Bundles of Love: Making Fleece Blankets and Teddy Bears for ...

CONSUMER, FAMILY & LIFE SKILLS; VISUAL ARTS; LANGUAGE ARTS;
MATHEMATICS; SOCIAL STUDIES
Bundles of Love: Making Fleece Blankets and
Teddy Bears for Needy Children
By: Carol Fitzgerald
School: Marlboro HS, Marlboro
Grade Levels:
Living Issues, Fashion II & III
Classes - mixed levels
Academic Focus/
Core Curriculum Standards:
Visual and Performing Arts
1.1, 1.2
Language Arts Literacy
3.1, 3.2, 3.3, 3.4
Mathematics 4.1
Social Studies
6.2,
Consumer, Family & Life Skills
9.1A, 9.1B, 9.2A, 9.2B, 9.2C,
9.2D
Core Ethical Values:
Empathy; teamwork; good
citizenship; commitment,
respect for others
Project Description: The Living Issues and Fashion classes join
together to provide teddy bears, fleece blankets & pillows &
crocheted hats to children in need. Conceived as a response to the
requests of the Hugs & Stitches Charity, the project changes its
target audience, depending on current needs. For example, this year,
the classes chose to make the items, wrap them into “Bundles of
Love” and donate them to the children of families stationed at
McGuire Air Force Base in Forked River.
Once the students receive the assignment, they break it into
component parts, with each group being responsible for the
production of different phases. For example, all classes make the
teddies, but the fashion classes are responsible for the embroidery.
The Knitting Club is involved in hat making. Schedules are set up for
the timely completion of tasks, and all participate in the reflection.
Target Audience: The children of families stationed at McGuire Air
Force Base
Timeline: One month in preparation.
Project Scheduling: During class time.
Equipment Needed: Fleece material, patterns, measurement tools,
sewing machines, accessories for embroidery, yarn, knitting needles
Academic Focus;
Consumer, Family & Life Skills: Students demonstrate employability
& life skills in the production of the items. The skills taught in the
classroom are reinforced through this hands-on project.
Students also must use critical thinking, decision-making, selfmanagement
and teamwork in the individual and collaborative aspects
of the project. They also demonstrate character-building skills in the
process.
Visual Arts: Students produce a product that is aesthetically
pleasing, one that follows a predetermined pattern.
Language Arts Literacy: Students hone reading skills in following
the instructions, utilize writing skills in their journals and reflections
and demonstrate speaking and listening skills in working with each
other.
Social Studies: Students show civic engagement through helping
others.
Hurdles Encountered:
Hurdles: Balancing the
production of the articles so
that all will be finished in time
for the planned distribution.
Solution: Establishing set
deadlines for the completion of
the project. Large poster board
Educational Strategies:
Performance-based Education: Students have an opportunity to use
sewing skills in an authentic situation with a connection to the needs
of the real world.
Cooperative Learning; Students work together on vary stages of the
project.
Interdisciplinary Approach: The project reinforces the skills of many
disciplines.

signs reminded students of
approaching deadlines.
Celebration: A celebratory
breakfast to honor the hard
work.
Recognition: Certificates.
Media coverage of the event.
Key Findings: Student
enthusiasm is very high for this
project. Since it is a holiday
project, it also engenders a
great desire to help the needy
in other ways. As a result, it
spearheads other servicelearning
projects.
Personal Growth Outcomes: Student reflections revealed
great personal satisfaction with the project. When they
received the thank you from McGuire, they felt as if they had
really contributed to the happiness of others. Many expressed
a desire to find more worthy causes that could benefit from
their sewing skills.
Community Involvement:
Hugs & Stitches Foundation, founded by a Georgian Court
undergraduate, reaches out to needy children
Parents and Volunteer Involvement: The Marlboro HS Knitting
Club joined in the project.
Parents contributed food to the breakfast.
Reflection Activities: (Link with core ethical values)
Four visuals Stir journal prompts and discussion at different stages
of the “journey”:
1) What are your expectations? (Beginning)
2) What are you leaving behind? (Midway)
3) What are you carrying with you? (Completion)
4) What are your next steps? (Upon receiving thank-you)
Means of Assessment: Rubrics to evaluate each phase of the
project; individual & group participation marks.
.