Table Of ContentDOCUMENT RESUME
EC 306 267
ED 417 525
Bergert, Susan, Ed.
AUTHOR
The LCCE Insider, 1997-1998.
TITLE
Council for Exceptional Children, Reston, VA.
INSTITUTION
1997-00-00
PUB DATE
NOTE
18p.
Council for Exceptional Children, 1920 Association Dr.,
AVAILABLE FROM
Reston, VA 20191-1589; telephone: 703-620-3660; TTY:
703-264-9446; e-mail: [email protected]
Non-Classroom
-- Guides
Serials (022)
Collected Works
PUB TYPE
(055)
LCCE Insider; vl n1-3 May 1997-Mar 1998
JOURNAL CIT
MF01/PC01 Plus Postage.
EDRS PRICE
*Career Education; Cooperative Learning; *Curriculum Design;
DESCRIPTORS
*Daily Living Skills; *Disabilities; Education Work
Relationship; Educational Strategies; Elementary Secondary
Education; Employment Opportunities; Individualized
Education Programs; Internet; Interpersonal Competence;
*Lesson Plans; Mental Retardation; Nutrition; Program
Development; Self Determination; Social Cognition; Teaching
Methods; *Transitional Programs
*Life Centered Career Education
IDENTIFIERS
ABSTRACT
This document brings together the first three issues of a
newsletter designed for users of the Council for Exceptional Children's Life
Centered Career Education (LCCE) curriculum. The newsletter's goal is to
inform practitioners of curriculum implementation ideas and transition
issues, and to provide a forum for the exchange of ideas. Featured articles
discuss: a curriculum guide for teachers of students with moderate mental
disabilities, an updated edition of the basic LCCE text, special training
opportunities for using the LCCE Complete Curriculum, lowering dropout rates
by using the LCCE curriculum, becoming a trainer for the LCCE Curriculum,
using cooperative learning strategies along with the LCCE curriculum to
prepare students for the dynamics of the workplace, using video clips as an
alternative to role playing, the student-led individualized education program
and self-determination, and a pilot LCCE program in a Missouri school
district. Three lesson plans are included, on planning balanced meals, using
the Internet for job information, and greeting people in the community
appropriately. Each issue lists resources for further information. (CR/LC)
********************************************************************************
Reproductions supplied by EDRS are the best that can be made
*
*
from the original document.
*
*
********************************************************************************
LCCE
I nsider
The
Volume 1, Numbers 1 -3.
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
This document has been reproduced as
received from the person or organization
originating it.
Minor changes have been made to
improve reproduction quality.
Points of view or opinions stated in this
document do not necessarily represent
official OERI position or policy.
BEST COPY AVAILABLE
Exclusively for Users of Life Centered Career Education
May 1997
Vol. 1 No. 1
New Books Keep LCCE on Leading Edg
Training Makes
the Difference
Modified Curriculum Answers Needs of Moderate Population
The Council for Exceptional Chil-
Other competencies that
cally for use with students with
using vending machines,
dren offers special training for
have been added include using
dining in a restaurant,
moderate disabilities.
Al-
using the LCCE Complete Curricu-
though teachers of these stu-
vending machines, demonstrat-
seeking help when
lum.
neededthese are some of the
dents were initially
ing appropriate restaurant din-
Training gives practitioners the
encouraged to make their own
skills and behaviors that indi-
ing, following directions or
opportunity to explore this exten-
modifications
viduals with moderate mental instructions, and demonstrating
sive curriculum under the guid-
disabilities need to learn in fine and gross motor dexterity
to the origi-
ance of expert trainers, who share
in occupational training and
nal text,
order to function success-
their personal experiences and
fully in the world. In re-
job placements.
most felt
point out features that a casual
that a
sponse to the requests of
There are 19 competencies
preview might never uncover.
in the modified curriculum
LCCE users, who wanted a
CEC gives two types of train-
special curriculum for these
compared to the 21
ing: on-sitethrough the school
in the original work,
students, LCCE Modified Cur-
or school systemand regional.
and 75 subcompeten-
riculum for Individuals with
At least two regional training
cies instead of the
Moderate Disabilities has re-
sessions are on the drawing board
cently been released, along
original 97.
for this fall and winter, one tenta-
with a new edition of the basic
Both books include re-
tively scheduled for the east coast
producible competency
stand-
LCCE text, Life Centered Career
and one for the midwest. In addi-
rating scales as well as
Education: A Competency alone, field-
tion, about eight on-site training
an Individualized Edu-
tested
Based Approach.
sessions are projected.
Both books include features curriculum
cation Program (IEP)
Check your fall CEC publica-
that make them more easy to
would be more effec-
form.
tions for more information about
use than ever. Pages have been
tive and beneficial for this pop-
Available through The
future training sessions, or call 1-
ulation. The resulting product
tabbed for quick reference to
Council for Exceptional Chil-
800- 224 -6830. You can also click
dren, the books sell for $30
reflects a more community-
the Daily Living, Personal-So-
on the CEC website:
based and performance-related
cial, and Occupational Guid-
each, or $21 each for CEC
http://www.cec.sped.org.
ance and Preparation domains.
orientation.
members.
In addition, objectives have
The modified curriculum
been numbered to coincide
concentrates on the critical
with the lesson plans in the
skills and outcomes that indi-
Wellcome!
viduals with moderate disabili-
complete LCCE curriculum
ties need in order to make a
package.
oped, the types of technical as-
Welcome to the pre-
successful transition from
LCCE Modified Curriculum
sistance and training you'd like
miere issue of The
for Individuals with Moderate
school to work and community
CEC to provide, and new kinds
LCCE Insider, a
living. A unique feature is the
Disabilities, by Robert J. Loyd
of products you need in the ca-
newsletter designed especially
and Donn E. Brolin, is the long-
focus on teaching these stu-
reer education/transition line.
for users of Life Centered Ca-
dents to seek assistance and
awaited version of the LCCE
reer Education. Our goal is to
We'd also like to hear about
curriculum designed specifi-
support when needed.
keep you informed of the latest
any LCCE research and out-
come data that show the effects
news related to the LCCE cur-
riculum and to transition is-
of LCCE. Finally, we'd love to
Inside The Insider
hear about individual success
sues, and to provide a forum
storiesteachers or students or
for the exchange of ideas.
(\)
even schools. Just write to us
However, we'll need your
3
2
LCCE in Action
Notebook
0
help! Let us know what kinds
at CEC, 1920 Association Drive,
LCCE credited with helping
Teachers share their ideas for
of modifications or new LCCE
Reston, VA 20191-1589.
reduce dropout rates.
modifying or enhancing LCCE
material you'd like to see devel-
curriculum.
IL
BEST COPY
AVAILABLE
In Action--
Who Uses LCCE?
Lowering Dropout Rates: LCCE May Help
The full spectrum of students
with disabilities are being
coach services in the student's
Amultiagency transition
settings. Some LEAs have
taught with the LCCE curricu-
senior year, and student case
project in Alabama,
adopted it in all of their
lum, and-many schools are
which includes use of
using the curriculum with their
management services, in addi-
schools, whereas others have
general education students as
the LCCE curriculum as a key
tion to use of the LCCE curricu-
only two or three schools using
component, has yielded "very
well.
lum.
it."
According to a survey of
positive results," according to Alabama has encouraged the
To save teachers time and
LCCE users, teachers used the
Mabrey Whetstone, Program
use of the LCCE as a primary
effort when writing IEPs, a
LCCE curriculum with the fol-
tool for transition planning for
Support Coordinator in the Di-
checklist of the LCCE compe-
lowing types of special needs
students with exceptionalities
vision of Special Education Ser-
tencies has been incorporated
students:
since about 1993, and has over
vices of the State Department of
as goals and objectives into the
Learning Disabilities-69%
500 curriculum packages in use
Education.
state-required Individualized
Developmentally
today. Originally, the Alabama
Dropout rates have reduced
Education Program (IEP) form.
Disabled 69%
to a low of 5.1% for the 1995-
Transition Task Force reviewed
According to Whetstone, the
Seriously Emotionally
curriculum materials that might
96 school year, Whetstone re-
approach can be implemented
Disturbed-34%
ported, and the percentage of
provide a framework for transi-
in any state as long as the ad-
Multiple Disabilities-22%
students with disabilities placed
tion activities.
ministration is committed to
Autistic-16%
in both full-time and part-time
"We all felt that because of
training and providing ongoing
Other Health Impaired--14%
its flexibility and functional
competitive employment has
technical assistance.
Visually Impaired-14%
risen.
content, LCCE offered an ap-
"The team that recom-
Traumatic Brain Injury-13%
proach that could be recom-
"We feel that the use of the
mends the program," he said,
Hard of Hearing/Deaf-12%
mended to all our schools or
LCCE curriculum in the instruc-
About 77% of the respon-
"needs to be thoroughly knowl-
tional programs has greatly in-
Local Education Agencies
dents use the curriculum in
edgeable about how the ap-
fluenced these positive results," (LEAs)," said Whetstone. "We
high schools while 23% use it
proach works, how to use it
wanted an approach that in-
said Whetstone, who began
in middle schools. About 6%
with students, how to relate the
cluded assessment as an inte-
gathering data from selected
use it in elementary schools.
assessment elements to the rest
gral part of the curriculum."
local school systems in the
More than 2,500 LCCE
of the curriculum, how to inter-
The use of the material
1993-94 school year.
Complete Curriculum Packages
face with the community and
varies from one place to an-
The objectives of this com-
are currently being used in the
work-study aspects of the cur-
other, reported Whetstone. "In
prehensive system of transition
U.S., Canada, and abroad.
riculum, and how to ease it into
some places the curriculum is
services and supports for sec-
the current program by nurtur-
infused into the general educa-
ondary students with disabilities
ing it and developing it gradu-
tion program. In others, it is
includes on-campus and off-
Insider
The
LCCE
used mainly in resource room
campus vocational training, job
ally."
May 1997
Vol. 1 No. 1
Trainer for You?
Is Becoming a
The LCCE Insider is published
three times a year by The Council
for Exceptional Children, 1920 As-
How long are the training
trainer Pat Burch described her
The Council for Excep-
sociation Drive, Reston, VA 20191-
sessions and what do they
work.
tional Children is looking
1589. Telephone 703-620-3660,
What are the qualities nec-
for a few good men and
cover?
TTY 703-264-9446,
women to serve as trainers for
essary to become an LCCE "Training sessions are either
[email protected].
trainer?
one or two days. The one-day
The LCCE Insider is not copy-
the LCCE Curriculum.
righted. Users are encouraged to
"First, a thorough working
Individuals who have expe- session provides participants
copy and disseminate information
rience with transition curricu- with a general overview of the
knowledge of the LCCE curricu-
in this publication.
lum and transition-related
lum. Trainers must also believe LCCE curriculum. The 2-day
CEC President: Gerald L. Hime
that the curriculum is an excel-
issues are encouraged to con-
training is more specific and
Executive Director: Nancy D.
lent transition tool for all popu-
sider this opportunity to share
covers assessment and applica-
Safer
tion in more detail."
their expertise with colleagues.
lations."
Editor: Susan Bergert
What are your biggest chal-
If you're interested in be-
Training will be given to those
Contributing Editors: Jean
lenges as a trainer?
coming an LCCE trainer, send
selected. LCCE trainers can
Boston, Publications, and An-
expect to conduct sessions "The biggest is meeting the your resume along with a cover
marie Kailas, Professional Devel-
opment. Melissa Hartman, a
needs of people from a variety
three or four times a year and
letter to LCCE Training Coordi-
graduate student at the George
must be available to travel. of backgrounds. Regional train-
nator, The Council for Excep-
Washington University and a
In a recent interview with
ing sessions include teachers in
tional Children, 1920
teacher in Herndon, Virginia, con-
all disability areas as well as
The Insider, veteran LCCE
Association Drive, Reston, VA
tributed articles and research for
administrators."
20191-1589.
this issue of The LCCE Insider.
4
BEST COPY AVAILABLE
2
1997
LCCE
THE
MAY
INSIDER
Cooperative Learning:
A Key to Transition Training
students chart paper and markers
the nature of a problem, and devel-
Although today's employers
and ask them to brainstorm possible
oping alternatives.
want to know that a student
solutions to the problem and to dis-
Cooperative learning strategies
has mastered the technical
cuss the pros and cons of each solu-
can be used at all levels and in any
skills necessary to perform a particu-
tion. The group votes on the best
setting. These strategies teach stu-
lar job, the first questions they ask
solution and shares the results with
dents how to work together toward a
often involve the student's social
the entire class. This activity teaches
specific goal. They promote positive
skills: Does the student get along
problem-solving skills and reinforces
interactions among students with a
well with others? Does he or she
many social skills covered in the
wide range of ability levels. Using
have a good attitude? How does he
these strategies, students learn to
LCCE curriculum.
or she deal with difficult situations?
The beauty of cooperative learn-
work with others and accept their
Does he or she work well in a group
ing is its versatility. Educators can
differences.
situation?
teach social skills in conjunction
Such questions are thus important
1}y This!
with vocational or academic skills!
to keep in mind when preparing stu-
For more information and specific
dents for the world of work, and
Practice problem-solving skills in co-
lesson plan examples, check your li-
using cooperative learning strategies
operative learning groups. Divide
brary for Structuring Cooperative
along with the LCCE curriculum can
the class into groups. Give each
Learning: Lesson Plans for Teachers
be an effective approach. Coopera-
member of the group a specific re-
by Johnson, Johnson, and Holubec,
tive learning is especially well-suited
sponsibility such as recorder, reader,
1987. This is an excellent resource
for teaching the subcompetencies
presenter, or on-task supervisor.
for teachers exploring cooperative
dealing with problem-solving skills
Next, give each group a work-re-
learning strategies.
such as recognizing authority and
lated problem to solve. Then give the
following instructions, recognizing
When Role Playing Doesn't Work
clip, keep the name on an index card
nique tends to increase the number
some of the LCCE competency
and place it in the file for the related
and type of responses given by stu-
activities call for role playing,
competency unit.
dents.
but role playing is not always
Another alternative to role playing
Using video clips is particularly
feasible because of the number of
is to have a drama class or improvi-
helpful when teaching the competen-
students in a classroom and/or the
sation troupe perform the situations
cies of acquiring self-confidence and
severity of the students' disabilities.
on videotape. The tape could be
achieving independence. Some ex-
Barbara Lindquist of the Bonn
used throughout the year to illustrate
cellent sources include the Disney
Homme School District in Yankton,
various competencies. This would
movies "The Three Musketeers,"
South Dakota, offers two alternatives.
be a great opportunity for collabora-
"The Computer Wore Tennis Shoes,"
One is to use video clips from
tion between drama classes and stu-
and "Snowball Express." Television
television shows and movies to illus-
dents with special needs!
sources include "Boy Meets World,"
trate the point of a lesson. The class
"Family Matters," and "DeGrassi Ju-
views the clips and discusses the ac-
nior High." When you find a useful
tions of the characters. This tech-
,
I
Notebook is a regular feature of The Insider
other ideas to share with your colleagues around
where educators can share their expertise, and we
the world. We'd like to focus on self-determina-
want your input!
tion for the November issue.
If your contribution is published, we'll send
Also coming in November: Daily Living Skills
you a gift from CEC!
Competency 25: the four basic food groups be-
Send us your successful lesson plans, modifi-
come the food pyramid. We'll give you updated
cations or corrections of LCCE materials, and
lesson plans.
7
3
MAY 1997
THE COUNCIL FOR EXCEPTIONAL CHILDREN
BEST COPY AVAILABLE
I
Melissa Hartman, a teacher in Fairfax County, Virginia, selected these organizations as resources for
teachers interested in learning more about transition issues.
Center for Human Resources
Center on Education and Work
STW Learning and Information Center
Clearinghouse
School of Education
400 Virginia Avenue SW, Suite 210
Brandeis University
University of Wisconsin-Madison
Washington, DC 20024
60 Turner Street
964 Education Sciences Building
1-800-251-7236
Waltham, MA 02154
1025 West Johnson Street
E-mail: [email protected]
1-800-343-4705
Madison, WI 53706
URL: http://www.stw.ed.gov
Provides information on transition-related
1-800-446-0399
Collects and disseminates information on
608-263-2929
issues. Produces and disseminates infor-
URL: http://www.cew.wisc.edu
labor market analysis, skills certificates,
mation to the public via articles, newslet-
Distributes newsletters, technical reports,
skill standards, and successful school-to-
ters, and reports. Offers meetings,
and instructional and career resources.
work programs and curricula.
seminars, conferences, training, technical
Identifies and responds to issues affecting
WAVE, Inc.
assistance, and research.
connections among education, work, com-
501 School Street SW, Suite 600
munity, and family.
Center on Education and Training for
Washington, DC 20024
Employment (CETE)
National Alliance of Business (NAB)
1-800-274-2005
The Ohio State University
1201 New York Avenue NW, Suite 700
E-mail: [email protected]
1900 Kenny Road
Washington, DC 20005-3917
Promotes competency-based, experiential,
Columbus, OH 43210-1090
six-level secondary and three-level middle
1-800-787-2870
Works to involve business in education
1-800-848-4815
grades curricula designed to teach
Disseminates books, newsletters, mono-
and training programs. Has more than 500
intra/interpersonal skill development, ca-
graphs, research reports, and videos. De-
model training programs and offers train-
reer awareness, and job preparation to
velops databases and occupational
ing and technical assistance to state and
dropouts and students between ages 14
curricula. Hosts the ERIC Clearinghouse
local job training programs. Produces
and 21.
on Adult, Career, and Vocational Educa-
monographs, reports, catalogs, surveys,
tion.
manuals, and guides.
Non Profit
The LCCE Insider
Organization
The Council for Exceptional Children
U.S. POSTAGE
1920 Association Drive
PAID
Reston, VA 20191-1589
Herndon, VA
Permit No. 1575
Vornised---
AS
produced
of
newsletter
users
A.
CaO
Education!
exclusivelfor
reer
Centered
Life
LCCE
nsider
'"
The
Exclusively for Users of Life Centered Career Education
November 1997
Vol. 1 No. 2
A Winning Combination:
LCCE, the Student-Led IEP, and Self-Determination
If "ensuring" that parents
of 17 subcompetencies sup-
are members of a stu-
port these competencies.
dent's IEP team meeting
A study commissioned in
seems like an impossible
1991 by the U.S. Depart-
dream to you, consider
ment of Education Office of
Educational Research and
Marcy McGahee-Kovac, a
special educator at JEB Stu-
Improvement (OERI) identi-
art High School in Falls
fied self-determination as
Church, Virginia.
one of the 12 building blocks
For the last 2 years her
of school-to-work systems.
learning disabilities depart-
In fact, current research in-
ment has achieved a parent
dicates that individuals who
participation rate of 100%
are self-determined are more
for IEP and transition meet-
likely to have higher employ-
ingsthis in a culturally di-
ment rates and higher wages
than peers without skills in
verse high school with 46
nationalities and 32 lan-
self-determination.
Marcy McGahee-Kovac offers technical assistance to student Silvia Arevalo, who is
guages, where parents hold
Leaders in the field see
entering into her keyboard the transition goals she's developed for herself.
as many as three jobs!
the student-led IEP process
1980s. According to Sharon
out life, but special needs
as an excellent way for stu-
How does she do it? "I
students often require direct
Field of Wayne State Univer-
have to attribute it to the
dents to acquire self-deter-
instruction and supervised
sity, the demands of people
fact that the student leads
mination skills, and research
with disabilities for more
experience to acquire the
the IEP meeting," she said.
so far has shown increased
skills and attitudes that
control over their lives, civil
motivation and "enhanced
"The IEP meeting becomes a
rights legislation, and a
comprise self-determination.
celebration of the student's
educational outcomes" when
growing emphasis on transi-
These skills are taught in
achievement. He or she
students become involved in
tion education all con- the LCCE curriculum in the
spent the year preparing for
their own educational plan-
tributed to the emergence of
Personal-Social Skills Do-
it. How could the parents
ning.
main under Competency 10,
efforts to promote self-deter-
Marcy and the teachers at
not come?"
mination.
High parent turnout is
Achieving Self-awareness;
Stuart report other benefits
As Field and co-author
Competency 11, Acquiring
just one of the benefits of the
as well. The meeting itself
Alan Hoffman defined it in
Self-confidence; Competency
tends to be shorter and more
student-led IEP meeting. The
14, Achieving Independence;
Steps to Self-Determination,
process itself reinforces im-
positive. It becomes student-
self-determination is the
and Competency 15, Making
portant skills associated
continued on page 7
"ability to define and achieve Adequate Decisions. A total
with self-determination, a
goals based on a foundation
skill, or rather a set of skills,
TEACHING TIPS
of knowing and valuing one-
taught in the LCCE curricu-
lum.
self."
Most people naturally
The concept of self-deter-
Take Advantage of School Equipment to Customize
pick up this ability through-
mination began in the late
Another tip: Make trans-
Lisa Ewers of Albemarle,
North Carolina, offers this tip:
parencies of forms and project
When you're teaching students
them onto a clean chalkboard.
Inside The Insider
banking skills, use the copy ma- Let students go up and fill in the
form using chalk. They love
chine to enlarge the check forms
when you're introducing con-
being in the "spotlight." Test this
technique first. The color of the
cepts and skills. Then gradually
New Lesson Plans....3-6
LCCE Updates
2
go to the normal check size as
chalkboard makes a difference
Career Exploration Resources
Using the Food Guide Pyramid
students become more skilled.
in its effectiveness.
Nutrition Education Revisions
Internet Career Exploration
BEST COPY
AVAILABLE
BEST COPY
AVAILABLE
Career Exploration Resources:
It Pays to 'Surf' and Shop
developed a lesson on using
also publish a Young Per-
access to the U.S. Depart-
hen it comes to
son's Occupational Outlook
this Web site
helping your stu-
ment of Labor's The Occu-
(www.ajb.dni.us /almis /) to
Handbook, (called YPOOH)
dents explore ca-
pational Outlook Handbook
for $19.95. It has a reading
get information about occu-
reers, look to the Internet
(The 001-1) and the potential
level of grade 5-6 and inter-
pations. See pages 5 and 6.
for developing some engag-
to give free up-to-date infor-
est level of grade 5-9, com-
If you can't use the In-
mation on the job market,
ing learning activities for
pared to the original, which
ternet, you may be able to
and be sure to shop around
your middle and high
is written at the 9+ grade
school students with mild
find The OOH in the school
the educational publishers'
library. Mrs. Monica
disabilities.
catalogs to get the most for
level.
The Dictionary of Occu-
Adams, a Fairfax County,
your money when purchas-
The OOH, a resource
tional Titles, another re-
Virginia, high school media
used in lessons of the LCCE
ing career education re-
source suggested in the
center director, explains,
sources.
Complete Curriculum Pack-
LCCE Complete Package
age, provides detailed infor-
"The Occupational Outlook
The LCCE curriculum
lesson plans, is available
Handbook is a standard ref-
mation on the nature of a
contains two competencies
from the Government Print-
erence in most libraries."
in the Occupational Guid-
given job, working condi-
ing Office for about $50.00,
If you must buy, shop
tions, job outlook, earnings
ance and Preparation Do-
but can be obtained
around in the educational
and training needed.
main that deal with career
through Educational De-
catalogs. The U.S. Govern-
The "Trends" section
exploration: Knowing and
sign, Inc. (1-800-221-9372)
ment Printing Office sells
lists occupational projec-
Exploring Occupational
for $38.95 and from JIST
this book for $32.00 soft
tions by states, gives infor-
Possibilities (Number 17)
Works for $39.00.
mation of the fastest
cover, prepaid only. (Phone
and Selecting and Planning
However, and this is a
growing jobs, the declining ordering: 202-512-1800.)
Occupational Choices
jobs, the most openings,
BIG however, JIST Works
However, JIST Works, Inc.
(Number 18).
(1-800-648-5478) claims to
and other information.
If your classroom or
have the best price at
Teacher Melissa Hartman
school library is wired to
(continued on page 7)
$16.95 for soft cover. They
of Herndon, Virginia, has
the Internet you have free
Revised Nutrition Lessons
The LCCE Insider
Ready for Distribution
November 1997 Vol. 1 No. 2
The LCCE Insider is pub-
replace knowledge
CEC has completed revisions of les-
lished three times a year by
about the Basic
son plans for Unit 25, "Plan and Eat
Four Food Groups
The Council for Exceptional
Balanced Meals,"replacing the Basic
Children, 1920 Association
with knowledge
Four Food Groups with the Food Guide
Drive, Reston, VA 20191-
of the Food
Pyramid.
1589. Telephone 703 -620-
Guide Pyra-
If you purchased the LCCE Complete
3660, TTY 703-264-9446,
Package in the last year, the lesson plans
mid. This
[email protected].
impacts
will be mailed to you soon. If you bought
on ques-
The LCCE Insider is not copy-
your package before last year, don't feel
righted. Users are encour-
slightedwe're just not sure where you
tion 1 of
aged to copy and disseminate
Form A
are! You can still get the 16-page set by
(starting on page 188) and questions 1
information in this publication.
sending a stamped (55(0, self-addressed
Linda Marsal
9x12 inch business envelope to the publi-
CEC President: and 2 of Form B (starting page 195).
Nancy
Executive Director:
We've included the first two pages of the
cations department at CEC. Even if you
D. Safer
revised lessons on pages 3 and 4 of this
don't have the complete package, feel free
Susan Bergert
Editor:
newsletter to get you started.
to send for a copy anyway. It's our gift to
Jean
Contributing Editors:
Don't overlook the World Wide Web as a
The LCCE Insider subscribers.
Boston, Publications, and An-
source of supplemental material. You can
The pages will also be available for
marie Kailas, Professional
get copies of the food pyramid from several
downloading from The LCCE Insider sec-
Development. Melissa Hart-
sites, along with information on serving
tion of the CEC Web site sometime in Jan-
man, a graduate student at
sizes.
uary.
the George Washington Uni-
We've also located some sources of free
Appropriate revisions of the LCCE Per-
versity and a teacher in Hern-
or inexpensive supplemental materials,
formance Assessment Batteries are also
such as free posters of the Food Guide
under way, but in the meantime, be sure
don, Virginia, contributed
articles and research for this
to make adjustments to any assessment
Pyramid, stickers, and even card games.
issue of The LCCE Insider.
See the Resource Corner on page 8.
devices to match what you've taught. On
the Performance Batteries, you'll need to
2
LCCE
NOVEMBER 1997
THE
INSIDER
BEST COPY AVAILABLE
LESSON PLAN 1
5.25.1A:1
5.25.1E:1
5.25.1P:1
LCCE Objective 5.25.1.
List the food groups required in each meal.
Lesson Objective: Student will learn about the Food Guide Pyramid.
Lesson Introduction: Many nutritionists use the food guide pyramid to plan healthy meals. If you eat
foods from each food group every day, your body will get the nutrients it needs. We are going to talk
about the food guide pyramid and the foods that belong in each group.
Instructional Resources: Guest speaker (Dietician), Worksheets- Food Guide Pyramid, Food Groups in
My Meals, Weekly Meals with Variety.
Time: 2 sessions
School Activity:
Task:
1. Guest speaker discusses the Food Guide Pyramid and how to use it correctly. The speaker will also
discuss the nutrients found in various foods and answer any student questions.
2. Students will work with partners and complete the worksheet Food Guide Pyramid and discuss variety
of choices.
3. Distribute the worksheet Food Groups in My Meals and ask the students to write in the foods they
have eaten in one day. Discuss the completed worksheets.
4. In the second session, write on the board the three meals and food guide groups as shown on the
worksheet Weekly Meals with Variety.
Ask the students to name a food in the food groups that is often eaten at each meal.
Discuss the need for daily variety in diet to enhance nutrition ( such as yellow and green vegeta
bles) and meal appeal (such as color and texture).
Have students work in pairs.
5. Distribute and explain the worksheet Weekly Meals with Variety and ask students to complete it.
Have them share their responses with the class when finished.
Lesson Plan Evaluation:
Activity:
Students will complete worksheet Weekly Meals with Variety.
Criteria:
Students will complete worksheet by planning three out of five days correctly.
Career Role:
Family Member/Homemaker, Employee
Awareness, Exploration, Preparation
Career Stage:
Source: Life Centered Career Education, Donn E. Brolin, 1992, Reston, VA:The Council for Exceptional Children. (Revised 1997)
817
3
NOVEMBER 1997
THE COUNCIL FOR EXCEPTIONAL CHILDREN
5.25.1A:1
5.25.1E:1
5.25.1P:1
THE FOOD GUIDE PYRAMID
Worksheet
Name
Date
Directions: Write examples of foods next to each of the six food groups.
Food Group
Example 3
Example 1
Example 2
Bread, Pasta,
Cereal, Rice
Fruits
Meat, Poultry,
Fish, Eggs,
Nuts, Beans
Milk,
Cheese,
Yogurt
Fats, Oils,
Sweets
Fats, Otis, & Sweets
USE SPARINGLY
Meal, Poultry, Rsh,
Milk, Yogurt
Dry Beans, Eggs,
& Cheese Group
& Nuys Group
2-3 SERVINGS
2.3 SERVINGS
Fruit Group
Vegetable Group
2-4 SERVINGS
3-5 SERVINGS
Bread, Cereal,
Rice, & Pasta Group
6-11 SERVINGS
Source: US Department of Agriculture
818
Source: Life Centered Career Education, Donn E. Brolin, 1992, Reston, VA:The Council for Exceptional Children. (Revised 1997)
4
THE LCCE INSIDER
NOVEMBER 1997
1,)
