Fads and Fashions

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Fads and Fashions

Students will discuss the meaning of a fad and the factors that contribute to a fad.

Primary Learning Outcomes

What is a fad? How does something become a fad?

Additional Learning Outcomes

Assessed QCC Standards:

Grade: 6

Guidance

B. Educational and Occupational Exploration

Topic: Skills to locate, understand, and use career information.
Standard: Identify various ways that occupations can be classified. Identify a number of occupational groups for exploration. Demonstrate skills in using school and community resources to learn about occupational groups. Identify sources to obtain information about occupational groups including self-employment. Identify skills that are transferable from one occupation to another. Identify sources of employment in the community.

Procedures/Activities

Step: 1 Duration: 30 min.

Have students define the term “fad.” Ask the class to choose a fad of which they are aware (e.g., clothing fads). You may want to have students look for examples in magazines or newspapers. Have students present their ideas of how a fad begins in terms of exposure, modeling, and positive associations.

Step: 2 Duration: 15 min.

Ask students to obtain information to trace the development of the fad.

Materials and Equipment

popular magazines or newspapers

Standards (Local and/or National)

Total Duration

45 min.

Technology Connection

Assessment

Students' participation in the activity will be evaluated.

Extension

Ask students to interview their parents or another older adult and find out the fads that were popular during their teenage years. Have students inquire whether or not some fads that were popular in their day have come back around and become popular again. Allow students to share their findings with the class.

Remediation

Create a bulletin board of the latest fads. Have students write a paragraph about how the fad started and how long they think it will stay popular.

Accommodation

For students with exceptional needs, what changes can be made in instruction and teaching delivery to enhance student participation and learning? Each area below is a direct link to general classroom accommodations.

Non-readers     Physical Impairments     Sensory Impairments     Attention/Behavior

Each disability below is a direct link to general classroom accommodations specific for that disability.

    Autism
    Deaf - Blind
    Deaf/Hard of Hearing
    Emotional and Behavioral Disorder
    Mild Intellectual Disability
    Orthopedic Impairment
    Other Health Impairment
        Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder
        Tourette Syndrome
    Significant Development Delay
    Specific Learning Disability
    Speech - Language Impairment
    Traumatic Brain Injury
    Visual Impairment

Modification

For students with significant disabilities, what changes can be made in instruction and teaching delivery to allow students to participate in classroom instruction while working on IEP objectives and off grade level QCC standards. Below are suggested modifications correlated to the procedures of this lesson plan.