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ARCHIVED WEBSITE from Spring 2020 schools closures due to pandemic. Note: Some content may not be available to students & families after June 2020.
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Week 1: April 6-10
Week 1: April 6-10
Learning Goal:
Learning Goal:
I can name the parts of an egg, separate an egg, and use a variety of methods to cook an egg.
Estimated Time for The Week: 2 hours
Estimated Time for The Week: 2 hours
Learn & Practice:
Learn & Practice:
- Before you begin, let’s test your egg knowledge.
- Watch Eggs 101 Overview. This video will give you a brief explanation of the laying, cleaning, and packaging steps for eggs prior to reaching homes nationwide. For more egg-cellent information on eggs, watch the other videos mentioned at the end of the segment!
- Read Parts of an Egg. This short article will give you egg-ceptional details about parts of the egg you probably didn’t even know existed.
- Before cooking with eggs, you must first learn how to crack an egg. Learning to separate an egg is also helpful. See both of these explained in the Protein Lesson.
- Create eggs using a variety of methods. Each link will take you to a recipe for cooking that method of egg. Be sure to read the recipe fully. Ensure that you have everything (tools and ingredients) required to make the recipe and be sure you have your parent’s permission before beginning.
- Now that you’ve successfully used a variety of methods to cook an egg, try your hand at some different egg recipes.
- If cooking is not currently an option for you, begin looking for some egg recipes you’d like to cook. Be sure to check out deviled eggs and an egg frittata. Save your recipes in a google doc or print out and create a cookbook so that you are ready when it is time to cook!
- Reflect on what you learned by answering the following questions:
- What was your previous knowledge of cooking with eggs?
- What did you learn during this lesson that you didn’t know before?
- What recipe worked the best for you?
- If you didn’t get to cook, which recipe would you most like to try?
- What other things would you like to know about eggs?
- Share with your FACS teacher something that you learned this week. Email her a picture of your egg cooking skills, answers to the reflection questions, or see if you can stump her with some of your new found egg-haustive egg knowledge!
Central (kristen.ellis@edmondschools.net)
Cheyenne (kendall.wildman@edmondschools.net)
Cimarron (jana.jolly@edmondschools.net)
Heartland (amy.arbuckle@edmondschools.net)
Sequoyah (marinda.story@edmondschools.net)
Summit (gloria.nethery@edmonschools.net)
- Want to do more? Use these techniques and your hard boiling egg skills to create some egg-traordinary easter eggs.
Week 2: April 13-17
Week 2: April 13-17
Learning Goal:
Learning Goal:
- I can describe a sewing safety rule.
- I can do a load of laundry for my family.
- I can iron a dress shirt.
- I can sew on a button or mend a whole in a garment.
Estimated Time for The Week: 2 hours
Estimated Time for The Week: 2 hours
Learn & Practice:
Learn & Practice:
- Create an infographic poster on paper or google slide for your class to use so they can better understand and remember Sewing safety and classroom rules. Here is a link to 35 different safety rules.
- Make your poster or google slide bright and colorful.
- Correct spelling errors and be neat and professional.
- Use graphics, pictures and other forms of art.
- Read Tides Comprehensive Guide on How to do Laundry . This short article will help you understand how to do laundry.
- Gather a load of laundry and follow the guide given to complete a load start to finish.
- Take a few pictures (or have someone take them of you) along the way with your chromebook to share with your teacher.
- Read How to Iron a dress shirt. This short article with pictures tells you how to iron a dress shirt.
- Borrow a dress shirt from one of your parents, and iron it according to the article.
- Take a few pictures (or have someone take them of you) along the way with your chromebook to share with your teacher.
- Watch this video. This video shows you how to thread a needle and tie a knot.
- Find a needle and thread. Thread your needle and tie a knot. If you don’t have a needle that is ok.
- Take a few pictures (or have someone take them of you) along the way with your chromebook to share with your teacher.
- Watch this video. This video details the steps on how to sew on a button.
- Locate an article of clothing that is missing a button.
- Use the needle that you threaded in the previous step to follow the instructions given in the video.
- Take a few pictures (or have someone take them of you) along the way with your chromebook to share with your teacher.
- Watch this video. This video demonstrates how to mend an article of clothing.
- Locate an article of clothing that has a hole in it that needs to be mend.
- Follow the steps discussed in the video to mend the hole.
- Take a few pictures (or have someone take them of you) along the way with your chromebook to share with your teacher.
- Reflect on what you learned by answering the following questions:
- What was your previous knowledge of sewing safety?
- What did you learn during this lesson that you didn’t know before?
- What activity worked the best for you?
- If you didn’t get to replace a button or mend a garment, do you think you could do it in the future?
- What other things would you like to know about sewing?
- Share with your FACS teacher something that you learned this week. Email her pictures of any of the new skills, answers to the reflection questions.
- Central (kristen.ellis@edmondschools.net)
- Cheyenne (kendall.wildman@edmondschools.net)
- Cimarron (jana.jolly@edmondschools.net) or flipgrid.com/jolly3473
- Heartland (amy.arbuckle@edmondschools.net)
- Sequoyah (marinda.story@edmondschools.net)
- Summit (gloria.nethery@edmonschools.net)
- Want to do more? Make a no sew mask for everyone in your family. If you have a sewing machine available, can you sew masks for your family and some to donate. There are lots of tutorials on the internet for this idea. Some places are requiring people to wear masks.
Week 3: April 20-24
Week 3: April 20-24
Learning Goal:
Learning Goal:
I can make healthy food choices and recipes for myself and my family.
Estimated Time for The Week: 2 hours
Estimated Time for The Week: 2 hours
Learn & Practice:
Learn & Practice:
- Why do I need to make healthy food choices for myself and my family?
- Read and Watch Junk Food Reality Check - how junk food affects your body and brain.
- What is considered “healthy” eating?
- Watch one or both of these to learn about the MyPlate guidelines of healthy eating for children or teens and adults!
- What do I already know about fruits, veggies and other food groups?
- Take the “MyPlate quiz” to find out!
- Show What You Know! Now that I have a few food tips in my food knowledge toolbag, I can plan healthy meals for myself and my family - even during a pandemic! Submit a Google Doc or Slide, photo or video to your teacher via email or FlipGrid (see below).
- Complete the Limited Ingredients Challenge.
- Want more of a challenge? Prepare a recipe from one of the following food groups. Examples are given. You may also prepare a recipe from home, online or create your own! Include a copy of the recipe in your submission. Double bonus challenge: include nutritional info in your recipe!
- Fruits: Fruit Roll Ups
- Vegetables: Maple Roasted Carrots (you can use any syrup or honey)
- Grains: Pancakes (challenge: consider other flours for health/allergies)
- Protein: Eggs (try these from our EPS FCS Learning Dashboard!)
- Dairy: Georgia Peach Smoothie (dairy isn’t just milk-check it out!)
- If cooking is not currently an option for you, begin looking for some recipes you’d like to cook. Save your recipes in a google doc or print out and create a cookbook so that you are ready when it is time to cook!
- Reflect on what you learned by answering the following questions:
- What was your previous knowledge of healthy eating and meal planning?
- What did you learn during this lesson that you didn’t know before?
- Which recipe worked the best for you?
- If you didn’t get to cook, which recipe would you most like to try?
- What other things would you like to know about healthy eating, meal planning or recipes?
- Share with your FCS teacher something that you learned this week. Email her a picture of your cooking skills, answers to the reflection questions, or see if you can stump her with some of your newfound knowledge!
i.
Teach others what you’ve learned! Take it to the next level and share your new knowledge and skills with a family member or online with your friends! Your teachers would love to be included.
Additional Food Planning Resources:
- Meal Planning During a Pandemic: food planning, including what to buy, how much to buy, and preparation tips.
- Tips for Every Aisle
- Use these tips to fill your cart with budget-friendly and healthy options from each food group.
- Sample 2-Week Menus
- These sample 2-week menus can be used by any person or family wanting to follow a healthy diet at a modest price.
- MyPlate Plan
- To learn about your food group targets, use the personalized MyPlate Plan tool.
Additional Activities for Families at Home:
- MyPlate: Activities To Do with Kids
- Activities and printables to get the whole family on board with making healthier choices.
- Team Nutrition Cooks!
- Cooking based nutrition activities for children ages 8-12 years old.
Team Nutrition Games & Activities
Make your way through all the food groups with these fun games and activities.
Week 4: April 27 - May 1
Week 4: April 27 - May 1
Learning Goal:
Learning Goal:
I can match measurement abbreviations and equivalents used in recipes, identify acceptable substitutions of foods in recipes, identify common kitchen equipment used in recipes, identify ways to measure accurately, and convert recipes.
Estimated Time for The Week: 2 hours for the week
Estimated Time for The Week: 2 hours for the week
Learn & Practice:
Learn & Practice:
- Review Using a Recipe Lesson
- Watch How to Measure
- Using the Internet and various recipe books, research and discover ways to make ingredient substitutions and answer the questions that follow.
- 1. Your recipe calls for 1 cup of buttermilk, but you don’t have any. What could you substitute for the buttermilk?
- 2. Your cake recipe calls for 1 cup of vegetable oil, but you’d like to use less oil to reduce the amount of fat in the recipe. What could you use instead?
- 3. You are making a chocolate pie, and the recipe calls for 2 squares of unsweetened baker’s chocolate. You don’t have baker’s chocolate but you do have unsweetened cocoa. How can you use this as a substitute?
- 4. What are some possible advantages to ingredient substitutions?
- 5. Which of the steps to using a recipe can be impacted if you substitute an ingredient?
- Review the Kitchen Equipment PowerPoint.
- Do a scavenger hunt through your kitchen and find each of the kitchen equipment items.
- Create a list of each piece of equipment that you do not have in your kitchen.
- Cook something for your family using one or more of the equipment items you found.
- Share a picture of what you made with your teacher. Include the equipment used to prepare it.
- Convert each of the recipes in this document (using the powerpoint lesson at the beginning of this document as reference) to increase or decrease the recipe yield: Convert Recipes
- Check your recipe conversion answers using this document: Convert Recipes Answers
- Create a collection of 5 recipes you would like to try during quarantine or after quarantine is over.
- Take it a step further:
- Prepare a recipe that requires you to use measuring spoons, dry measuring cups, and a liquid measuring cup.
- Challenge yourself to use ingredients you already have at home, without having to make a trip to the store.
- Document your experience by taking pictures or creating a short Tasty like video and share with your teacher.
- Be sure to clean up the kitchen upon completing the recipe.
- Reflect on your cooking experiment:
- What went well with the recipe you prepared? What did you struggle with? What was your overall opinion on the recipe you prepared? What changes would you make to the recipe?
- Share your lesson experience with your teacher! Send her pictures or videos of the food you made, the recipe collection you put together, the list of substitutions you found or recipe conversions you came up with. Remember this part is optional, but we would absolutely love to hear from you!
Central (kristen.ellis@edmondschools.net) or flipgrid.com/ellis107
Cheyenne (kendall.wildman@edmondschools.net) or flipgrid.com/wildman6181
Cimarron (jana.jolly@edmondschools.net) or flipgrid.com/jolly3473
Heartland (amy.arbuckle@edmondschools.net) or flipgrid.com/arbuckle7280
Sequoyah (marinda.story@edmondschools.net)
Summit (gloria.nethery@edmondschools.net) or flipgrid.com/nethery678
Week 5: May 4-8
Week 5: May 4-8
Learning Goal: This week we are going to learn about several different ways to stay safe in the kitchen.
Learning Goal: This week we are going to learn about several different ways to stay safe in the kitchen.
Estimated Time for The Week: 2 hours
Estimated Time for The Week: 2 hours
Learn & Practice:
Learn & Practice:
Step 1: Let’s learn about knife safety.
Read: Read Sharpening a knife.It’s a helpful article on sharpening knives which also makes them safer.
Watch: How much do you know about knife safety? Watch this Knife Safety video.
Create: Make a STAR WARS themed video about knife safety in honor of today.
Reflect: How are your sharp knives stored? What will you do if you find a dull knife in your kitchen?
Step 2: Let’s review fire safety.
Read: Do you know how to put out a kitchen fire? Read this article on how to handle a grease fire.
Watch: How do you treat a mild burn? This video provides helpful steps on how to care for a burn.
Create: Write and perform a rap that highlights your fire safety knowledge.
Reflect: Why should oven mitts always be used when removing items from the oven? What is appropriate attire to protect yourself when cooking?
Step 3: Let's examine germs.
Read: How do you properly wash dishes? Read this article on dishwashing.
Watch: Watch this video on Keeping a Clean Scene. It gives great info for avoiding germs and
contaminants in the kitchen. Cleaning is important, but you have to make sure you clean at the right time. Watch this Cook’s Illustrated video on what happens when hot pans are submerged in water.
Create: Write 5 post-it notes with tips on germ prevention and place them around the kitchen to remind your family about how to avoid germs. Write one more as a thank you for all they do for you.
Reflect: Is double dipping a form of cross contamination? Is hand sanitizer or soap better?
Step 4: Let's prevent kitchen hazards.
Read: Food can make you sick! Here are four steps you can follow to keep your food safe.
Watch: How should you properly dethaw food? This video will tell you everything you need to know.
Create: A safe kitchen, correct anything you find that makes your kitchen unsafe
Reflect: Why can’t cleaning products be stored by food? What bacteria can be in foods?
Step 5: Let’s see what you have learned.
Think you are ready to test your knowledge? Play this Kahoot Review.
Share with your FCS teacher something that you learned this week. Email her a picture of your Kahoot score, create a doc with the above reflection questions or make a flip grid safety commercial to fun music!
Central (kristen.ellis@edmondschools.net) or flipgrid.com/ellis107
Cheyenne (kendall.wildman@edmondschools.net) or flipgrid.com/wildman6181
Cimarron (jana.jolly@edmondschools.net) or flipgrid.com/jolly3473
Heartland (amy.arbuckle@edmondschools.net) or flipgrid.com/arbuckle7280
Sequoyah (marinda.story@edmondschools.net)
Summit (gloria.nethery@edmondschools.net) or flipgrid.com/nethery678
Teach others what you’ve learned! Take it to the next level and share your new knowledge and skills with a family member or online with your friends! Your teachers would love to be included.
Week 6: May 11-13
Week 6: May 11-13
Week 6: Career Exploration
Week 6: Career Exploration
Learning Goal: I am educated about my career options. I have a better understanding of how I can use my skills in my future career.
Learning Goal: I am educated about my career options. I have a better understanding of how I can use my skills in my future career.
Estimated Time for The Week: 2-3 hours
Estimated Time for The Week: 2-3 hours
Learn & Practice:
Learn & Practice:
Step 1: Self-Assessment
You may already have an idea of some Careers that you are interested in. Some things to take into consideration due to the current pandemic are:
1.) What careers are considered “essential”?
2.) What companies have laid off many of their employees?
3.) What companies are taking care of their employees during this time?
Going forward, you will probably want to have a career with a tremendous amount of security and stability. Take some time to research what employers are essential when assessing careers. Talk to others about important careers.
Even if you think you know what career you want to have when you get older, take some time to self-reflect and evaluate your strengths and interests. The Career Cluster Survey and the Interest Survey are a great starting point for self-assessment. Many Edmond students already have an account with OK College Start so you can access online assessments using your account.
Read: Career Exploration Road Map for a step - by - step guide for Career Exploration.
Step 2: Investigate your career options.
Read: Cue Career - This website has several videos and resources for exploring Career Clusters.
Once you have explored your interests and skills, you can explore specific careers that fall under the Career Clusters that you are matched with. For example, If your Career Cluster survey determines that you should explore the cluster of Agriculture and Natural Resources, you will find there are Agricultural Engineering careers or Food Scientist careers included within that cluster.
Step 3: Reflection and Synthesis.
Reflect: What specific careers do I have interest in? Will these careers allow me to accomplish goals? Why are these careers important to me?
Create: Create a Google doc or a piece of paper. List each career that you are interested in, then answer the reflection and synthesis questions found in the Career Exploration Road Map for each career listed. You may want to research salary and education requirements for each career as well.
Step 4: Plan and Implement.
Create: Make a game plan on your Google doc by setting goals for yourself using the following criteria:
- What grades do I need to make in high school if I want to do this career?
- What clubs can I join to strengthen my leadership related to this career?
- Who can I shadow or visit that has this career? How can I gain experience in this career while I am in high school?
- What trade schools or universities (if required) should I plan to apply at?
- What scholarships (if required) can I apply for?
Share with your FCS teacher something that you learned this week. Email your Google doc or a picture of your game plan to her.
Central (kristen.ellis@edmondschools.net) or flipgrid.com/ellis107
Cheyenne (kendall.wildman@edmondschools.net) or flipgrid.com/wildman6181
Cimarron (jana.jolly@edmondschools.net) or flipgrid.com/jolly3473
Heartland (amy.arbuckle@edmondschools.net) or flipgrid.com/arbuckle7280
Sequoyah (marinda.story@edmondschools.net)
Summit (gloria.nethery@edmondschools.net) or flipgrid.com/nethery678
Teach others what you’ve learned! Take it to the next level and share your new knowledge and skills with a family member or online with your friends! Your teachers would love to be included.
Looking for a future week? Check back after 12:00pm (noon) on Sundays, when new weekly content goes live!
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