Family+Consumer+Sciences

ISBN #: 0-07-861581-X Copyright Date: 2006 Edition #: Eighth Publisher: McGraw-Hill Companies, Inc. Authors: Sue Couch, Ginny Felstehausen, Patricia Clark, and McGraw-Hill Price: $68.00 (Amazon.com) Additional Info: Hardback, about 5 pounds, fairly new, high school 1. Description: **//Creative Living Skills//** is a major revision of **//Creative Living//** that repositions the program to appeal to a wider audience. It is still the book for comprehensive courses at grades 10-12, but is also appropriate for management or independent living courses. This edition places additional emphasis on personal development, interpersonal skills and relationships, parenting, resource management, consumer skills, and daily choices related to food, clothing, housing, and transportation. 2. Related and Replacement Sites: · [] o This website could replace Chapter 18 on Conflict Resolution, because instead of having to read an entire chapter on it, this website gets straight to the point. This website has a list of what to do, how to do it, and what happens after as well. It also gives you quick tips on how to change your attitude to make you an overall better person. · [] o This website could almost replace the entire Unit 8 on Wellness, Nutrition, and Food Choices because it tells you what you should be consuming, how you should be doing it, and it even gives you space to track exactly what you are eating. There are also many interactive activities that give students a full understanding of what they should be doing in order to be healthy. · [] o This website could replace Chapter 24 over Life Span Development, because it is an interactive website that covers the life span. It touches on all the critical moments that students have in their lives, and because it is interactive, and this always helps students learn better because it causes them to begin thinking critically about the subject. 3. Reflections and Thoughts: I think that the websites that I have found are good to use for certain things, but I think that when it comes to Family and Consumer Sciences the book is the best way to get most of the information across. Once students have read the basic information, it is easy to find activities and websites that can build on that knowledge, but they need to get that basic information first. 4. Kelsey Wheeler, 10:30 Monday
 * __Creative Living Skills__**

1. []
 * __Educational Psychology__**
 * ISBN**: 978-0137144549
 * Copyright** **Date**: 2010
 * Edition**: Eleventh Edition
 * Publisher**: Prentice Hall; 11 edition (January 7, 2009)
 * Author**: Anita Woolfolk
 * Price**: $99.25 []
 * Other** **Descriptors**: 10.9 x 8.9 x 0.8 inches
 * Brief Description:**
 * //Educational Psychology, 11/e,//** is still the most applied text on the market, this text is replete with examples, lesson segments, case studies, and practical ideas from experienced teachers. The text provides solid, up-to-date coverage of the foundational areas within educational psychology: learning, development, motivation, teaching, and assessment, combined with intelligent examination of emerging trends in the field and society that affect student learning, such as student diversity, inclusion of students with special learning needs, technology, education and neuroscience, and No Child Left Behind.
 * Related and Replacement Sites:**

This site could replace Chapter 2 of this book. It gives the basic overview of everything that is being taught in this chapter and the teacher could have more in depth discussions about the information to help the students understand it a little better. The layout of the site makes it easy to follow and also gives a bit of a study guide feel to it. It also gives different definitions, which are helpful and the teacher could then give examples of these definitions during lecture.

2. []

This is a slideshow I found on the Internet that has some few main points highlighted that are in Chapter 7 of this book. It does give good main points, but it does not touch all that is in the chapter. I think the teacher would have to lecture the students on a lot more information if she were to show them this slideshow.

3. []

This site is a University website that has different essays. This essay is about Creating Learning Environments, which is similar to Chapter 12 in the textbook. I think it has great bullet points and also goes in to depth on each topic. I’m not sure if it covers everything that is covered in the textbook, but it gives a good description of good learning environments.

I think that certain book could have some good Internet sources that could relate to the same information in a book, but I do not think the Internet can replace a textbook. There is so much more information in a textbook that is crucial to learning and is needed in a child’s education. I know textbooks are heavy to lug around and I think the idea of a computerized textbooks are great, but I do think they are necessary.
 * Reflection/Thoughts**
 * Katey Lee 7:30 Wednesday**



ISBN # 0-13-045770-1 Copyright Date: 2004 Ninth Edition Publisher: Pearson Education, Inc. Authors: Phyllis Sloan Allen, Lynn M. Jones, Miriam F. Stimpson Price: $108.40 [|http://www.amazon.com/Beginnings-Interior-Environments-Phyllis-Sloan/dp/0130457701] I used this textbook in my junior year of high school for an introduction class to interior design. The book has a website on the back cover that pertains to the publisher of the book. 1. This book is a classic introductory text that explains the profession of interior design for both commercial and residential environments. 2. Website Alternatives: [] eHow: here is a site that introduces the main concepts (room use, color, choosing a style, line of the room, texture) of interior design. It also provides several examples of different types of decorated rooms and “how to” tutorials. I think the “how to” articles are a great resource that are easily applicable and textbooks don’t provide this opportunity.

[] Interior Designers Resources: this is an awesome website that provides numerous resources such as furniture, designer fabrics and bedding for interior designers. Featured design firms are categorized into states as well on this site.

[] Tina’s Interior Design Resources: I chose this website because it’s a great resource educators can use as a real life example. Tina’s is a real interior design firm and the site provides before and after pictures on projects that the firm has completed. I’d say this is an incredible resource for students to see what a true interior design firm does.

3. When I searched online, most of the sites that I found were related to a university or online classes; however, there were multiple resources on the internet that could be used instead of this book. The internet sites provide more opportunities to see what a real life interior design firm does and numerous components that make up the interior design profession. This textbook is an introductory textbook and the first website I found on eHow laid out the basic concepts that the textbook covers on interior design. Reflections/Thoughts:

I think the internet has an advantage over a textbook, because it can be retrieved anywhere. If students’ textbooks can’t be taken from the school building, then having information on the internet is very advantageous in this instance. The textbook is hands-on and this is an advantage that internet can’t provide. For example, for me, I prefer to read out of a book rather than off of the internet because it tends to hurt my eyes sometimes. Also, on the internet - we can’t highlight and underline information that we would want to come back to later on. Stephanie Haggard 10:30 Monday



Applying Life Skills ISBN # 0078744350 / 9780078744358 Copyright Date: 2007 Edition #: Eighth Publisher: McGraw Hill Glenco Authors: Joan Kelly-Plate and Eddye Eubanks Can be purchased at []

1. Textbook Descriptions - The book is about 10” by 12” in size and weighs about 6 pounds. It is geared to students in 7th through 9th grades. It comes with a teacher’s edition that contains guides for content theme and course planning, information about Career and Technical Education, pages on meeting the needs of all students and differentiating instruction, assessment and use of technology in the classroom. Other resources available include an activities binder, food and nutrition labs, clothing and housing projects, re-teaching activities and enrichment activities. There is also a puzzlemaker and test generator available.

2. Alternative sources of information:

a. Chapter 2 of the book covers “Building Character” and includes narrative text on recognizing character, values, letting character be a guide in your life, personal responsibility, making a difference, and good listening skills. The end of the chapter has a summary, review of key terms, several critical thinking questions and some suggestions for applying the concepts to life. The web site [] has an interactive approach that might work just as well if not better for teaching this unit. There are all kinds of resources for classroom and even schoolwide activities. In addition, there are student “notebooks” for all ages. Students can go on to the computer and work online through a series of 15-minute mini-lessons that introduce, explore and get students to respond critically each. They can be set up so that students get a “certificate” after completion of each lesson. I can see working with this site progressively or even having students do the lessons individually as the semester goes on. We could also do in class activities related to character development. In this way it might be more effective than just “covering” a chapter on character in the book and moving on.

b. Chapter 20 contains a discussion about health risks relating to teens. It covers tobacco use, alcohol, inhalants, illegal drugs and sexually-transmitted diseases. There is a TON of information online about each of these topics. My guess is that if carefully chosen, the sites online would provide more information and information that is more up-to-date than the textbook. I would sent students on a search for information that particularly interest them, which would make the assignment of learning about these issues much more meaningful to students than reading it straight out of a textbook. I would also use this assignment to discuss and teach about issues of media literacy – seeking out reliable sources and determining whether the information presented in them is true. The site MedicineNet.com [] is filled with tons of information, plus photos, videos and sidebars to explore. It is written by doctors and has reliable, definitive information. The Nemours Foundation has put together a web site on Teen Health that is loaded with information and presented in a teen-friendly format: [] Each of its entries allows students to listen if they’d rather do that than read the information – perfect for differentiating instruction for struggling readers. Plus I love that readers can drill down to more and more information if they are interested. The page on binge drinking, for example, has a link to a page on “I think I might have a problem. What can I do?” And from there, the reader can link to additional resources, such as Alateen and the National Clearinghouse for Drug Information. The site is also available completely in Spanish. These are just two of the hundreds of web sites that would help me teach this information and, better yet, help students construct meaning about the information for themselves.

c. Chapter 27 covers kitchen safety and sanitation with sections on food-bourne illness, bacteria, cross-contamination, hand washing, thawing safety, storing food safety, preventing kitchen accidents and microwave safety. The web, again, is chock full of reliable information about all aspects of food safety. The government provides several sites including one really great one on youth worker safety in restaurant kitchens. This is real-life relevance at its best as many young people work in restaurants and all of them know someone who does. This site, found at [] is put out by OSHA and has information on serving, cleaning, food prep, delivery and much more. It has quizzes, posters and photos of everything discussed. The American Dietetic Association has a site called homefoodsafety.org that would be a good launching point for a unit. Link to it at []. Right on the front page there’s an interactive feature called “How Safe Is Your Kitchen” that students could use to check their knowledge. Then it has pages on everything from lunchbox safety to tailgating.

3. Reflection and thoughts – Just this short jaunt looking into a few sites has shown me how much more useful the internet it than a textbook. I might like to have one as reference and reminder of the scope of topics I can and should cover. But I don’t plan to structure lessons around coverage of the textbook itself. The textbook isn’t interactive. The textbook doesn’t come in Spanish or “read itself” to students unless you order it. The textbook doesn’t have videos. The textbook can’t deliver links to more information or further study that are readily accessible. There is so much rich content out there just waiting to be discovered.

Linda Swan, 7:30 Wednesday