Course Profile
Integrated Technologies, Grade 9 open, Public
Unit 5: Hospitality and Tourism/ Health and Personal Services
Activity 1 | Activity 2
| Activity 3 | Activity 4
Unit Developer(s)
Deb Jago, Patricia Burns
Simcoe County District School Board: Lead Board
Development Date: July 1999
Students investigate four very different and distinct activities in the Hospitality, Tourism and Personal Services technologies, incorporating computer use into the activities. These activities may be conducted in any order. This unit helps students become aware of career opportunities, educational programs, and opportunities for co-operative education in the areas of Tourism, Hospitality and Personal Services.
Strand(s): Theory and Foundations, Skills and Processes, Impact and Consequences
Overall Expectations: TFV.01X, TFV.02X, TFV.03X, TFV.04X, SPV.01X, SPV.02X, SPV.03X, SPV.05X, ICV.01X, ICV.02X, ICV.04X ICV. 05X.
Specific Expectations: TFS.01X, TFS.03X, TFS.04X, TFS.08X, SPS.01X, SPS.02X, SPS.03X, SPS.04X, SPS.05X, SPS.07X, SPS.08X, ICS.01X, ICS.03X, ICS.05X, ICS.06X ICS.07X.
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Activity 1 |
Create a Promotional Travel Brochure |
330 minutes |
|
Activity 2 |
Personal Grooming and Skin Care Procedures |
330 minutes |
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Activity 3 |
Career Research Booklet |
330 minutes |
|
Activity 4 |
Planning a Theme Celebration |
330 minutes |
Teachers ensure all necessary references, equipment, and resources listed in each activity are available for students' use. Materials for review, activities, and research may be obtained from a variety of sources including web site addresses, school libraries/resource centres, and public libraries; as well, teachers should become familiar with computer programs available to the students. Students and teachers benefit from contacting local businesses in the Hospitality, Tourism, and Personal Services industry for support in conducting the various activities. These community members provide students with insight into career opportunities and education requirements, and potentially offer students co-operative education learning opportunities in Grades 11 or 12. Teachers perform the activity before implementation to familiarize themselves with all necessary safety considerations and to ensure that all facility, equipment and material requirements are available.
Students know how to operate some computer programs, open, save and exit as a minimum requirement. By Grade 8, students have learned to communicate procedures and results of investigation for specific purposes to specific audiences, using a variety of mediums, including written notes, drawings, and oral presentations. For the skin care activity students describe the organization of cells into tissue, organs, and systems; and describe the needs and functions of various cells and organs in relationship to the need of the human body as a whole. In all technology facilities students know safe and sanitary procedures.
This unit incorporates a variety of teaching and learning strategies, including teacher-directed activities, individual learning activities, group work, and co-operative learning strategies. The teacher provides students with the information, resources and guidance necessary to complete each task safely with maximum opportunity for success. Students are provided with opportunities to work independently and in groups to perform the following tasks: problem solving, brainstorming, report writing, assessing projects, and making classroom presentations. Activities should be modified to meet the needs of all learners by applying various accommodations, such as: allowing increased time for activities, enhancing or compacting content, assisting during evaluation processes, and facilitating peer-tutor assistance where possible.
Methods of assessment and evaluation include a wide variety of approaches to enhance student learning. Assessment methods include: student-designed assessment criteria, performance assessments such as projects and skill demonstrations, personal communication, assessment processes such as instructional questions and answers, conferences, classroom discussions, journals, or log books, and standardized tests such as classroom tests or examinations. Each activity contains a sample rubric for assessment, which may be used by the teacher and/or student.
Resources required for this unit include: computers equipped with word-processing software, graphics software, Internet facilities, cooking equipment, groceries (optional for facial), a colour printer, and skin care products. Furthermore, each activity contains references to information such as researched web site addresses.
Time: 330 minutes
Students follow a design process (see Appendix 1) to create a travel brochure that promotes tourism in their local community or region. As students research and gather information for the brochure they identify the roles of hospitality and tourism sectors in their own community and related career opportunities. In developing the brochure students enhance their communication skills using a variety of mediums while reflecting on the unique qualities of their own community or region. Students select a target audience for the brochure (usually visiting families with school aged children).
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations: TFV.01X, TFV.02X, SPV.03X, IC1.07X.
Specific Expectations: TFS.01X, TFS.03X, TFS.08X, SPS.01X, SPS.03X, SPS.04X, SPS.07X.
Gather samples of brochures from sources such as the local Chamber of Commerce, travel agencies, and government tourism offices to help students research local hospitality and tourism attractions and opportunities in their community. Many large hotels and resorts display brochures of local attractions. Students refer to historical or geographical references to gather information on local attractions. Students use these collected brochures to identify local attractions as well as analyse features of a well-designed brochure.
Students develop (or are provided) a list of characteristics of an effective brochure, along with the physical specifications of the finished copy (e.g., letter-sized paper). Students who have not used a computer program receive handouts illustrating the tools and features of programs such as CorelDRAW™, WordPerfect, Microsoft Word, and Microsoft Publisher. Provide sample brochures to illustrate common features and help clarify the task for learners who need additional guidance and concrete examples. Teachers confirm in advance what materials and processes are available for students to research, design, and produce their brochures. Brochure development may involve components such as visits to local attractions, Internet access, and the use of computer graphic equipment and software, photocopiers, paper, coloured papers, etc.
Computer equipment recommended for brochure development include computers with CorelDRAW™, WordPerfect, MS Word, or MS Publisher, and a printer (colour capabilities offer more design options). Optional but not essential equipment includes a scanner, digital camera, and video camera (to show students local features of interest).
Participants know how to open, save, and exit computer programs. By the end of Grade 8, students have learned to communicate procedures and results of investigation for specific purposes and to specific audiences using a variety of mediums, including written notes, descriptive drawing, and oral presentations. Students are aware of the design process.
Teachers provide students with examples of brochures from a number of different sources. They discuss and analyse the materials. The class participates in a brainstorming session to identify what makes the brochures effective as marketing tools. Teachers introduce elements of design at this point (see Appendix 1). Discussions about the use of white space, rhythm, balance, and fonts help students as they design their own brochures. Teachers may refer to the Memo Pad activity for specific information about the graphic design process.
Students research tourism opportunities in their community by accessing telephone directories, family and friends, municipal and provincial hospitality and tourism offices, local attractions, etc. Students may also visit local tourist venues, including hotels, restaurants, and attractions, to speak with members of the industry. They use a wide variety of research materials, including school and community libraries, the Internet, the local Chamber of Commerce, the Visitor and Convention Bureau, and local community figures. Teachers emphasize the procedures students must follow in order to use the Internet appropriately.
Students follow a design process as they clarify the challenge of developing a promotional brochure. Participants research local hospitality and tourism opportunities, generate a number of thumbnail sketches and rough drawings, prepare a comprehensive drawing of their selected design, and prepare the final brochure. Students evaluate the final product to determine if it meets the challenge of promoting their community. Teachers expand, reduce or eliminate stages of the design process to accommodate learners with varying abilities.
1. Students examine a variety of brochures showing any number of attractions. They study these examples to determine elements they wish to incorporate into their own brochure designs. Students record characteristics of effective promotional brochures in their notes, in consultation with their teacher.
Students examine elements of design important in the production of an attractive printed piece. Students review computer programs to observe brochure templates and understand how a brochure is formatted. Teachers demonstrate how to use a scanner, import clip art images, draw lines, etc. using a variety of programs. Students select a program to produce their own brochure. Students record in their notes the design elements that must be incorporated in their promotional brochures. These criteria are used to determine the most suitable design.
Students research their community's characteristics and attractions and gather information and pictures to potentially include in the production of their brochures. Students focus on the area's historical, cultural, geographical, and entertainment attractions using any number of sources as described above. Preliminary copies of the student brochures are hand- or computer-generated with written text, graphic images, colours, clip art, etc.
Students write a proposal for their brochure, clearly outlining the community aspects to be highlighted, the intended audience, and a list of skills and knowledge that are acquired or enhanced. Students identify the selected computer program, size of paper, colour of paper, and images, and provide the rationale for choosing these components. Teachers review and approve the students' choices to ensure the best chance for success. Teachers consider students' prior experiences in creating graphic designs as they assess proposals.
Students prepare four thumbnail sketches of different brochure designs. These thumbnail sketches meet previously established criteria for an effective brochure (see step 1).
Students critique their thumbnails and choose the best two to develop further. Teachers may enhance this step by asking students to share their design ideas with a local community member who works in the hospitality or tourism sector. Students record the individual's comments and suggestions and include these in the design report.
Students create full-size roughs, improving the initial designs by incorporating suggestions from other students, teachers, and appropriate community representatives.
Students choose the best design and create a full-size, coloured comprehensive.
Using the comprehensive as a guide, students create their brochures with a computer. Students may produce brochure finals using school resources or those available in the local community. This production stage provides students with an opportunity to delve into the possibilities of co-operative education placements in community businesses.
Students produce a design report, including their thumbnails, roughs, and comprehensives, and an evaluation of the project design process. The design report also includes: a problem statement, required criteria for developing effective brochures (see steps 1 and 2), a description of why a particular design was selected, a method to assess the brochure (see Assessment/Evaluation), and suggestions for improvement if the brochure were to be updated and revised for a second print run.
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Level 1 |
Level 2 |
Level 3 |
Level 4 |
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Knowledge/ Understanding TFV.01X |
- demonstrates limited understanding of design concepts |
- demonstrates some understanding of design concepts |
- demonstrates considerable understanding of design concepts |
- demonstrates thorough and insightful understanding of design concepts |
|
Thinking/Inquiry TFS.01X SPV.03X SPS.01X SPS.04X |
- uses thinking skills with limited effectiveness |
- uses thinking skills with moderate effectiveness |
- uses thinking skills with considerable effectiveness |
- uses thinking skills with a high degree of effectiveness |
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Communication TFV.02X TFS.03X TFS.08X PS.03X |
- communicates to potential visitors with a limited sense of audience |
- communicates to potential visitors with some sense of audience |
- communicates to potential visitors with a clear sense of audience |
- communicates to potential visitors with a strong sense of audience |
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Application SPS.07X ICS.07X |
- makes connections between school and the community with limited effectiveness |
- makes connections between school and the community with moderate effectiveness |
- makes connections between school and the community with considerable effectiveness |
- makes connections between school and the community with a high degree of effectiveness |
Students demonstrate appropriate use of computers and generate their brochures to meet the required design criteria. The proposal follows the teacher-outlined format. The design report (see Appendix 1) reflects each stage of the research and design process. In the evaluation phase representatives of the local tourism sector may be invited to a formal presentation of the students' design ideas and completed brochures. The invited guests could then provide feedback to the students. Ideally, these community representatives assist students at various stages throughout the research, design, and development of the brochure. The design proposal should be in correct format and include the design brief. Students produce a minimum of four different ideas on their thumbnails. All thumbnails should meet the criteria and agree with the students’ proposals. Roughs and comprehensive drawings show development and refinement of design ideas. The comprehensive should be neatly and carefully finished, duplicating the text styles and graphics closely. Students also describe the environmental, ecological, economic, and social impact of increased tourism in their area.
Teachers provide templates for students who experience difficulty visualizing designs. A design report template provided by the teacher helps students write a report by filling in the blanks. Alternative activities are proposed for students who have difficulty communicating. These students may cut and paste material from brochures used as resources in the initial stages of the activity to produce a collage illustrating a number of local attractions. The collage could be used as a research tool in other brochure design sessions. Teachers may extend activities by having students use a digital camera to capture images of local attractions and then edit and insert those images into their brochures. In addition, students may help create a tourism web page for their community. These students could use their brochures as the basis for the web page and add more information as needed. Students may conduct additional research within the tourism industry in their community and make a presentation to their local visitor and convention bureau or municipal council meeting to identify effective means of expanding tourism.
Samples of brochures available at the chamber of commerce (where available), travel agencies, hotels, resorts, etc.
Computers and printers as well as handouts about the graphics software to be used (CorelDRAW™, WordPerfect, MS Word, and MS Publisher)
Paper of the selected type and colour.
Useful but not essential equipment includes scanner, digital camera, and video camera.
Time: 330 minutes
Students discuss grooming, personal hygiene, and healthy lifestyles. Students work with each other to analyse their skin types and determine which types of products would be beneficial to their own skin. Discussion also focuses on the purposes of each product, and its application and removal procedures. Students conduct an Internet search for information about grooming products and ingredients for home-made facials. Each member of the class receives a skin cleansing treatment and facial mask using available products.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations: TFV.01X, TFV.04X, SPV.05X, ICV.01X, ICV.02X, ICV.05X.
Specific Expectations: TFS.04X, SPS.03X, SPS.07X, SPS.08X, ICS.01X, ICS.03X, ICS.05X, ICS.07X.
· Prepare a one-page student handout for a step-by-step facial procedure.
· Share the assessment of the activity with the students.
· Purchase skin care products such as cleansers, toners, scrubs, masks, and moisturizers for different types of skin;(inexpensive drug store products allow students to experiment with items readily available for purchase at a later date if they wish to continue a skin care routine at home).
· Have a camera ready, as students with interesting products on their faces makes for a great photo opportunity.
· Ensure sanitary measures are followed by asking students to bring a clean washcloth and small towels from home on the day scheduled for the facial.
· Have sanitized towels, tissues, and facial sponges available for student use.
· Students with problem skin are referred to a doctor. Teachers are aware of cultural practices that may necessitate different arrangements for some students.
As an extension to the regular activity, teachers challenge students to create their own facial masks, using fresh groceries supplied by the teacher. Students research the skin care requirements of various skin types, and formulate a mask that would suit the particular skin type. Furthermore, teachers invite a local qualified guest to demonstrate a professional facial for the class and answer students' questions about skin conditions.
Participants have knowledge about: the organization of cells into tissue, organs, and systems; the needs and functions of various cells and organs in relationship to the need of the human body as a whole; school policy for acceptable Internet use and Internet research skills; the importance of following safe and sanitary procedures at all times; sanitary procedures for items and tools to be used; sanitary precautions for application and use of products; positive communication with peers (required in particular during personal skin analysis and facial procedure); and the importance of positive interaction with peers, especially with the potential closeness and touching of classmates faces.
Students discuss the importance of good grooming, personal hygiene, and a healthy lifestyle. The class focuses on issues such as bathing, skin and hair care, diet, and exercise. Students discuss a variety of personal concerns and teachers respond by leading the discussion towards potential solutions to help correct the noted problems (for example, acne, shaving, and the effects of sun). Students share suggestions and discuss methods or products that have been successful for them. Students with problem skin are referred to a doctor. Discussion includes some of the myths about problem skin and hair. (Teachers may introduce the concept of professional image in service-related occupations, or use this opportunity to counterimage stereotyping of people based on appearance and physical characteristics.)
The following activity focuses on skin care but may also include other personal grooming areas. Teachers ask students if they know their skin type and, if so, to describe the features which define their skin within a specific category. Teachers inform students about the characteristics of various skin types. Students may be asked to visit a cosmetic counter and request that a skin care professional assess their skin type and recommend a daily skin care routine. Students are also made aware of potential sales efforts. Before students analyse each other's skin, teachers emphasize that positive communication and feedback are absolute necessities during this stage of the activity. Diplomacy is highly encouraged as some students may have problem skin and students in this age group may be particularly self-conscious about their appearance. Organized in groups of four or five, students analyse the skin of fellow group members to determine skin types. Students discuss reasons for their decisions. Each group shares their findings with the entire class. Teachers confirm students’ decisions and ensure each student is aware of his or her skin type. If necessary, teachers review basic Internet research skills before students access the computer lab to obtain information about personal care products, their purposes, and usage procedures. Home-made facial ingredients may be researched as well. The completed research assignment includes names of products, purposes, application methods, timing, and removal procedures. A prize may be awarded to the student who finds the most natural products to use as skin care ingredients or to the student who finds the most related web sites.
Research may be expanded to include magazine and book resources. Teachers collect the research material and organize the appropriate information. A discussion of students' research highlights natural products that could be used in the facial procedure. This information helps determine which natural ingredients to purchase in preparation for the facial treatment. Each student receives one skin care product and reads the label and directions. Students share this information with the class and discuss the use of each product. Participants determine which product would be appropriate for their particular skin type. Teachers display all of the products, explain product groupings, and review the purposes and proper uses of products. Teachers described draping procedures, application methods, amounts of product needed, recommended massage movements, application time limits, and removal methods. The importance of working in sanitary conditions is stressed. Information sheets about facial procedures are distributed to the class and, for homework, teachers may ask students to prepare a brief summary of the procedure described in the handout. Fresh products are purchased on the day of the facial treatment. Spoons, a knife, and bowls are available for students to prepare and combine the ingredients of home-made facials. Required products are organized to avoid confusion and to ensure they are easily accessible. All the masks are placed on one desk to save time and facilitate student discussion of product choices and comparisons of labels and instructions.
Teachers may choose to:
a) demonstrate the facial procedure and invite students to ask questions during the process;
b) have students give themselves a facial by following written instructions or procedures explained on video;
c) allow students to give each other a facial step-by-step with teacher guidance;
d) invite a professional to provide a class demonstration and answer students’ questions.
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Level 1 |
Level 2 |
Level 3 |
Level 4 |
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Knowledge/ Understanding TFV.01X ICS.03X |
- demonstrates limited knowledge of skin care facts and facial procedures |
- demonstrates some knowledge of skin care facts and facial procedures |
- demonstrates considerable knowledge of skin care facts and facial procedures |
- demonstrates thorough knowledge of skin care facts and facial procedures |
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Communication TFV.04X SPS.03X SPS.07X ICV.02X |
- communicates information to client/classmate with limited clarity |
- communicates information to client/classmate with moderate clarity |
- communicates information to client/classmate with considerable clarity |
- communicates information to client/classmate with a high degree of clarity, and with confidence |
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Thinking/Inquiry TFS.04X ICV.05X ICS.05X ICS.07X |
- uses thinking skills with limited effectiveness |
- uses thinking skills with moderate effectiveness |
- uses thinking skills with considerable effectiveness |
- uses thinking skills with a high degree of effectiveness |
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Application SPS.08X ICV.01X ICS.01X |
- uses facial procedures safely and correctly only with supervision |
- uses facial procedures safely and correctly with some supervision |
- uses facial procedures safely and correctly |
- demonstrates and promotes the safe and correct use of facial procedures |
Teachers use formative assessment to assess procedures followed, Internet research skills, analysis of skin type differences, proper product use, facial procedure steps, recommended sanitary methods, and sample case studies.
Students with special needs may require assistance, and if it is difficult for them to provide a facial for someone else they are encouraged to give themselves a facial. Students uncomfortable with a peer touching their face may give themselves a facial. Teachers inform the class about the possibility of these situations arising and encourage an atmosphere of acceptance and understanding. Teachers need to be aware of the potential for allergic reactions; a questionnaire is distributed to all participants asking specifically about allergies to natural products (i.e. peanuts, eggs).
Miladys Standard Textbook of Cosmetology. Milady Publishing Company. (Canadian Distributor - NP Group 1220 Ellesmere Road, Unit 19, Scarborough, Ontario M1P 2X5, Phone: 416-291-8057 or 1-800-267-4247; fax 416-291-2723.) ISBN 1-56253-200-6
Gerson, Joel. Miladys Standard Textbook for Professional Estheticians. Milady Publishing Company. (See above) ISBN 1-56253-200-7
Facial Treatment videotapes Education Series. Volume 1: Basic Facial Treatment; NP Group (see above): order # 156253386-x
http://www.delmar.com/delmar.html; info@delmar.com
Product line web sites:
www.clinique.com
www.aveda.com
www.revlon.com
www.clearasil.com
www.biore.com
www.dior.com
www.lancome.com
Homemade facial sites
www.honey.com/recipes/beauty/index.html
www.foxhollowherbs.com/hand_crafted_herbal_soaps.htm
www.healinggarden.com
Skin care tips
http://fitcamp.com/articles/skin10ab.html
Time: 330 minutes
Students research various careers within a given professional field, select a career of interest, and create an information booklet about their chosen career. Enrichment activities include creating a poster to promote the selected career and providing a presentation about the career to the entire class. The activity outlined below focuses on careers in personal services but any professional field may be researched.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations: TFV.02X, TFV.03X, SPV.03X, SPV.05X, ICV.04X, ICV.05X.
Specific Expectations: TFS.03X, TFS.04X, SPS.02X, SPS.04X, SPS.05X, ICS.06X, ICS.07X.
· Research various personal services careers such as hairstylist, Registered Practical Nurse (RPN), physical therapy assistant, child care worker, ambulance attendant, flight attendant, makeup artist, dental assistant, paramedic, etc.
· Prepare a web diagram showing the occupations.
· Become aware of computer-based programs in the school and community that are specifically designed for career research (Career Center, Guidance Office, Learning Resource Centre, etc.).
· Understand Internet research skills.
· Review and incorporate co-operative learning strategies.
· Prepare a detailed assignment sheet outlining the tasks, processes to be followed throughout the research project, and Assessment/Evaluation criteria.
· Schedule an introductory seminar in the library or career centre where students will be conducting research.
Participants know how to open, save, and exit a computer program. By Grade 8, students have learned to communicate procedures and results of investigation for specific purposes and to specific audiences using a variety of mediums, including written notes and oral presentations.
2. Teachers introduce personal services careers in a class discussion. Teachers draw a web diagram with four personal services areas - childcare, geriatrics, health care, and grooming - on the board or an overhead transparency. During a brainstorming session students suggest various careers in each of the four areas. Teachers record and categorize the suggested careers in the appropriate areas. Students complete their own copy of the information. Conducting a research assignment provides students with their first source of information.
Students choose one occupation that interests them. Teachers ensure that all four areas are selected within one class so that students are introduced to a variety of professions during final presentations.
Students work in groups of two or three, and a number of groups work on a similar career area. Students who prefer to work alone on a career are given the option of joining a group for a portion of the assignment and then completing the final report alone.
Teachers review positive learning aspects of co-operative learning with the class and obtain feedback about the recommended best approach. Teacher-selected groups ensure expertise and skills are equitably distributed.
Students maintain a learning log of activities and time spent during the research assignment stage. Students submit this log with their final assignment.
Groups discuss time management, division of responsibilities, and how to be the most productive. Students plan strategies for dividing research tasks equitably and ensuring every member's strengths and skills are used. It is not recommended to appoint group leaders.
Teachers and students discuss areas that would be important to research when exploring a career. These areas include educational requirements, training organizations, projected salaries, job descriptions, growth potentials, employment outlooks, and availability of jobs.
In a computer lab (or in groups at one computer) students search for appropriate web sites relating to their chosen profession. Teachers review Internet research skills and the school's code of agreement. Students explore and problem solve before teachers provide them with several web sites dedicated to providing career information (see Resources). Teachers add new student-discovered web sites to their growing list of useful Internet sites for future projects.
When Internet access is limited, other sources of career information include the Career Cruising compact disc, National Occupational Classifications (NOC), Guidance Centre Career Monographs, Choices, and Career Explorer.
Students may interview a professional in the field they have chosen. Students design an interview package, including target interviewees, interview questions, length of interview, and how the results of the interviews are communicated to the audience. Teachers review interviewing skills, potential interview questions, and appropriate interview lengths.
Students compile and edit their material. They then organize the material into a booklet. The booklet includes a creative cover page with computer graphics, an essay describing the career information from all sources, a log detailing how student time was spent on the project, actual printout pages from the Internet (highlighted to show the main points), and the names of each group member with their area of responsibility. Students may also create a poster reflecting some aspects of the profession and refer to the poster during final presentation to the class.
Each group presents their findings to the class. In this way, students are introduced to information about a variety of personal services careers. Peer-assessment is completed on a separate form as they share the results of their assignment.
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Level 1 |
Level 2 |
Level 3 |
Level 4 |
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Knowledge/ Understanding SPV.05X ICV.04X ICS.07X |
- demonstrates limited knowledge of facts, procedures, and standards |
- demonstrates some knowledge of facts, procedures, and standards |
- demonstrates considerable knowledge of facts, procedures, and standards |
- demonstrates thorough knowledge of facts, procedures, and standards |
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Thinking/Inquiry TFV.03X TFS.04X ICS.06X |
- applies few of the skills involved in an inquiry process |
- applies some of the skills involved in an inquiry process |
- applies most of the skills involved in an inquiry process |
- applies all or almost all of the skills involved in an inquiry process |
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Communication TFV.02X TFS.03X SPS.02X |
- communicates career information with a limited sense of audience and purpose |
- communicates career information with some sense of audience and purpose |
- communicates career information with a clear sense of audience and purpose |
- communicates career information with a strong sense of audience and purpose |
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Application SPV.03X SPS.04X SPS.05X ICV.05X |
- makes connections between school and career choices with limited effectiveness |
- makes connections between school and career choices with moderate effectiveness |
- makes connections between school and career choices with considerable effectiveness |
- makes connections between school and career choices with a high degree of effectiveness |
Formative evaluation is ongoing throughout the entire activity. This includes student-teacher conferencing, appropriate computer use, and quizzes on good interview questions. The culminating event occurs when students present the career information to the class, at a career fair, or during a career-related event. Summative evaluation includes individual, peer, and teacher assessments. Teachers review the criteria and areas of assessment with students before the activity begins. Each student assesses group members using similar criteria. A self-assessment tool may also be used. The completed booklet includes: a cover page containing group members' names, the career name researched and a related graphic; an essay describing career information obtained from all sources; a log detailing how each group member spent his or her time working on the project; and an appendix containing any relevant information such as interview notes or sample printout pages from the Internet (highlighted to show the main points). Students assess their peers on a separate form, focussing on information contained in the completed booklet as well as in the presentations.
Students who may experience difficulty, are encouraged to find web sites, prepare the cover page, or create the poster for their group rather than edit written material. All students are encouraged to present with the help of their peers. Teachers may divide students into groups, and take into consideration strong art and computer skills. If they wish, students with physical disabilities may choose to focus their research on careers with physical requirements that blend well with their own physical abilities. Teachers may enrich the activity by having students create a Power Point presentation to explain the material.
Ministry of Education and Training. Career Cruising. (CD-ROM sent to Guidance offices).
Ministry of Education and Training. Choices.
Career Explorer (Internet access through MET, sent to Guidance offices)
www.cx.bridges.com
Job Futures (Internet access)
www.hrdc-drhc.gc.ca (suggestion: go to site map, labour market information, and job futures)
www.careers.ocas.on.ca
http://jobsmart.org/tools/career/spec-car.htm
http://stats.bls.gov/oco/oco1000.htm
http://www.aboutwork.com/career/alphasearch.html
Guest speakers from the local community.
Time: 330 minutes
Students follow a design process to plan and carry out a class celebration. Family members and/or teachers and other staff members are invited to share in the activity. Students establish a suitable theme, budget, and menu, as well as produce invitations and food for themselves and their guests.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations: TFV.01X, TFV.02X, SPV.01X, SPV.02X, ICV.01X, ICV.05X.
Specific Expectations: TFS.01X, TFS.03X, TFS.04X, SPS.02X, SPS.03X, SPS.08X, ICS.01X, ICS.03X.
Students may plan this event as the culminating project for the unit - one that brings together various aspects of the course, such as menu planning, food purchase, food preparation, and presentation of food. For example, organizers may display a range of student projects completed during the school year and show videotapes of class activities and students working together. This relaxed forum encourages students to reflect upon the new skills and knowledge they have acquired. Organizers may choose to relate the celebration to a school event, such as a Grade 8 Night or a graduate luncheon. The celebration may be tied into other course work (for example, a party is organized with a World War II Flying Aces theme to reflect a recent study unit on gliders and flight).
Students begin the process of identifying a suitable theme by researching magazine articles or books that illustrate a variety of party themes. Cookbooks or textbooks containing a variety of recipes are also good resources. Encourage students to bring favourite recipes from home that they would like to share with the class. Teachers also encourage students to select foods with a multicultural flavour, as well as to become aware of cultural differences and allergies within the group who attend the celebration. Students include foods from all food groups. Examples of invitations from party shops or printers illustrate the many different ways invitations can be prepared. Material, produce, and supply requirements are determined after the final theme and menus are developed. This activity requires cooking equipment, computers with software for creating invitations, Internet access to facilitate e-mailing the invitations (if feasible), and a printer (preferably with colour capabilities to offer more design options). Potential cooking areas include Family Studies rooms, school kitchens, or staff room facilities. When cooking facilities are not available, students may design the menu to include cold foods or foods that can be microwaved. In the absence of computer graphics equipment, invitations and menus may be hand-drawn in collaboration with the art department.
Participants know how to open, save, and exit a computer program. By Grade 8, students have learned to communicate procedures and results of investigation for specific purposes and to specific audiences using a variety of mediums, including written notes, descriptive drawings, and oral presentations. Students must be able to demonstrate safe working procedures, specifically measuring, weighing, using various pieces of equipment, and practising safe and approved food handling methods.
Teachers provide students with a number of resources outlining party planning and theme parties or foods of other cultures. Students become sensitized to cultural differences in relation to foods. Elements of design are reviewed. The class discusses use of white space, rhythm, balance, and fonts as students design their invitations and menus. Students conduct research regarding the celebration theme and appropriate foods.
They use a wide variety of research materials, including but not limited to the school library/resource centre, the community library, community members, CD-ROMs, and the Internet. Teachers emphasize appropriate use of the Internet and ensure students understand techniques to avoid venturing into undesirable web sites. Working in groups of three or four, students follow the design process and prepare a proposal for their celebration. Students prepare their invitations and, if appropriate, menus for the party using thumbnail sketches, rough drawings, and finally full-size colour comprehensive drawings. Groups present proposals to the class. The class chooses one proposal for the celebration and to determine the party menu. Peer-assessment of the group’s working process that went into preparing their proposal as part of their formative assessment and their illustrations created to depict their group's theme.
3. The class selects one proposal/theme. Students determine the purpose for a celebration. In selecting the theme, teachers are aware of student sensitivities regarding cultural or religious differences in the class. Students conduct research to determine the suitability and history of the particular celebration being considered. Simultaneously, students determine how the theme is reflected through invitations, decorations, and food. A suitable date for the celebration is determined and facilities are booked.
Students write a proposal for the party following the teacher's outlined format (for example, business memorandum style). The proposal outlines details of the celebration and lists the skills and knowledge required to complete the project.
Students examine the elements of design as it relates to the creation of their invitations for family members or teachers and other staff members. Each student designs his/her own invitation. Students select the computer program they wish to use to create their invitation.
In groups, students research potential foods that could be prepared to serve at the celebration, keeping in mind the selected theme and various cultural differences. Recipes are word-processed for distribution to the class via e-mail. Teachers ensure the selected menu is achievable with the available facilities and students' skills in food handling and preparation. Teachers and students approve final menus. Students examine the stock in the classroom and make shopping lists to include produce and supplies still required. Orders are placed.
Students send invitations to invited guests using conventional mail, e-mail, and personal delivery.
Students create room and table decorations corresponding to their theme. Decorations may be computer-generated, using a scanner, digital camera, or suitable clipart, or they may be hand-made from materials found in collaboration with art classes, brought from home, or purchased.
Selected students accompany the teacher to the grocery store to purchase required food. Teachers emphasize comparison shopping and seeking value for money. Students involved in the shopping trip later describe to the class why they chose particular brands and types of ingredients.
In groups, students prepare the food in the school kitchen (or other suitable location) and store it properly until service time. Prior to handling, preparing, or storing food for consumption, teachers carefully review all key food handling safety precautions. This review focuses on the wearing of proper clothing and hair nets, hand washing techniques, optimum food temperature conditions, recommended cooking times and temperatures, and safe storage processes and temperatures. Teachers invite a guest speaker from the local health department to help students understand the importance of safe food handling techniques.
Students decorate the room and welcome their invited guests on the day of the celebration. Food is attractively displayed and served. Students may wear attractive uniforms or clean white smocks to enhance the serving process.
Students clean up the room and preparation areas during and following the celebration. The clean-up routine and process are planned and co-ordinated before the event begins. Advance planning ensures the entire event runs smoothly.
Students create a follow-up one-page report to reflect on the experience, noting problems encountered and suggestions for eliminating these problems and improving the celebration.
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Level 1 |
Level 2 |
Level 3 |
Level 4 |
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Knowledge/ Understanding TFV.01X ICV.05X ICS.01X ICV.03X |
- demonstrates limited knowledge of facts, technical terminology, procedures, and standards |
- demonstrates some knowledge of facts, technical terminology, procedures, and standards |
- demonstrates considerable knowledge of facts, technical terminology, procedures, and standards |
- demonstrates thorough knowledge of facts, technical terminology, procedures, and standards |
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Thinking/Inquiry TFS.01X TFS.04X |
- applies few of the skills involved in an inquiry/design process |
- applies some of the skills involved in an inquiry/design process |
- applies most of the skills involved in an inquiry/design process |
- applies all or almost all of the skills involved in an inquiry/design process |
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Communication TFV.02X TFS.03X SPV.02X SPS.02X SPS.03X |
- communicates information with limited clarity |
- communicates information with moderate clarity |
- communicates information with considerable clarity |
- communicates information with a high degree of clarity and confidence |
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Application SPV.01X SPS.08X ICV.01X |
- uses food handling procedures, cooking equipment, and technology safely and correctly only with supervision |
- uses food handling procedures, cooking equipment, and technology safely and correctly with some supervision |
- uses food handling procedures, cooking equipment, and technology safely and correctly |
- demonstrates and promotes the safe and correct use of food handling procedures, cooking equipment, and technology |
Performance assessment is on-going throughout the activity, including food handling safety (quizzes and application), organizational charts, student-teacher conferencing, creation of menus and invitations, and presentation of food. Summative evaluation takes place at the celebration, self-, peer-assessment and teacher evaluation.
Teachers may provide templates for students who experience difficulty with the design process. A memorandum template helps students write a report by filling in the blanks. Pairing students for many parts of the activity compensates for strengths and weaknesses.
Projects may be modified to suit specific strengths of students with special needs. For example, invitations may be created using pictures cut from magazines and pasted to cards. Modifications should be based specifically on students' Individual Education Plans. Teachers may extend activities by asking students to conduct further research to compare and contrast Canadian culture with other cultures. Students choosing a theme that reflects an area being studied in another class (refer to the comment about a study unit on flight and gliders in the Planning Notes) can undertake further research to amplify their understanding of the topic.
· facilities suitable for food preparation as determined by the menu selected;
· cooking equipment required for the selected menu;
· computers with software for creating invitations and with Internet access to facilitate e-mailing the invitations (if feasible), and a printer (colour capabilities offer more design options);
· art department supplies for sketching and drawing if computer graphics equipment is not available;
· access to the school library, the community library, community members, CD-ROMs, and the Internet;
· volunteers from within the school or local community to help students prepare food;
· a guest speaker from the local health department to explain how to handle food safety.
The purpose of model making is frequently misunderstood. Models are not the end product of the technological process. They are miniature representations of ideas. Designers/creators/innovators use models to:
· communicate their initial ideas to others;
· work out their ideas.
A model can be 2-dimensional-as in layouts, drawings, or charts, or 3-dimensional-as in 1/4 or 1/2 scale models. Materials used in 3-dimensional scale models are different than the real materials of the final product. Different technical fields use different types of models. For example, the graphic design field could use a 2-dimensional model to illustrate ideas for a business card, or use a 3-dimensional model for a cereal box. The manufacturing field could use 2-dimensional technical drawings or 3-dimensional scale models made of model-making materials to represent the product idea. A 3-dimensional model is not always required as part of the design process.
A prototype is quite different than a model. It is a full-scale representation of the product that uses the actual product material and technique. In real life, several prototypes may need to be developed before the final product idea is completely worked out. In school programs, there is usually time for only one prototype to be made, but at least it is tested, and students reflect on and document potential improvements.
The portfolio is a collection of all rough work completed during the development of the product prototype. Examples of items that can be included are journal notes or thoughts, time logs or sheets, telephone calls, meetings, scribbles, rough estimations, orders, bills, rough sketches, notes from meetings, and photographs of the product development. A portfolio can be created using a variety of different sorting devices, for example, a binder, a folder, or a box. Whatever sorting device is used, it should be organized into sections that represent the design process through which the product was developed. An index or tabbed dividers are helpful for this purpose. The portfolio is what the designers/creators/innovators use to document their work for their own purposes. In a school setting, the portfolio is assessed to determine if students are engaged fully in all aspects of a design process.
The design report is produced from the information in the portfolio. It is a clean report of the development of the product. Again, it is organized around the stages of the design process that were used. Its purpose is to communicate the development of the product to others, such as the teacher or a potential client. If possible, it is produced using computer technology for both text and drawings. It can be produced simultaneously with the portfolio as each design stage is complete. If both a portfolio and report are used, the report is considered the last section of the portfolio.
Teachers may require students to complete either the portfolio or the report, or both. Class time, teacher and student skill levels, and the specific technological problem at hand whether it is service or design, course planning, and course organization affect this decision.
The steps or techniques in solving a problem are known as the problem-solving process. In technological education, when design - not service - is the focus, the problem-solving process is called ‘the design process’. At the beginning of the design process, students analyse a given set of conditions in order to identify a problem, challenge, or need. They then work through a number of identifiable stages in order to arrive at a solution.
Design processes include all stages in the development of a product, system, or process. Although the design process may have distinctive stages, they are not followed in a rigid, step-by-step sequence. For example, students must evaluate their work at each stage of the process. As they do so, they may discover that they need to return to an earlier stage to make modifications or to complete a particular step sooner than was originally planned. A portfolio and/or design report is used to document the design process.
Appendix One is adapted from the work of Dr. Ann Marie Hill, Queen's University and The Ministry of Education and Training. (1995). Broad-based Technological Education. Grades 10, 11, and 12, pp. 8-10.
Design is the act of inventing and innovating new products or services to satisfy needs or a change in needs. Design is a creative problem-solving activity. Like most creative processes, there are no correct procedures, but there are guidelines that assist the designer in ensuring the optimal solution is met. These guidelines are called the "design process".
At the beginning of the design process, students analyse a given set of conditions in order to identify a technological problem, challenge, or need. They then work through a number of stages in order to arrive at a solution. Design processes include all stages in the development of a product. Although the design process may have distinctive stages, they are not followed in a rigid, step-by-step sequence. For example, students must evaluate their work at each stage of the process. As they do so, they may discover that they need to return to an earlier stage to make modifications or complete a particular step sooner than originally planned. A portfolio and/or design report is used to document the design process.
Design processes vary within and across the different technological education areas. One example of a design process for manufacturing technology for Grades 9 and 10 levels is described below:
Students identify the technological problem and begin keeping a record of the design process. Initially, students should outline the broad aims of the project and describe in a general way what needs to be done to achieve those aims. As work progresses on the project, students may periodically revise the initial broad plan to reflect what is actually happening.
In Grade 9, the teacher designates this stage when the teacher implements a given activity in this course profile. Students need to translate the information given to them by the teacher into the sub-stages below. This provides an understanding of each sub-stage so that they can independently complete the stage in later grades. Possible sub-stages for the portfolio and/or design report are:
· context;
· problem situation;
· technological problem statement;
· performance specifications and constraints;
· planned sources of information.
Students identify possible solutions for the technological problem and the resources required to achieve each proposed solution. They determine whether the required resources are available and record their findings. During this stage students may discover that they need to redefine the problem. Possible sub-stages for the portfolio and/or design report include:
· brainstorming to generate ideas/solutions for the technological problem;.
· selecting several ideas from the solutions generated in the brainstorming exercise (typically three);
· drawing rough sketches for these ideas;
· completing an analysis for each idea (i.e., indicate details on the rough sketches);
· identifying the materials and tools needed for each idea;
· making scale models of technological problem ideas to work out initial details of complexity and feasibility. (Scale models are not always required. They are used only if they help to clarify ideas.)
Students establish evaluation criteria for the selection of a best solution. They consider such factors as: what materials, tool, and resources are available; the amount of time needed to carry out difficult procedures; and any relevant ergonomic and aesthetic requirements. Based on the results of these activities, they choose the best solution. They record the reasons for choosing a particular solution. Possible sub-stages for the portfolio and/or design report include:
· establishing evaluation criteria for the best solution based on performance specifications, constraints, attribute analysis (details from rough sketches of ideas), and available materials;
· evaluating ideas according to the established evaluation criteria for the best solution .by creating a chart to rate each idea;
· creating a working drawing of the idea selected as the best solution.
Students determine ways of producing the best solution and then construct a prototype of the product. They produce a full-sized prototype using production-type materials. They first draft a revised or working drawing. They then develop a production plan. As students move through the production phase, they may modify their best solution to incorporate ideas that emerge during construction. Students document all such changes. Possible sub-stages for the portfolio and/or design report include:
· creating three-view drawings of the selected idea--front, top, and right side;
· calculating the materials needed to produce the selected idea for the selected technological project, and the associated costs;
· ordering of supplies for the selected technological project;
· development of a production flow chart that includes group member duties and manufacturing schedules for the selected technological project, using a Gantt Chart, Critical Path Network, or other types of flow charts;
· producing the product and document, in detail, the sequential steps used, and all modifications made, to produce the technological project.
Students evaluate the product and process used for their technological project. They consider their own expectations and criteria and the reactions of their peers, teachers, and if applicable, their client. As a result of their evaluation or testing, they may decide to modify the production process, the product, or even the original definition of the problem. Students record all of the suggested changes. Possible sub-stages for the portfolio and/or design report include:
· testing the technological project and record the results;
· reflection on the process used to produce the technological project;
· describing required changes for an improved process and product revision.
The final product and the final portfolio and/or design report are presented to communicate the results.
Appendix 2 is adapted from the work of Dr. Ann Marie Hill, Queen's University
IC (integrated circuit) is a specialized self-contained circuit with several components and/or circuits designed to perform a particular function (computer chip).
OHM is a unit of resistance.
Resistor limits current flow.
Capacitor is a device that stores a charge.
MFD is micro farad, or the unit used to describe the amount of electrical energy a capacitor can hold.
Light-emitting diodes (LED) is a device that allows current to flow in one direction, when current flows through it emits light (low resistance).
Digital Electronics is based on the binary system and has on/off signals only.
Analog Electronics is based on the decimal system where signals are transmitted at different levels.
Alternating Current (AC), current flows in two directions (e.g., household current)
Direct Current (DC), electrical current flowing in one direction (e.g., battery)
Cathode is the negative side of a diode.
Anode is positive side of a diode.
VDC is an acronym for the voltage applied as direct current.