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FCCLA Star Event Intro

Pocket Neighborhoods

[Interior Design I] [Grade Level 9-12] [72 Minute Lesson]

This lesson is designed be presented at the beginning of the course. Throughout the semester you will work on the Interior Design Star Event for FCCLA. This lesson will address the main idea of what the FCCLA is based on.

Teaching Materials
! FCCLA Interior Design Star Event information (scenario, rubrics) Index cards


Compile information on pocket neighborhoods. (Cognitive Domain, Level 5: Synthesis) ! Assess what is needed to start the FCCLA Interior Design Star Event (Cognitive Domain, Level 6: Evaluation)

Introduction/Set Induction (5 minutes):
Watch video from FCCLA Interior Design Star Even Scenario; link is under the What is A Pocket Neighborhood? (video on homepage of link)

Transition (2 minutes):
This semester we have the opportunity to participate in an FCCLA Star Event. Most assignments that we do will relate to this project. Have students divide into groups.

Pocket Neighborhoods


Lesson Body (60 minutes):
Problem-Based Learning: PHASE 1: Identify Problem (5 minutes): How are you going to engage students in the identification of the issue/problem related to course content? Read the first paragraph of the 2013-2014 Design Scenario; The Client. PHASE 2: Identify KND Information (15 minutes): How are you going to engage students in the process of identifying KND information? Have groups of students discuss the following: K: The client is a local developer and builder who is building the first of several Pocket Neighborhoods. !2 craftsman-style cottages will be built ranging from 800-1500 sq. feet. The potential residents for such houses include—singles, young families, empty nesters, and retirees. Sidewalks surrounding common areas, lots of trees, and multi-purpose buildings in the community. Who is the end user of the home? N: What is A Pocket Neighborhood? Are we designing the neighborhood or the house itself? What needs to go into the house plan/design? What resources are available to us? Information on model home design. D: Research pocket neighborhood. Read through FCCLA Interior Design Star Event Scenario, rubrics, and other instruction sheets. PHASE 3: Generate Possible Solutions (15 minutes): How are you going to engage students in the process of generating solutions? Is there a pocket neighborhood in your community? Could you visit? (if in Utah, I believe Day Break in South Jordan would be considered a pocket neighborhood.) Provide students with all FCCLA materials for the star event (instruction sheets, scenario, rubrics). PHASE 4: Choose Most Viable Solution (15 minutes): How are you going to challenge/facilitate students in the process of choosing the most viable solution? As we go through out the semester we will PHASE 5: Report Solution (10 minutes): How will students report the solution/findings? Each group of students will write down answers to the questions they had for “N” on a 3x5 index card. They will share one question and answer with the class.

Transition (2 minutes):
Collect index cards.

Summary/Closure (3 minutes):
Now that we have a base knowledge of what pocket neighborhoods are we can get started on our project. We will refer back to this information throughout the design process.

Pocket Neighborhoods


Evaluation will occur when reading through the index cards as well as their presentation to the class of what they found. Assessment will be continuous throughout the semester as the project progresses.

Pocket Neighborhoods