________________________c. _________________________________d._________________________________

Emotional Needs Types of Child Abusea. ______________________________b. ______________________________

a. _________________________________b.__________________________________c. _________________________________d. _________________________________

4. Discipline Guidelines1. 2.3. 4.5. 6.5. 6.7. 8.

Solitary Play Parallell Play

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Cooperative Play Pretend Imaginative Play

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SPOT THE SAFETY HAZARDS

BLEACH WADING POOL GRAPESMEDICINES DRY CLEANER’S BAG BABY POWDERMARBLES OLD FREEZER PANS ON STOVEHOT DOGS VITAMIN PILLS MATCHESSTAIRS CRIB BALLOONHONEY BICYCLE LIFE SAVERS CANDYBABY BOTTLE STOVE ROPECOINS STREET HIGH CHAIRHEATERS LAMP IN THE BATHROOM STUFFED DOG WITH BUTTON EYESAUTOMATIC DISHWASHER SOAP ELECTRICAL OUTLET

Toy Safety Developmentally Appropriate Toys1. Toys should be age appropriate2. Clean: Easy to clean3. Non-Toxic and Non-Flammable4. Unbreakable, no sharp edges5. Too Large to Swallow, no small

parts

*** Toilet Tissue Tube Rule?**

6. Check Stuffed animals for loose parts

7. No toys with strings or cords near playpens or cribs

8. Safety helmets and equipment for older children

9. No long cords

Children learn about the world by: -interacting with other people -Playing with toys -Exploring materials

Characteristics of appropriate toys:-appropriate for age of child-durable-high level of involvement-non-violent-safe-encourages development-large motor (full body movement and coordination)- small motor (hand/finger coordination)- language-social-sensory- intellectual (cognitive)

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FUN!!Family TypesDirections: Match the name of the family type with the description.

Choices CorrectLetter

Description

A. Childless Family

Mom, Dad, and their biological children all living in the same house.

B. Blended Family Children living with their mother or their father. The children may also go back and forth. One parent takes care of their children on their own.

C. Foster Family Two families groups combine to make a newly merged family. This could be a single mother who marries someone new, or a single father who marries someone new.

D.

Nuclear Family Family members could include aunts, uncles, cousins, grandparents, nieces, and nephews

E. Single Parent Family

Two people who are married, but do not have any children.

F. Adoptive Family

Children who need a place to stay live with a family temporarily.

G.

Extended Family

When people become the legal guardians for a child who needs a home.

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Look…A Babysitter

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Unit 3: Food Preparation

Jamie Oliver Video ClipWhat is wrong problems do you see in this video clip:

What should she have done differently:

What is Cross Contamination?

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What is the Temperature Danger Zone _________________________ to _________________________

What happens when bacteria in food when it is in the freezer?

What happens when bacteria in food is in the refrigerator?

What happens when bacteria in food is heated above 140 degrees?

What happens to bacteria in the Temperature danger zone?

What 4 elements need to be present for Bacteria Growth?1)

2)

3)

4)

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_____________________________________________________________________________

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Measuring Ingredients

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Kitchen EquipmentDirections: Match the next few pages of common kitchen equipment with the term in the box below. Use each term one time.

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Table Setting

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Manners and Etiquette: Table Manners

Underline The word or words that make the sentence read correctly.

Sit comfortably at the table, with your feet (on the chair) (around the chair) (on the floor).

Begin to eat (as soon as you are seated) (when everyone has been served) (when you are served).

Food should be taken from the (the side of the spoon) (the tip of the spoon) (either the side or the tip of the spoon).

While you are eating, keep (the elbows on the table) (one elbow on the table) (the elbows off the table).

It is proper to (talk with your mouth full of food) (chew with your lips open) (chew with your lips closed).

Keep knife and fork after they have been used (on the plate) (on the table) (either on the plate or the table).

Spoons are used for (sipping beverages) (tasting beverages) (eating mashed potatoes).

When you pass your plate for a second helping, the silverware should (be taken from your plate) (left on your plate) (held in your hand).

When bread is served at the meal (butter a whole piece at a time) (cut piece in half and butter it) (break off a small piece and butter it).

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Toothpicks should (be on the table) (be passed) (be used in private).

Used silverware is (sometimes placed on the tablecloth) (never placed on the tablecloth) (placed with handles on the tablecloth).

When food you dislike is served to you (do you take it) (eat what you can) (tell the hostess you do not like it).

It (is proper) (is not proper) (is sometimes proper) to cut all the meat on the plate before starting to eat.

Relishes taken from a relish dish (should be placed) (should never be placed) (are sometimes placed) on the tablecloth.

In using a soup spoon, dip the spoon (toward the front of the bowl) (towards the back of the bowl) (either the front or the back of the bowl).

When you have finished eating, place the knife and fork (on the table) (on the plate) (neither on the plate or the table).

(Push your plate back) (Push your plate to one side) (Leave your plate in place) when you have finished eating.

At the close of the meal, place your napkin (on the table) (on your chair) (on your plate).

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