FCSE 411 PHILOSOPHY AND METHODS

Title: PUBLIC RELATIONS PROJECT

Concept: Public Relations
Learning Outcome/Objective: Demonstrate public relations strategies
Relationship to Teacher Education Goals: INTASC Standard #10: Leadership and Collaboration - The teacher
seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with
learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to
advance the profession.
Performance Objectives/Description of the Project:
 Using the resources available under “Resources for PR Project” in D2L content and following the guidelines
presented in class, develop a public relations packet for promoting a National Family Week/Month related to
family and consumer sciences which meets the standards/criteria established for this assignment. The packet is
to include public relations strategies, an Infographic or PSA, and a press release.
 Working as a collaborative group and utilizing Say Yes to FCS Resources available on the AAFCS website,
prepare a lesson/workshop for promoting the FCSE major and related FCS majors to Sioux Falls School District
students.

Procedures/Directions:
1. Using the provided D2L resources and others that you locate, develop ideas for 4 different public relations
strategies for promoting the celebration of a national month that has a connection to family and consumer
sciences. At least 2 of the strategies must be completed in final form (as they would be used/created by your class
or FCCLA chapter.).

2. The pinwheels we will

complete.

Financial Goals.pdf
3. The financial goals calendar.
a. As you plan your activities, be sure that all your classes as well as the FCCLA chapter are involved. Your
class schedule for the semester is:
 Human Development: Preschool through School Age
 Career Exploration
 MS Healthy Lifestyles
 Personal Finance
b. Record the ideas on the public relations chart provided with this assignment sheet for each strategy.
Follow the example provided. (See pg. 2)
 c. Remember branding - always include the name of your program and/or FCCLA chapter – you may use
the logos for FCCLA and the FACS “brand” logo or the CTE brands for SD but be consistent. (See pg. 3)

4. Create an Infographic OR develop a Public Service Announcement (PSA) for the Say YES to FCS Campaign
promoting the consideration of a career in family and consumer sciences education for teens.
a. Free infographics can be created via https://piktochart.com/, https://www.canva.com/create/infographics/,
or you can also utilize software such as Word or Publisher.
b. More information about PSAs can be found via D2L content.

https://create.piktochart.com/output/28186654-new-piktochart

5. Working as a collaborative group, plan a lesson/workshop to promote FCSE and related FCS majors. Two
versions of the workshop are required. A full-length (50 min) workshop and a condensed version (20-25 minutes).
Plans must be well-suited to a high school (9-12) audience. A lesson plan template has been included (See pg.
4).

6. When you have completed all of your plans, write a press release http://fcclainc.org/pdf/sample_press_release.pdf
including some or all of the activities in your plan. Additional details for this part of the assignment are below (see
pgs 7-8).

7. Submit all items to Dropbox and/or in a paper folder by the deadline.

Assessment: See scoring rubrics for the project and the press release below.
TOTAL = 80 points (+20 points for Press Release) = 100 points
 Celebrate Family and Consumer Sciences – Get The Word Out!

Public Relations Chart

AUDIENCE MESSAGE METHOD INVOLEMENT TIMELINE BUDGET MONTH
Audiences will What is it that How will you How can/will you Include the Include
vary. It’s up to you want people inform or involve your when and projected costs
you to choose to know & influence your students/classes where. (if any)
the most remember about audience? List ?
important group your the Example: Plan Example: Order
to reach for program/project? communication/ and prepare mugs by Sept.
each activity public relations Examples: skits in class 10 – 12 mugs@
Example: techniques. Members of during Sept; $5 = $60 form
Example: Importance of Family Relations then practice FCCLA plus
School Board communication Examples: class will write and present at cardstock and
skills in families: Skits– and present the Oct. Board ribbon used from
husband/wife, developed by skits using “I” meeting. class supplies
parent/child, students will be messages
siblings, etc. presented that versus “you”
Strong family demonstrate message as well
communication both positive as skits
skills can both and negative promoting face-
prevent and communication. to face
resolve family communication
conflict. These Mugs promoting in place of
skills are National Family electronic
transferable to Month will be messages
the workplace. given to each FCCLA
school board members will
l member to use create gift tags
at monthly for each mug
meetings – announcing
reducing use of National Family
Styrofoam cups Month and tie to
and benefiting each mug.
the environment.

Strategy #1
AUDIENCE MESSAGE METHOD INVOLEMENT TIMELINE BUDGET MONTH
Career
School Student I want people to Wax Museum: Exploration: Plan the career Wax museum CTE Month
Body know that it is Direct The students of research in cost:
important to Informational Career middle of Utilize the
begin exploring Exploration January, school drama
your career Exhibition/Demo: members will students will club’s costumes
options early. Hands-on dress the part of prepare their or students will
Also, I want their aspired presentations by bring their own
people to career. A February 1st, the materials
develop an workshop will be next week will be Exhibition:
interest in a put where these used to practice Materials
FACS career. students will be their needed for
a part of a wax presentations these: Cake
museum. The and create decorating
rest of the visuals. There (frosting $1.50 a
school will come will be one “run container, box of
in and each through” day. cake: $3.06,
participant of the FCCLA icing: $2.98 ,
wax museum will members will Fashion
explain their have their ideas Designer:
career when and plan for their sketchbook: $4
someone comes exhibition by end Interior designer:
 to their station. of January, Fabric swatches:
begin practicing free from local
FCCLA: their demo, and furniture store,
The FCCLA do a “run Child care
students will do through” before worker: students
“exhibitions” the actual create activity to
demonstrating a workshop. do with children
certain FACS
related career.

Strategy #2
AUDIENCE MESSAGE METHOD INVOLEMENT TIMELINE BUDGET MONTH
Personal The personal The cost of
Community Push the Media Finance: finance students running Financial
community to information, The students will will begin newspaper ad: Literacy Month
meet potential social media, construct a 30- discussing the $50
financial goals. press release, day challenge 30-day
Realize the challenges for the challenge in the
importance of community. middle of March
understanding Each day will and have a draft
financial literacy. consist of by the last week
different financial in March. They
goals to develop will then hang
financial literacy. the calendar off
FCCLA: to the FCCLA
These students chapter who will
will create a way work on
of promoting this promoting the
30-day project. The first
challenge. They release will be
will release news the Wednesday
articles and before April.
social media Then, each day
posts about the of April, there will
daily challenge. be a reminder
for the goal of
the day on
Facebook.
Strategy #3
AUDIENCE MESSAGE METHOD INVOLEMENT TIMELINE BUDGET MONTH
Educate the Promotional/Info MS: Healthy The students will
public on fun rmational Video Lifestyle: begin making No cost, unless National
Community/Stud ways to eat The students will their movie at school doesn’t Wellness Month
ent healthy and stay create a the beginning of provide cameras
Body/General active. presentation/mo December. The for video.
Public vie that shows first step will be
fun ways to eat gathering their
healthy and stay resources/resear
active. ch. Then, they
FCCLA: will learn to use
The FCCLA a video making
members will go software and do
around to research on
various places in making effective
the community promo video.
(daycare, The video is to
schools, be complete the
parenting first week of
workshops, etc) January. Then, it
and give this will be handed
presentation. over to the
They will do a FCCLA students
small demo from to present to the
the movie, for various
example, making locations.
fun shaped
veggies.
 Strategy #4
AUDIENCE MESSAGE METHOD INVOLEMENT TIMELINE BUDGET MONTH
Human HD Class: Paper for
Raise awareness Pamphlet- Development: The students will pinwheels: $5 National Child
Community for Child Abuse Human Preschool begin learning Abuse
Prevention Development Through School about child Prevention
students will Age: abuse and Month
create a The students will recognizing the
brochure to put research signs signs in the
in with the of child abuse middle of March.
student’s and other child They will begin
parents’ abuse content. construction of
newsletters. This will be the brochure by
Public Relations- constructed into the last week in
FCCLA students a brochure to March. The
will make paper inform the brochure should
pinwheels and community on be released at
decorate them. child abuse. It the end of the
They will be sent will be given to first week of
to the local students’ April.
association to parents and put FCCLA:
help children around town to The chapter will
that have be viewed by the have a meeting
experienced community. where they
abuse. FCCLA: The make the
FCCLA chapter pinwheels and
will make another where
pinwheels to be they write
sent privately to messages to
children who send with the
experienced pinwheel. These
child abuse. will be sent out
the second week
of April.

Logos - you may want to use for your promotional materials

Date: 2/13/18
Time: 7:45-3:15
Audience: High School Students—grade 9-12
(Include a description of your audience in terms of age and number of children)
Class: Class sizes from 10-30

Topic/Concept: Say Yes to FCS

Objectives: (What should students be able to do after completing the lesson?)

 Categorize careers that are FCS focused.
 Describe what a career in FCSE involves and steps to pursuing that career.
 Differentiate between myths and facts of FCS.
 Explain the current job market for FCSE and the benefits of the career

Resources: (This includes a list of all of the items you will need to successfully carry out your plan. i.e. glue, markers,
technical equipment, etc.)
red and green cutouts, lesson plan and PPT (on flashdrive), white boards, markers, Say Yes to FCS bracelets,
posters, Fact Sheets,

Time Content/Activities
15 Motivation/Set: What are you going to do to get the children excited about learning? 25 red and 25
min. How do you plan to introduce yourselves? green cutouts

Hello! Ashley will introduce herself and others to follow. PPT

We are SDSU Students majoring in Family & Consumer Sciences Education. Any idea
what career this degree will lead us towards? (Let student guess) - (Faith)

We are learning to be FCS teachers and so we will be teaching classes like the one you
are in now.
FCS is CTE which stands for Career & Technical Education. One of the roles that FCS
teachers fill is introducing students to potential careers.

Is FCS a good fit for you? (see PPT) - Shelby

 This is what FCSE is….

End with showing the 16 Content Areas of FCS http://www.nasafacs.org/national-

standards-and-competencies.html

Today we are going to begin by testing your knowledge of FCS related careers.
(Lindsey & Shelby - share slides about the careers)
Kahoot Style Game - Green and Red papers - Are These FCS careers? (Ashley will
explore the scoring)

Discussion Questions:
Were there any careers you didn’t realize were classified as a FACS career? Did you see
any careers that appealed to you?
Do you know anyone with these careers? (Lindsey & Shelby)

End with showing the 16 Content Areas of FCS and reinforcing

http://www.nasafacs.org/national-standards-and-competencies.html

Give out bracelets to those who get at least ½ right.

Content/Learning Activities: PPT

(Include a clear description of what will be included and procedures followed)

Further Exploring Careers - One of the questions that people typically ask about careers
is “How much money could I expect to make in an entry level position in my career?”
(Faith)

To find out let’s play a version of Price is Right. (Pair students in groups of 3-4 (number
them off), they can write their price guesses on the white boards. Closet without going
over wins) Marker Boards
- 1 per groups
End with FCSE - explain again this is national avg., starting pay is lower and varies by of 3-4
state, but cost of living varies as well.

Assessment (How will you measure student’s learning? At what stages of the lesson will PPT
you assess?) Bracelets

There are several myths about FCS - let’s explore some of them.
Discuss the myths listed at the bottom and discuss why these myths are NOt true. (Note -
We could make this more like a game as well)

Myth: “FACS is an easy class to take.” (Ashley)

 All of the information in FCS is based on Science. As we have already learned, all careers in
FCS require expertise knowledge and skill sets.

Myth: “FACS is just a cooking and sewing class.” (Lindsey)

 While these are important personal life skills to learn, FACS also focuses on teaching
professional skills. For example, culinary skills that lead to careers in the Restaurant industry.
Or skills with textiles that lead to a career in Apparel Merchandising. As we have noted, FACS
actually include 16 areas of study that help prepare students to careers in a wide variety of areas..

Myth: “Colleges don’t offer FACS programs” (Lindsey)

 South Dakota States does indeed offer a Bachelor’s of Science Degree in FCSE. We are the only
University in SD that offers this degree program. (Hand out FCS FACT Sheet from Admissions)

Myth: “College is too expensive” (Shelby)

 There are many Financial Aid and Scholarship opportunities for students majoring in FCSE. For
 example, since FACS is currently considered a high needs content area, FACS professionals are
eligible for the TEACH grant which provides up to $4,000 a year for students in a 4-year degree
program.

Myth: “You won’t be able to find a job in FACS Education.” (Shelby)

 There is currently a national shortage of FCS teachers. That is why AAFCS has begun the “Say
Yes to FCS” campaign - (pass out Say Yes to FCS bracelets)

Myth: “This is not academically rigorous” (Faith)

 As noted earlier, FCS is based on Science. In order to understand Human Development for
example, you will need a background in Biology, Sociology, and Psychology.

Myth: “I won’t use these skills in my daily life (Faith)

 The great thing about FACS is that not only do you learn skills that can be used towards a future
profession, but you also learn skills that can be useful in your personal life. (SDSU students may
want to share personal stories about how FACS knowledge and skills have been useful in their
lives.)

Closure: What is the lasting message you want the kids to leave with?
Being a FCS teacher is a great career! We hope you will consider pursuing a career as a
FCS teacher. If being a teacher is not for you, perhaps another career related to FCS will
be just the right fit.
Each of you share why you chose this as a major.

What questions do you have?

National Month Project Rubric

Criteria 4 – Public Relations Pro 3 – Public Relations 2 – Public Relations 1 – Public Relations
Upstart Apprentice Problems

Theme Theme for the week/month
X 1 = 4 pts. is evident on all materials; it
is easily identifiable and
relates to families/family life;
theme is brief and grabs the
attention of the audience
Strategies Four different strategies are
X 2= 8 pts. described that promote
National Month; two
strategies are provided in
final format
Theme for the Theme is not included on No theme on any materials; OR
week/month is evident most materials; it is easy theme lacks a connection to
on most materials; it is to identify but not clearly families/ family life; theme is
easy to identify but not related to families/ family lengthy/cumbersome and fails
clearly related to life; theme is lengthy and to grab attention of audience
families/ family life; attention getting
theme is brief and/or
grabs attention of
audience
Four different Four different strategies Fewer than four different
strategies are are described that promote strategies are described that
described that promote National Month; one promote National Family Month;
National Month; two strategy is provided in final only one strategy is provided in
strategies are provided format final format
in final format
Chart Describing Chart is complete and
Strategies provides a detailed
X 4 = 16 pts. description of each strategy;
work is professional in
appearance, neat, attractive
and creative
Involvement of All FACS classes identified
Students /Classes in the assignment as well as
X2= the FCCLA chapter are
8 pts. involved in some way; the
FACS program and/or
FCCLA chapter is credited
as the sponsor
Presentation/Format Professionally presented in
X1= folder or portfolio; no spelling
4 pts or grammatical errors;
references are cited when
appropriate using APA
format
Time Line Time for completing
X1= strategies is realistic –
4 pts strategies could be
completed in time allowed;
time for starting projects is
specific and is included on
chart
Say YES to FCS! Promo X Included an original idea for
3 = 12 a Say YES to FCS campaign
in SD; promotes
consideration of a career in
family & consumer sciences
education; idea is described
in detail and a “mock up” of
the final product is provided;
idea is creative and appeals
to teens OR created a PSA
for the Say YES to FCS
campaign in SD; provided a
script AND a recording of the
PSA
Say YES to FCS! Collaborated with
Workshop x 6 = 24 classmates to develop a
workshop for high school
students to promote a FCSE
career. Lesson/Workshop
include plans for a full length
presentation (50 min) as well
as a condensed lesson (20-
25 min). Plans are well
suited for a high school
audience.
Total = 80
Chart is complete but Chart is complete but fails Chart is complete but fails to
fails to provide a to provide a detailed provide a detailed description of
detailed description of description of each each strategy; work lacks a
each strategy; work is strategy; work lacks a professional appearance, is not
professional in professional appearance, neat or attractive and strategies
appearance, neat, is not neat or attractive lack creativity
attractive but strategies and strategies lack
lack creativity creativity
All FACS classes Not all of FACS classes Not all FACS classes identified
identified in the identified in the in the assignment and/or the
assignment as well as assignment and/or the FCCLA chapter are involved in
the FCCLA chapter are FCCLA chapter are some way; the FACS program
involved in some way; involved in some way; the and/or FCCLA chapter is NOT
the FACS program FACS program and/or credited as the sponsor
and/or FCCLA chapter FCCLA chapter is credited
is NOT credited as the as the sponsor
sponsor
Professionally Professionally presented in Professionally presented in
presented in folder or folder or portfolio; two to folder or portfolio; four or more
portfolio; two to three three spelling or spelling or grammatical errors;
spelling or grammatical grammatical errors; references are NOT cited when
errors; references are references are cited when appropriate
cited when appropriate appropriate but do not use
using APA format APA format
Time for completing Time for completing some Time for completing most of the
strategies is realistic – of the strategies is strategies is unrealistic –
strategies could be unrealistic – strategies strategies could be not
completed in time could be not completed in completed in time allowed;
allowed; time for time allowed; time for time for starting projects is not
starting projects is not starting projects is not included on chart
included on chart included on chart
Included an original Included an original idea Not Included at all.
idea for a Say YES to for a Say YES to FCS
FCS campaign in SD; campaign in SD; promotes
promotes consideration consideration of a career
of a career in family & in family & consumer
consumer sciences sciences education; idea is
education; idea is not not described in detail OR
clearly described in a “mock up” of the final
and a “mock up” of the product is not provided;
final product is creative and appeals to
provided; idea is teens OR created a PSA
creative and appeals to for the Say YES to FCS
teens OR created a campaign in SD; provided
PSA for the Say YES to a script but no recording
FCS campaign in SD; of the PSA
provided a script but no
recording of the PSA
 Press Release/News Article Promoting National Month
20 points

Performance Task: As a newly hired family and consumer sciences teacher, you want the community to be informed
about your program and your FCCLA chapter through a variety of public relations efforts. Since your family and consumer
sciences program and FCCLA chapter are celebrating National _______ Month, you recognize that this would be an
excellent opportunity for a public relations effort. Write a news release promoting the month and the activities/events that
you have planned for your local newspaper; the article will also appear in the school newsletter sent to all parents in the
school district.

All resources reference below are accessible via the D2L Content page.

Step #1: Read “Guidelines for Formatting a Press Release”

Step #2: Review “FCCLA Tips on Writing a Press Release” and “FCCLA Sample Press Release”
Step #3: Write a press release following the guidelines provided below and in the rubric:

 Include a catchy and descriptive title that will catch the interest of the reader.
  Use a journalistic style of writing and make sure the first paragraph includes the who, what, when, where,
and how.
 The final article is to be no less than 1 ½ pages in length and no more than 2 pages in length, double
spaced and typed in the news writing format.

 Information used in the article should be factual and from reliable and accurate sources. Information
should be relevant to the importance of families and family time. Remember to localize the story by
including the activities and events that you have planned. If you use data/statistics, direct quotes or
paraphrasing, cite the source(s) in your article.

For example:
According to the American Dietetics Association, 30% of children under the age of 12 living in America
today are overweight.

“The increase in weight can be attributed to both a lack of exercise and poor food choices”, says Dr. Cecil,
local pediatrician.

National Month Public Relations Assignment News Release Rubric

Element of News Release 5 3
Headline and Lead The headline and lead
Paragraph paragraph grab the attention
of the reader and make
him/her want to continue
reading; a great lead will
make the reader say “I didn’t
know that”; lead includes the
5 W’s
Key Ideas The stories best of the 5 W’s
have been elaborated on
and other key ideas have
been included; one idea per
paragraph; story provides
the reader with new
information; story includes
items of local interest;
paragraphs are each based
The headline and lead
paragraph provide an
identifiable message; a
reader already interested in
the subject will keep
reading; contains the 5 W’s
The article is informative but
does not elaborate much on
any of the 5 W’s; the article
has potential but key ideas
are not expanded on;
several ideas are placed in
one paragraph; some local
interest is generated;
paragraphs are long
1 Score & Comments
The message of the story is
unclear after reading the
headline and lead
paragraph. The lead does
not contain the 5 W’s.
There is no reason to expect
a reader to read further.
The article is limited to
national data and events
with no local information
provided; lacks news value
– would probably be tossed
by the local editor;
paragraphs are long with
either no key idea or all key
ideas in one paragraph
 on one dominant idea and
rarely exceed 3 sentences
Journalistic Style Sentence length and start of
sentences is varied and
interesting; sentences are
written in active voice as
much as possible; uses
simple words and present
tense; transition words used
from paragraph to
paragraph; written in a
conversational manner –
informal; uses a personal
approach;
Format and Writing Basics Follows format assigned in
class – correct spacing,
contact information, release
date, ending of pages,
headline in all CAPS;
spelling, punctuation and
grammar are consistently
accurate; neat and
professional in appearance
Total = 20
Sentence length and start of
sentences are varied but
paragraphs do not reflect
organized thoughts; some
sentences are too long or
too choppy; written in a
formal manner that may not
hold attention of reader;
personal approach is limited
Some formatting errors;
occasional spelling and
grammar errors; minor
difficulties with grammar –
awkward structure; neat and
professional
Story lacks organization;
difficult to follow; sentences
are run on and lack clarity;
written in a formal manner
and appears to be a
“canned” story copied from
an Internet or other sample
release without any
additions to localize the
story;
Format is not followed in
several areas; poor spelling;
poor punctuation; poor
grammar; messy and lacks
professional appearance;