The Inside-Out Bag - Nasco

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Might be OK if it results in reward Not always successful, but tried again of class/group. “I guess I could try it.”
Volume 11

Clothing & Textiles/Career, Community, & Life Connections

FCS Lessons The Inside-Out Bag

Grade Levels: High School National FCS Standards:

• Demonstrate skills needed to produce a textile product or apparel. • Demonstrate work ethic and professionalism.

Objectives:

Students will… • Investigate “key components” of work ethic and relationship to multiple adult roles. • Construct a fiber arts project as a means to assess their work ethic and further develop a major component of work ethic.

Essential Questions:

• How does a person’s work ethic impact their role as family member, student, employee, and citizen? • How does a person’s work ethic evolve?

Career Cluster (& Pathways):

Applicable to all clusters and pathways.

FCCLA Connections:

• Program, Power of One – Unit, Working on Working • Program, Leaders at Work • Program, Career Connection – Unit, Access Skills for Career Success • Program, STAR Events – Recycle and Redesign Event

Materials List:

• Career Resource Regarding Work Ethic • Write-On Cling Sheets (35 sheets) (9708303H) • 1 Charm Pack or 16 Coordinating 5" Squares for Outer Bag • 16 Coordinating 5" Squares for Inside Bag • ¼ Yard of Coordinating Fabric for Straps • ¼ Yard Low-Loft Fusible Batting (WA21041H) • 1 Spool Coordinating Thread • Rotary Cutter and Mat Set (WA12676H) • Sewing Machine & Bobbins • Iron & Ironing Board • Assorted Sewing Accessories (Student Starter Kit: WA26033H) • Assorted Clothing Construction Resources Found in Classroom

Bag instructions and enhancements at www.eNasco.com/page/insideout

1-800-558-9595 Go to www.eNasco.com/fcs

Lesson Developed by Catherine Lader, Retired FACS Teacher & FCCLA Adviser Pattern Developed by Pat Riley, Life’s a Stitch Quilt Shoppe

For additional FREE lesson plans go to… www.eNasco.com/fcs

Day 1

Day 8

List sayings related to work ethic — the early bird gets the worm, hard work never hurt anyone, etc. What do students think when they hear these and the term work ethic? Create a web on newsprint with major components of work ethic, based on career resources. Introduce Inside-Out Bag Project (located at www.eNasco.com/page/insideout). Display product, distribute directions, and review location of supplies and safety procedures. Student Assignment: Be prepared to explain what work ethic has to do with bag project.

Complete project – Steps 11-14. Complete the summary questions on the “Criteria for Quality Production” activity pages, place in the bag, and hang up in the room.

Day 2 Upon entering the room, students write their responses to three statements using write-on cling sheets: • I am most productive when… • I am least productive when… • I am most likely to take initiative when… Discuss how work ethic relates to the bag project and the elements that impact student productivity. With a partner, read project directions and ask clarifying questions. Complete Step 1.

Day 3-7

Day 9 Have a panel consisting of representatives from businesses and service agencies. Students discuss work ethic and job performance with panel members. Write a summary of the panel’s comments.

Day 10 Debrief about panel comments. With a partner, develop a poster that would engage the student body to think about work ethic — draw slips of paper to learn the focus for the poster (i.e., Does Work Ethic Matter?, Work Ethic IQ, etc.). During work time, partners meet with the teacher to present their Inside-Out Bag, overall rating of the product, and insights from “Criteria for Quality Production” activity pages.

Day 11 Complete posters, share with the class, and identify placement in school hallways. Determine how to engage students and staff in thinking about work ethic — discuss what could you take from this class and apply in other life roles?

Distribute “Criteria for Quality Production” activity pages (located at www.eNasco.com/page/insideout) for daily use by students. Measure the quality of work by listing the criteria for each step completed. Develop criteria for Step 1 together. Complete Steps 2-10 during the next four class periods.

For Lesson Enhancements, go to www.eNasco.com/page/insideout

1-800-558-9595 www.eNasco.com/fcs

NP272-09 Printed in USA December 2009

Volume 11

Clothing & Textiles/Consumer Education

FCS Lessons

The Quarters & Borders Bag Grade Levels: Middle School National FCS Standards:

Design and/or analyze a consumer product.

Objectives:

Students will… • Construct a fiber arts accessory to gain consumer skills. • Identify quality control standards for a fiber arts project and the process. • Apply knowledge of fiber arts construction to a future purchase.

Essential Questions:

• How would you apply what is learned through construction of a fiber arts accessory to making informed consumer choices? • What are the consequences of adequate, and lapses in, quality control of consumer products/services?

Career Clusters (& Pathways):

• Arts, A/V Technology and Communications (Visual Arts) • Human Services (Consumer Services)

FCCLA Connections:

• Program, Financial Fitness — Unit, Consumer Clout • Program, STAR Events — Entrepreneurship • Program, Power of One — Unit, Working on Working

Materials List:

• 2 “Fat Quarters” of Coordinating Fabric • 1¼ Yards Sof-Shape® (WA09548H) • 1 Spool Coordinating Thread • 4 Buttons (optional) • Judging Clothing Workmanship DVD (WA26167H) • Rotary Cutter and Mat Set (WA12676H) • Sewing Machine & Bobbins • Iron & Ironing Board (WA11748H) • Assorted Sewing Accessories (Student Starter Kit: WA26033H) • Assorted Clothing Construction Resources Found in Classroom: - Sewing Tools Poster (WA22923H) - Sew Teen Book (WA25104H) - FCS Comprehensive Text

Bag instructions and enhancements at www.eNasco.com/page/qandb

1-800-558-9595 Go to www.eNasco.com/fcs

Lesson Developed by Catherine Lader, Retired FACS Teacher & FCCLA Adviser

For additional FREE lesson plans go to… www.eNasco.com/fcs

NOTE: Add 2 days to the lesson plan for students who need to learn how to thread the sewing machine.

Day 1

Day 7

Students bring examples of fiber arts products to class. Students exchange fiber arts products and, with a partner, use one side of an “oversized” hangtag per product to list criteria they would use when shopping for this item. Include how much they would be willing to pay. Present criteria and display hangtags. Distribute project directions for Quarters & Borders Bag (located at www.eNasco.com/page/qandb). Locate resources and equipment to use and read posted safety procedures.

Students discuss — What is quality control? How might quality control impact consumers? Pick up the over-sized hangtags. While watching the Judging Clothing Workmanship DVD, add additional “buying points.” With partner, complete “Quality Control Checker” activity sheets (located at www.eNasco.com/page/qandb).

Day 2 Students draw a 3-column chart with the headings: Skills Learned (i.e., stitching square corner), Terms Defined (i.e., selvage), and Consumer Role (i.e., check stitches per inch). Spend time during each class completing the three columns. This is your daily log. Complete Steps 1 & 2 of directions.

Days 3-6 Review threading of sewing machine. Complete steps 3-13 during four days. Add to 3-column daily log at the end of each class period.

Day 8 With a partner, assume the role of “Quality Control Checker” — pick up your oversized hangtag. Identify one item of clothing or accessory students purchase and list criteria you would use as a checker to determine quality of product. The class writes a group summary, including the pros and cons of being well informed about product buying points, becoming a well-informed consumer, consumer insights gained through the unit, and how quality control impacts consumers. Prepare to meet with the teacher to discuss the bag project and “Quality Control Checker” activity.

For Lesson Enhancements, go to www.eNasco.com/page/qandb.

1-800-558-9595

www.eNasco.com/fcs

Volume 11

Inside-Out Bag

Lesson Enhancements Developed by Catherine Lader, Retired FACS Teacher & FCCLA Adviser Encourage students to… •

Coach/assist with an elementary or middle school team. How will they motivate others to be responsible and take initiative?



Share with an adult a major work ethic component they want to improve/strengthen. Have them ask the adult to provide input as they further develop this component.



Get involved in a service project and work with new people. Have them observe how an individual’s work ethic impacts them, the progress of the group, and the degree of compatibility.



Utilize work ethic materials in their school achievement portfolio.

You can also… •

Use this unit as a basis for an entrepreneurship simulation.



Use an electronic message board at school to encourage students to “Get the FACS” through classes being taught.



Use posters and peer assistants in class to help you encourage thinking about work ethic.



Volume 11 Nasco FCS Lesson The Inside-Out Bag

Criteria for Quality Production

Directions: Identify what a quality product would look like with each step completed.

Step # Prior to Step 1 1

2

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14

Criteria Fabric selected for outer bag coordinates Fabric selected for inner bag coordinates Handle fabric coordinates with both inner & outer fabrics Fabric squares measured & cut accurately

Self Rating

• How will you rate your work? Will you use descriptors or numbers or symbols? If you were on the job, how would you want your work to be rated?

• Highlight the criteria you found most challenging. Why did you find them challenging?

• Underline the criteria that were the most fun for you to complete. Why was that?

• Place a  by the step number where you demonstrated initiative. Place a * by the step(s) where you learned something new.

• Which step took the most time? Why?

• Which was more important to you: the quality of a product you made or the work ethic component(s) you demonstrated during the process? How will your work ethic impact your success/accomplishments as a family member, student, employee, and citizen?

Inside-Out Bag Project Work Ethic Continuum Responsibility/Initiative

Instructions: A continuum is an ongoing line that extends both to the right and left without stopping. A continuum may be used to chart our progress towards a goal. Each day for two weeks, measure your responsibility/initiative throughout the day. Include examples from FCS class 50% of the time. Most students have responsibilities to fulfill, even if they are not related to business. Maybe you have to drop off a younger brother at school, or clean the garage, or practice your musical instrument every day. Your responsibilities include anything that you are expected to do. To be responsible means you are self-disciplined to see the job through until the end. Initiative is defined as knowing what to do, and doing it, without being told or reminded. A focused employee who demonstrates initiative on a regular basis is likely to be promoted. Measure your degree of responsibility/initiative by shading in the continuum, identifying the date, and describing an example from your life. You may use school days and/or the weekend. ************************************************************************************************************************************ Day #1 Date: ____________________________________________________________________________________________ ____________________________________________________________________________________________ Not a clue Sporadic use of initiative Jumping ahead by trying to use Wise as an owl Confused Unsure of its value initiative on a regular basis Using initiative to help further success “What’s this all about?” Might be OK if it results in reward Not always successful, but tried again of class/group “I guess I could try it.” “I think I can do this.” Humble about efforts “Oh, it was nothing.” Example:

Day #2 Date: ____________________________________________________________________________________________ ____________________________________________________________________________________________ Not a clue Sporadic use of initiative Jumping ahead by trying to use Wise as an owl Confused Unsure of its value initiative on a regular basis Using initiative to help further success “What’s this all about?” Might be OK if it results in reward Not always successful, but tried again of class/group “I guess I could try it.” “I think I can do this.” Humble about efforts “Oh, it was nothing.” Example:

Day #3 Date: ____________________________________________________________________________________________ ____________________________________________________________________________________________ Not a clue Sporadic use of initiative Jumping ahead by trying to use Wise as an owl Confused Unsure of its value initiative on a regular basis Using initiative to help further success “What’s this all about?” Might be OK if it results in reward Not always successful, but tried again of class/group “I guess I could try it.” “I think I can do this.” Humble about efforts “Oh, it was nothing.” Example:

Day #4 Date: ____________________________________________________________________________________________ ____________________________________________________________________________________________ Not a clue Sporadic use of initiative Jumping ahead by trying to use Wise as an owl Confused Unsure of its value initiative on a regular basis Using initiative to help further success “What’s this all about?” Might be OK if it results in reward Not always successful, but tried again of class/group “I guess I could try it.” “I think I can do this.” Humble about efforts “Oh, it was nothing.” Example:

Day #5 Date: ____________________________________________________________________________________________ ____________________________________________________________________________________________ Not a clue Sporadic use of initiative Jumping ahead by trying to use Wise as an owl Confused Unsure of its value initiative on a regular basis Using initiative to help further success “What’s this all about?” Might be OK if it results in reward Not always successful, but tried again of class/group “I guess I could try it.” “I think I can do this.” Humble about efforts “Oh, it was nothing.” Example:

Day #6 Date: ____________________________________________________________________________________________ ____________________________________________________________________________________________ Not a clue Sporadic use of initiative Jumping ahead by trying to use Wise as an owl Confused Unsure of its value initiative on a regular basis Using initiative to help further success “What’s this all about?” Might be OK if it results in reward Not always successful, but tried again of class/group “I guess I could try it.” “I think I can do this.” Humble about efforts “Oh, it was nothing.” Example:

Day #7 Date: ____________________________________________________________________________________________ ____________________________________________________________________________________________ Not a clue Sporadic use of initiative Jumping ahead by trying to use Wise as an owl Confused Unsure of its value initiative on a regular basis Using initiative to help further success “What’s this all about?” Might be OK if it results in reward Not always successful, but tried again of class/group “I guess I could try it.” “I think I can do this.” Humble about efforts “Oh, it was nothing.” Example:

Day #8 Date: ____________________________________________________________________________________________ ____________________________________________________________________________________________ Not a clue Sporadic use of initiative Jumping ahead by trying to use Wise as an owl Confused Unsure of its value initiative on a regular basis Using initiative to help further success “What’s this all about?” Might be OK if it results in reward Not always successful, but tried again of class/group “I guess I could try it.” “I think I can do this.” Humble about efforts “Oh, it was nothing.” Example:

Day #9 Date: ____________________________________________________________________________________________ ____________________________________________________________________________________________ Not a clue Sporadic use of initiative Jumping ahead by trying to use Wise as an owl Confused Unsure of its value initiative on a regular basis Using initiative to help further success “What’s this all about?” Might be OK if it results in reward Not always successful, but tried again of class/group “I guess I could try it.” “I think I can do this.” Humble about efforts “Oh, it was nothing.” Example:

Day #10 Date: ____________________________________________________________________________________________ ____________________________________________________________________________________________ Not a clue Sporadic use of initiative Jumping ahead by trying to use Wise as an owl Confused Unsure of its value initiative on a regular basis Using initiative to help further success “What’s this all about?” Might be OK if it results in reward Not always successful, but tried again of class/group “I guess I could try it.” “I think I can do this.” Humble about efforts “Oh, it was nothing.” Example:

Essential Questions

Word process answers to these questions and staple to packet. A.

How would you define and/or describe work ethic to someone else?

B.

How do individual’s work ethics compare?

C.

How do individual’s work ethics contrast?

D.

How do people portray their work ethic — may use three-column chart. Sounds Like

Looks Like

E.

What approach would you use when working on a cooperative group project at school, and the group member’s work ethics are not similar? What situations might arise? What would you do?

F.

How could you apply what you’ve learned about work ethic to two roles (outside of school) in your life?

G.

How is your work ethic related to: a. Self-worth? b. Goal achievement? c. Ability to work in a group? d. Attitude?

H.

What changes to your work ethic would you recommend? Why?

Volume 11 Nasco FCS Lesson The Quarters & Boarders Bag

Quality Control Checker Job Description Checks the quality of supplies used and workmanship. Will not allow personal preferences for color and other art elements to influence their assessment. Confirms or rejects a product based on it meeting the needs of intended use. Instructions: Each student completes a chart based on what they have learned during this project. Your lists may include more than five standards — prioritize them and write down only the top five standards in each column.

Product Standards e.g., fabric colors go together

Process Standards e.g., used iron on stable surface and stored on base when not in use.

1.

1.

2.

2.

3.

3.

4.

4.

5.

5.

Now assess your product using the product standards you listed and the code below. Write the code you choose for each standard in the left margin of this paper. + completed skillfully (i.e., straight stitching, 90° corners, 12-15 stitches per inch, 3" opening neatly sewn shut, pressed — no folds or wrinkles) OK satisfactory (i.e., stitching straight most of time, corners are square, opening has unstitched segment, 10 stitches per inch, fold lines visible) NI needs improvement (i.e., stitching uneven, stitch size is large — 6 to 8 stitches per inch, opening unstitched, not pressed, handles not edge stitched) Once you have completed your assessment, fold the left margin under so it can’t be seen. Share your standards chart and project with a classmate. Read over each other’s product standards and check for understanding. Assume the role of quality control checker, and assess their project using the five product standards on their paper and the code. Write your assessment on a self-adhesive note and stick it to their paper. Compare and contrast each other’s assessments. On your own chart, assess your process standards and use the code. Place this paper in your bag as you prepare for a project conference with the teacher.