Across
- 3. 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.
- 5. Chapters develop a working knowledge of parliamentary law and the ability to conduct an FCCLA business meeting.
- 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.
- 8. Participants demonstrate their ability to use knowledge and skills gained from their enrollment in an occupational early childhood program.
- 12. Participants make an oral presentation about issues concerning FCS and/or related occupations.
- 15. Participants who use FCS and/or related occupations skills and apply communication techniques to develop a project designed to strengthen communication.
- 17. 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.
- 19. Participants select a used fashion, home, or other postconsumer item to recycle into a new product.
- 20. Participants apply skills used in FCS courses to plan an event for an educational institution, community or non-profit organization, business, or government institution.
- 22. 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.
- 23. 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.
- 24. Chapters develop and implement a well-balanced program of work and promote FCCLA and FCS and/or related occupations and skills to the community.
- 25. Participants apply interior design skills learned in FCS courses to design to meet client needs.
Down
- 1. Participants use FCS skills to plan and conduct a child development project that has a positive impact on children and the community.
- 2. 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.
- 3. Participants use FCS skills to demonstrate the application of mathematical concepts in the culinary arts industry.
- 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.
- 7. 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.
- 9. Recognizes participants for their exploration of the education and training fields through research and hands-o
- 10. 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. Participants explain how the FCCLA Planning Process was used to implement a national program project.
- 13. Participants address environmental issues that adversely impact human health and well-being and who actively empower others to get involved.
- 14. 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.
- 16. Participants demonstrate their baking and pastry skills through the preparation of a quick bread, choux pastry, cookie, and shaped yeast bread.
- 18. 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.
- 21. 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.