Day 1: Human Services and SFX Texture Concept

Daily Learning Contract

• Topic: Career Clusters
• Objective: Students will explore and describe the Human Services career cluster and identify career opportunities within the cluster using a labeled SFX texture concept.
• TEKS: d(1)(B), d(1)(C)
• Demonstration of Learning: Completed FYF pp. 128-129 research and concept card plus a career-task and transferable-skill check.

Lesson Overview

Before Class

• Tell students to bring the FYF workbook and open pp. 127-129.
• Post the three-page no-workbook concept brief only as an alternate route; do not print a class set by default. The third page preserves the full-size sketch space FYF p. 129 otherwise supplies.
• Place one index card per student for the individual career-task and transferable-skill exit check.
• Project FYF p. 127, then pp. 128-129.
• Project the supplied model; no teacher-created sample is required. Strong: one cracked-stone texture, dry-paper route, and labels for the base, overlapping cracks, center lines, and outward spread. Non-example: scales, fur, glitter, wrinkles, and cracks with no main texture.
• Keep H&L optional. The lesson must still run when the platform or a live Hat title changes.

Warm-Up (5 min)

WARM-UP: Think of a movie, show, or game character whose skin, hair, or clothing texture helps the character look believable. What can a viewer see?

Collect four visual details such as scales, cracks, wrinkles, overlapping pieces, shine, or color change.

Activity 1: Open the Human Services Cluster (8 min)

Use the FYF p. 127 opener to identify Hair Stylist, Recreational Therapist, and Aesthetician. Students record one task or client need for three Human Services careers. Make clear that SFX makeup sits near personal appearance and film production, while the larger cluster also includes counseling, recreation, and community support.

Optional H&L extension: Browse the Human Services cluster only after students have the fixed career notes. Do not require ratings, favorites, or screenshots for today's evidence.

Activity 2: Read the SFX Challenge (8 min)

Students answer on FYF p. 128:

1. What is a makeup prosthetic, and what does it change?
2. Why do texture and layering make an effect more believable?

Students use the response area on FYF p. 128 for both questions. A partner may help with oral rehearsal, but every student records individual evidence. The no-workbook route gives each question its own full-width response block.

Activity 3: Build the Texture Map (22 min)

Use FYF p. 129 to compare smooth/scaled, rough/cracked, layered/wrinkled, and rock/geode textures. Students select one main texture and at most one secondary texture, then complete:

• the workbook character description, texture, material, and color fields; and
• a labeled concept sketch with at least three layers or material choices.

The Canvas guide supplies the safe dry, digital, and optional campus-approved lab routes because the printed supply list is not the operating procedure.

Active monitoring: At minute 31, every student should have the main texture, route, and three useful labels. Redirect designs that use many unrelated textures or name materials that cannot produce the chosen visual effect. If several students list appearance words instead of career tasks, model one task: “A hair stylist consults with a client before cutting or styling.”

Exit Check and Reset (7 min)

Students write their name on the teacher-provided index card, use the complete frame, turn in the card, and then return materials:

A ___ uses ___ to . Today's design skill transfers because .

Safe trim: Skip whole-group sharing. Protect the individual career-task check, labeled plan, collection, and reset.

DELIVERABLE: Completed FYF pp. 128-129 plus career-task and transferable-skill check.

Support and Absence Route

• Use the embedded workbook images. The three-page concept brief is the enlarged/no-workbook route, not additional work.
• Use the embedded FYF texture style guide as the visual bank and allow oral rehearsal before writing.
• Allow a student to choose from two teacher-selected texture families.
• An absent student completes the same research and plan independently. No H&L login is required.