FCCLA STAR EVENTS

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Across
  1. 8. Chapters develop a working knowledge of parliamentary law and the ability to conduct an FCCLA business meeting.
  2. 10. Participants address environmental issues that adversely impact human health and well-being and who actively empower others to get involved.
  3. 11. Participants demonstrate their ability to use knowledge and skills gained from their enrollment in an occupational early childhood program.
  4. 13. Recognizes participants who use communications skills and techniques to educate their schools and communities about FCCLA with the intention of growing chapters and strengthening FCS and FCCLA programs.
  5. 14. Chapters develop and implement a well-balanced program of work and promote FCCLA and FCS and/or related occupations and skills to the community.
  6. 15. Participants apply interior design skills learned in FCS courses to design to meet client needs.
  7. 18. Recognizes participants who actively evaluate and grow in their leadership potential. Participants investigate their leadership ability, assess leadership and employability skills, and develop and implement a plan to further their leadership development.
  8. 21. Recognizes participants who track food intake and physical activity for themselves, their family, or a community group and determine goals and strategies for improving their overall health.
  9. 22. Participants make an oral presentation about issues concerning FCS and/or related occupations.
  10. 24. Recognizes participants enrolled in occupational culinary arts/food service training programs for their ability to work as members of a team to produce a quality meal using industrial culinary arts/food service techniques and equipment.
  11. 25. Participants explain how the FCCLA Planning Process was used to implement a national program project.
  12. 26. Participants apply skills used in FCS courses to plan an event for an educational institution, community or non-profit organization, business, or government institution.
Down
  1. 1. Participants use FCS skills to plan and develop an individualized nutritional plan to meet the needs of a competitive student athletic in a specific sport.
  2. 2. Participants demonstrate their knowledge, skills, and ability to actively identify a local, state, national, or global concern, research the topic, identify a target audience and potential partnerships, form an action plan, and advocate for the issue in an effort to positively affect a policy or law.
  3. 3. Participants use FCS skills to demonstrate the application of mathematical concepts in the culinary arts industry.
  4. 4. Chapters develop and implement an in-depth service project that makes a worthwhile contribution to families, schools, and communities. Students must use FCS content and skills to address and take action on a community need.
  5. 5. Recognizes participants for their ability to perform self-assessments, research and explore a career, set career goals, create a plan for achieving goals, and describe the relationship of FCS coursework to the selected career.
  6. 6. Recognizes participants who develop a plan for a small business using FCS skills and sound business practices. The business must relate to an area of FCS education or related occupations.
  7. 7. Participants demonstrate the knowledge and skills needed to explore and experience the career of being a FCS educator. Participants must prepare a portfolio, conduct classroom observations, plan and execute a lesson, develop an FCCLA integration plan, and deliver an oral presentation.
  8. 9. Participants who use FCS and/or related occupations skills and apply communication techniques to develop a project designed to strengthen communication.
  9. 12. Participants demonstrate knowledge of the basic concepts of food product development by creating an original prototype formula, testing the product through focus groups, and developing a marketing strategy.
  10. 16. Recognizes participants who use FCS and/or related occupations skills to develop a portfolio, participate in an interview, and communicate a personal understanding of job requirements.
  11. 17. Recognizes participants for their exploration of the education and training fields through research and hands-o
  12. 19. Participants select a used fashion, home, or other postconsumer item to recycle into a new product.
  13. 20. Participants use FCS skills to plan and conduct a child development project that has a positive impact on children and the community.
  14. 23. Participants demonstrate their baking and pastry skills through the preparation of a quick bread, choux pastry, cookie, and shaped yeast bread.