Child Development 1

Home , Latchkey kid, Toddler

FREEHOLD REGIONAL HIGH SCHOOL DISTRICT

OFFICE OF CURRICULUM AND INSTRUCTION

FAMILY & CONSUMER SCIENCES DEPARTMENT

CHILD DEVELOPMENT 1

Grade Level: 9-12

Credits: 5

BOARD OF EDUCATION ADOPTION DATE:

AUGUST 26, 2013

SUPPORTING RESOURCES AVAILABLE IN DISTRICT RESOURCE SHARING APPENDIX A: ACCOMMODATIONS AND MODIFICATIONS APPENDIX B: ASSESSMENT EVIDENCE APPENDIX C: INTERDISCIPLINARY CONNECTIONS FREEHOLD REGIONAL HIGH SCHOOL DISTRICT

Board of Education

Mr. Heshy Moses, President Mrs. Jennifer Sutera, Vice President

Mr. Carl Accettola Mr. William Bruno Mrs. Elizabeth Canario Mrs. Kathie Lavin Mr. Ronald G. Lawson Mr. Michael Messinger Ms. Maryanne Tomazic

Mr. Charles Sampson, Superintendent Mr. Jeffrey Moore, Director of Curriculum and Instruction

Curriculum Writing Committee

Ms. Artis Jordan Ms. Debra Revoir

Supervisors Ms. Cathy Boenig Ms. Deana Farinick Ms. Stacie Ferrara Ms. Susan Field Ms. Jane Goldstein Ms. Maria Ilarraza

Child Development I

Course Philosophy

Every person is a unique individual that grows and develops throughout life. Child Development I allows students to use critical thinking and problem solving skills to help them thrive in the twenty-first century. Students will comprehend how children develop socially, emotionally, physically, and intellectually. Understanding the developmental processes allows students prepare for parenting, as well as careers in child care, education, and all professions involving children.

Course Description

This course is highly interactive and engaging. Students get to reconnect with their “inner-child” through creative children’s games, collaborative activities, and innovative play. Students will participate in a cooperative learning environment through a plethora of hands-on tasks including educational bulletin boards, lesson demonstrations, and finger painting. By applying important skills like critical thinking and problem solving, students will be able to complete fun projects like creating an original storybook, board game, and constructing a toy from recyclable materials. Career exploration, resume building, and portfolio preparation will also be included as a part of this course.

Course Map Relevant Standards Enduring Understandings Essential Questions Common Assessments

How are the stages of growth different throughout the life cycle? 9.1.12.A.1 The progress of human growth and What developmental milestones exist throughout 9-10.RST.4 development is unique for every Child Development Analysis one’s life? 9-10.WHST.4 individual.

What makes an individual unique?

How does prenatal development proceed from conception through birth? 9.1.12.A.1, 4 9.1.12.B.1 The growth and development of a child What factors contribute to a healthy pregnancy? 9.1.12.E.1 during pregnancy is uniquely affected by Prenatal Health & Wellness Display 9-10.RST.1, 4, 7 heredity and environment. What are the signs and stages of labor? 9-10.WHST.2, 4, 7, 8, 9

What decisions face parents-to-be?

What are the responsibilities of parenting? 9.1.12.A.1, 4 9.1.12.B.1, 3 What experiences can prepare students today to be 9.1.12.E.1,2 Individuals are influenced by family and more knowledgeable and experienced parents in the Parenting Simulation 9.1.12.F.5 the community. future? Successful Parent Survey & Project 9-10.RST.7, 9 9-10.WHST.4,6,7,8,9,10 What role does the community play in shaping an individual?

What qualifications are needed for careers in early childhood? 9.1.12.F.2 9.3.12.C.1,2,3,5,6,7,23 Career exploration impacts an How do personal decisions, interests, and education College & Career Portfolio 9-10.RST.1,2,3,5,7 individual’s future. affect career goals? Career Exploration 9-10.WHST.2,4 How can real world experience impact a person’s decision on choosing an occupation?

Course Map

Relevant Standards Enduring Understandings Essential Questions Common Assessments

What are the parts of an organized effective lesson? What factors must be considered in order to ensure age- appropriate preschool activities? What observation tools are used in noting a child’s 9.1.12.A.1 Preparing age-appropriate lessons development? 9.1.12.C.5 requires effective planning and Preschool Lesson Plan 9-10.WHST.4, 8, 10 presentation skills. What public speaking skills are essential in delivering an effective lesson to young children? What are the benefits of reflecting on a lesson? What resources are available for creating age-appropriate lessons?

9.1.12.A.1 What skills are needed to be an effective caregiver? 9.1.12.B.1 Quality child care is essential to positive Child Care Informational Brochure 9.1.12.E.1 growth and development. What factors and options should parents consider when 9-10.WHST.4, 6, 8 choosing quality care?

9.1.12.A.1 What positive/negative impacts does technology have on 9.1.12.E.4 the family? Children’s Technology/Media 9.1.12.F.1,5,6 Technology impacts the family. Evaluation 9-10.RST.9 How does technology influence our lives socially, 9-10.WHST.7, 8, 9 educationally, and intellectually?

9.1.12.A.1 Families and individuals are responsible What can individuals do to reduce, reuse, and recycle Recycled Materials Art Project 9.1.12.B.3 for protecting our natural resources. natural resources?

What is needed to safeguard children? 9.1.12.A.1, 4 What are the signs of child abuse and neglect? 9.1.12.B.1,3 Supervision, knowledge, protection, and 9.1.12.C.5 What laws do parents and teachers need to know to keep Student-Designed Safety Test prevention strategies can prevent children safe? 9.1.12.E.2 PSA on Child Safety childhood injuries. 9-10.RST.4,7 Who is ultimately responsible for the protection of children 9-10.WHST.4,7,8 in community-based settings? What agencies have been set up to protect children?

Enduring Understandings & Pacing

Recommended Unit Title Unit Understandings Duration

1: Growth & The progress of human growth and development is unique for every individual. 7 weeks Development

2: Prenatal Development, Pregnancy, The growth and development of a child during pregnancy is uniquely affected by heredity and environment. 3 weeks & Birth

3: Parenting Individuals are influenced by family and the community. 4 weeks Responsibilities

Supervision, knowledge, protection, and prevention strategies can prevent childhood injuries and protect 4: Safety & Supervision 3 weeks our children.

5: Child Care Programs Quality child care is essential to positive growth and development. 3 weeks

6: Curriculum & Preparing age-appropriate lessons requires effective planning and presentation skills. 8 weeks Methodology

7: Career Exploration Career exploration impacts an individual’s future. 3 weeks

8: Technology Technology impacts the family. 3 weeks

9: Going Green Families and individuals are responsible for protecting our natural resources. 2 weeks

CHILD DEVELOPMENT I UNIT 1: GROWTH AND DEVELOPMENT SUGGESTED DURATION: 7 WEEKS

UNIT OVERVIEW ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS How are the stages of growth different throughout the life cycle? The progress of human growth and development is unique for every individual. What developmental milestones exist throughout one’s life? What makes an individual unique?

LEARNING TARGETS NJCCCS/CCSS COMMON ASSESSMENT LEARNING GOALS The proficient student will:  produce nonjudgmental, objective observation by noting a Given a choice of personal or YouTube videos, complete a 9.1.12.A.1 child’s developmental milestones, and critiquing their skills; 9-10.RST.4 written analysis of specific stages of development using a  predict the physical age of the child with a written defense of 9-10.WHST.4 checklist of developmental milestones. their response;  use appropriate domain-specific terms in their analysis.

SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE Physical, social/emotional, and intellectual development  Organize the sequence of Create a chart of developmental milestones depicting areas of growth and Direction of development: developmental milestones. development for the child from birth through age 6 years. Then, create a cephalocaudal and proximodistal “developmental doll” depicting a specific age. principles  Identify difference between Infant, toddler, and preschool infant, toddler, and preschooler. development List and compare different observation tools. Then, brainstorm locations for  Differentiate between objective Objective vs. subjective possible observations (i.e. – park, babysitting, family gathering, community or subjective statements. statements centers/programs, etc.). After conducting a real or virtual observation, write  Produce clear coherent writing Anecdotal running records, for a practice observation. observations of an infant, toddler, or preschooler’s physical, cognitive, or checklists, participation charts,  Create guidelines and rules for social/emotional development for a journal or portfolio using a variety of and rating scales observation tools. observing children.

SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE Physical, social/emotional, and intellectual development  Determine the meaning of Read and summarize at least two articles on preschool growth / development. Cephalocaudal and domain-specific words in an Then, compare/contrast important points. Lead a round table discussion on proximodistal principles article. findings. Venn Diagrams, comparison  Summarize an article from a charts, graphic organizers reputable source. Facts vs. Generalization

SUGGESTED MODIFICATIONS TECHNOLOGY INTEGRATION Activity Alternatives  If unable to complete a live child observation, students may watch videos of children to observe stages of development, milestones, Student Monitoring etc.  Use a digital tool to create a game style review of the types of Use Quizstar to assess student’s ability to describe the areas of observation tools. development. Students will be able to identify skills according to age.  The “developmental doll” can be created on any computer-aided design program, rather than drawn by hand. DIFFERENTIATION  Provide study guides, and review packets.  PowerPoint Presentations may be uploaded to a teacher’s website for reinforcement and review.  Provide reading materials at various Lexile levels.  Create and construct an age-appropriate toy based on a child’s specific level of development.  Students may select their own articles, or teacher may provide Lexile-appropriate articles.

CHILD DEVELOPMENT I UNIT 2: PRENATAL DEVELOPMENT , PREGNANCY, AND BIRTH SUGGESTED DURATION: 3 WEEKS

UNIT OVERVIEW ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS How does prenatal development proceed from conception through birth? The growth and development of a child during pregnancy is uniquely What factors contribute to a healthy pregnancy? affected by heredity and environment. What are the signs and stages of labor? What decisions face parents-to-be?

LEARNING TARGETS NJCCCS/CCSS COMMON ASSESSMENT LEARNING GOALS The proficient student will: Create a poster, bulletin board, display case, or  identify positive and negative influences affecting pregnant women 9.1.12.A.1, 4 brochure with an attention-getting message that and embryos/fetuses; 9.1.12.B.1 promotes factors of optimum health and wellness  differentiate between inherited and environmental influences; 9.1.12.E.1 for prenatal and maternal development, using 9-10.RST.1, 4, 7  identify reliable resources that are sources of prenatal health and 9-10.WHST.2, 4, 7, 8, 9 evidence from multiple authoritative sources. wellness information; Place brochure or photo of project in portfolio.  demonstrate how decisions made by parents impact pregnancy/labor/newborns.

SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE  Conduct short as well as more sustained research projects to Use texts, class resources, and the Internet to: Embryo answer a question, synthesize  Chart the development for each month of pregnancy identifying major Fetus multiple sources on subject areas of growth and development. Ovum demonstrating understanding of Sperm the subject.  Locate 3D objects that correspond to the size of the embryo/fetus. Conception  Determine the meaning of  Identify the signs and symptoms of pregnancy. Trimester domain-specific vocabulary and  Create posters or other visuals to depict the development of the fetus Cephalocaudal and proximaldistal phrases as they are used in a month by month. patterns of development scientific or technical content relevant to grades 9-10 texts and topics.

SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE Stillborn  Determine the meaning of Miscarriage domain-specific vocabulary and Gynecologist phrases as they are used in a Obstetrician scientific or technical content Read articles on prenatal care, labor, and delivery methods, pregnancy, feeding Nurse midwife relevant to grades 9-10 texts and methods, pregnancy risks, fetal development, fertilization, diet during pregnancy. Cesarean section topics. Summarize articles, discuss or present, Q&A. Apgar score  Determine central ideas or Bonding conclusions of a text, trace Lamaze explanation of concept and In vitro fertilization provide an accurate summary. Artificial insemination Placenta Amniotic fluid  Translate information expressed Uterus visually into words. Umbilical cord  Determine the meaning of View In the Womb by National Geographic, the Miracle of Life or pregnancy film Zygote domain-specific vocabulary and to visualize prenatal development and chart benchmarks of each month. Birthing practices phrases as they are used in a Fontanels Summarize, develop questions to discuss in class. scientific or technical content Labor relevant to grades 9-10 texts and Afterbirth topics. Reflexes Postpartum depression Choose a research claim listed to investigate: breast feeding vs. bottle feeding  Write arguments focused on and brain development, allergies, obesity, etc. Discuss how this research is useful Breastfeeding vs. bottle feeding discipline specific content. to mothers and families. Summarize what you learned.  Organize ideas, concepts, and Heredity Pretend you are a parent of a new baby. Write a letter to your child to read information to make important Environment when they are older describing what you did to keep baby safe and healthy connections and distinctions. Influences on prenatal  Apply critical thinking and during pregnancy. development problem solving strategies. Birth defect Tay Sachs disease Down syndrome  Translate information expressed Develop a chart that divides birth defects by four general causes. Research Sickle cell anemia in words in a text into visual form organizations that provide support for families of children with birth defects. Muscular dystrophy (chart). Cystic fibrosis Fetal alcohol effects Fetal alcohol syndrome

SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE Invite speakers and/or panel discussion on aspects of pregnancy, prenatal care,  Write routinely including variety birth and delivery. Suggestions: labor and delivery nurse, midwife, doula, of tasks, purposes and audiences. obstetrician, pediatrician, genetic counselor, nutritionist. Students can formulate  Formulate questions based on questions of interest beforehand, then write a summary of discussion for journal. interest and knowledge. Obstetrician  Organize ideas, concepts, and Midwife information to make important Nurse midwife connections and distinctions. Create a 6-10 page booklet titled “Where I Started.” The book is to chronicle Doula  Determine the meaning of students’ own prenatal development and birth experiences. Begin by interviewing Gynecologist domain-specific vocabulary and parents about the mother’s pregnancy and first days of life; if possible obtain Pediatrician phrases. pictures of mother when she was pregnant and of newborn. Convert the Genetic counseling/counselor  Conduct short as well as more interviews into written narratives and include them in the book along with sustained research projects to photographs and other illustrations. answer a question, synthesize multiple sources on subject demonstrating understanding of the subject.

SUGGESTED MODIFICATIONS TECHNOLOGY INTEGRATION Activity Alternatives  Create multimedia presentations to chart/describe fetal development at Student Monitoring each month for child and mother.  Create a PSA using video with an attention getting message that  Have students submit questions for speakers or teacher (especially on promotes major concepts related to healthy pregnancy and delivery. sensitive topics) on areas that need clarification on teacher website.  Use www.choosemyplate.gov to obtain information on the diet during  Students may participate in online forum for the class or class blog to pregnancy and monitor/ log foods eaten for analysis. keep class discussion going and monitor understanding.  Search the Internet to find an organization such as March of Dimes that  Multimedia presentations can be posted or linked on website for class helps people with birth defects. Find out what services and treatment review. are offered and inform your classmates via class website or blog. DIFFERENTIATION  Utilize creative options such as role play, skit, or create a game for class to play to get across the messages of pregnancy health and wellness.  Provide choices on technology-based projects or other projects.  Select appropriate reading materials to match students’ Lexile and offer choices of articles.

CHILD DEVELOPMENT I UNIT 3: PARENTING RESPONSIBILITIES SUGGESTED DURATION: 4 WEEKS

UNIT OVERVIEW ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS What are the responsibilities of parenting? What experiences can prepare students today to be more Individuals are influenced by family and community. knowledgeable and experienced parents in the future? What role does the community play in shaping an individual?

LEARNING TARGETS NJCCCS/CCSS COMMON ASSESSMENT LEARNING GOALS The proficient student will: Participate in a multi-day parenting simulation using an infant  demonstrate competency of physical aspects of care through simulator, student demonstration or project including major 9.1.12.A.1 actual care of an infant simulator that provides feedback or by 9.1.12.B.1 aspects of safe physical care of an infant such as feeding, teaching/demonstrating physical care in a class demonstration 9.1.12.E.1,2 diapering, comforting, burping, rocking, etc. Evaluate and or multimedia presentation; 9-10.WHST.4,7 reflect on your performance. Include documentation and  produce a clear and coherent written evaluation, reflecting on reflections in portfolio. what was learned during this experiment. 9.1.12.A.1,4 Survey at least five sets of parents about their parenting 9.1.12.B.1,3 experiences using a class- generated survey. Summarize and The proficient student will: 9.1.12.F.5 report findings to class. Discuss and compare results in class  organize their conclusions into a creative project about 9-10.RST.7, 9 and use knowledge learned to create an essay, brochure, characteristics of successful parents; 9-10.WHST.6,7,8, poster or PSA about characteristics of successful parents.  produce clear and coherent writing, summarizing results. 9,10 Include project in portfolio.

SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE Identify short vs. long term goals and create a collage with 5 short term goals and 5 long term goals including descriptions and pictures of each. Upon Short vs. long term goals completion, teacher will insert a “baby” into collage. Student will write an essay  Organize ideas, concepts, and Goal setting on how a pregnancy at this time period and the resulting child will affect each information to make important Resources: time, money, connections and distinctions. short and long term goal. Discuss which goals can still be accomplished, or not education, family support,  Apply critical thinking and and how timing is affected. Identify resources that can make a difference in skills, equipment problem solving strategies. the outcome.

SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE Roles and responsibilities of parents Brainstorm the responsibilities of parents. Create a graphic organizer that Definition of parenting  Translate information expressed classifies the physical, social, emotional, intellectual, and moral responsibilities of Changing roles of parents in words into visual form. parents as well as the roles of parents (teachers, caregivers, chauffeur, mentor, over last two hundred years  Compare/contrast similarities and differences in the parenting coach). Class discussion follows with sharing opinions. Discuss, reflect, write in Qualifications and roles of mothers and fathers. journal on “It takes a village to raise a child.” Discuss how role models influence experiences of good parents  Write routinely for a range of future parents. Parenting styles discipline specific tasks. Care and needs of children Nurturing Job posting  Organize ideas, concepts, and Create a job posting for “parent.” Students will swap postings and then apply Resume information to make important with a resume and cover letter detailing their skills, talents, and experience for Cover letter connections and distinctions. the job. Roles and responsibilities of  Apply critical thinking and parents problem solving strategies. Research topics related to parent responsibilities and create a brochure, poster, Definition of sudden infant  Follow a multistep procedure. or bulletin board: sudden infant death syndrome, shaken baby syndrome, breast- death syndrome  Demonstrate an understanding vs. bottle feeding, child abuse and neglect, nutrition, diapering, bathing an infant, of information or ideas. Risk factors of SIDS effects of birth order, number of children, age of parents, common child rearing  Provide an accurate summary of Child abuse and neglect practices, etc. a text. Make and defend judgments on topics with various viewpoints related to unit by Roles and responsibilities of participating in “Take a Stand.” Students will read articles on various topics, and then parents  Formulate an opinion based on write an opinion sentence or two on the issue. One statement at a time is voiced. Signs Rights of children research. are placed around room walls indicating agree, disagree, no opinion/not sure. Students Rules of respectful discussion  Write arguments focused on move to appropriate sign and express the reasons for their viewpoint. Finally, write your Overview of reputable websites discipline specific content. conclusions or explain what you learned from this session. and sources of information  Job shadow and interview Overview of childcare programs Observe, survey and evaluate a childcare program in the community. Chart the professionals. – family childcare, day care, similarities and differences of types of programs. Match programs to scenarios of various  Chart similarities and differences latch key programs childcare needs. Discussion – who is responsible for the care of children?  Apply critical thinking and Substitute child care problem solving skills.

SUGGESTED MODIFICATIONS TECHNOLOGY INTEGRATION Activity Alternatives  Use “Baby Think It Over” or “Ready or Not Tot” electronic infant Student Monitoring simulator with baby care electronic scoring or printout.  Exit ticket of one fact learned today or topic that needs clarification  Create a multimedia presentation on topics related to parenting  Computerized readouts of Baby Think It Over Experience after each responsibilities such as feeding, diapering, bathing a child. day of experience to check progress and improve care scores  Share Baby Think It Over experiences on a class blog or website. DIFFERENTIATION  Place helpful resources for students to further study, research, and review on class website.  Alternatively, research and present information about the father’s role in parenting.  Research common parenting practices and customs around the world.  Care for a real infant to demonstrate physical care (limited time period with infant family member that can be verified).  With written parent permission, videotape quality time caring for a young child.

CHILD DEVELOPMENT I UNIT 4: SAFETY & SUPERVISION SUGGESTED DURATION: 3 WEEKS

UNIT OVERVIEW ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS What is needed to safeguard children? What agencies are charged with child protection? What are signs of child abuse and neglect? Supervision, knowledge, protection, and prevention strategies can prevent childhood What laws do parents and teachers need to know to keep injuries and protect our children. children safe? Who is ultimately responsible for protection of children in community-based settings?

LEARNING TARGETS NJCCCS/CCSS COMMON ASSESSMENT LEARNING GOALS The proficient student will:  demonstrate basic strategies of safeguarding a child’s 9.1.12.A.1 environment; 9.1.12.C.5 In small groups, students will design a safety test, creating questions  demonstrate basic strategies of child supervision; 9-10.RST.4,7 and tasks that will show mastery of child safety and supervision.  demonstrate knowledge of child abuse and child 9-10.WHST.4,7,8 protection agencies;  demonstrate knowledge of child safety laws;  produce clear and coherent writing. 9.1.12.A.1,4 The proficient student will: 9.1.12.B.1,3 Create a public safety announcement on a specific issue related to  prioritize major areas of child safety and protection 9.1.12.E.2 child safety, supervision, abuse prevention, etc. to safeguard children with accurate information in a brochure or 9-10.RST.4,7 and maintain good health. Include in portfolio. 9-10.WHST.4,7,8 presentation targeted for the community.

SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE Types of child abuse: physical, emotional, intellectual, social,  Write arguments focused on Student prepared questions for guest speakers such as nurse, law enforcement, sexual domain specific content. teachers, psychologist, DYFS agent, or social worker. Summarize discussion in an Community agencies which  Organize ideas and information essay on child abuse and protection of children. protect children to make important connections Seat belt safety laws and distinctions. Child helmet laws

SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE Students will read articles on famous, recent, or local stories of child abuse,  Provide an accurate summary of Types of child abuse protection of children, and/or concerns of health and safety. Using the “4 A’s text. Current issues of health and Text Protocol,” small groups will discuss assumptions, agreements, arguments,  Attend to precise details of safety and “asks.” explanations or descriptions. Teacher will prepare a safety hazard obstacle course within the classroom (uncovered outlets, water spill, paper clips, beads on floor, dangling cords, heavy Electrical hazards Fire Hazards objects in reach, etc.). Teams will try to identify as many hazards as they can.  Problem solving, critical thinking Water hazards Teams will compare who found the most. As large class, summarize ways to  Write routinely for a range of Hazards of young children reduce risks, then develop a safety checklist for a preschool classroom, child’s discipline specific tasks, Signs of good supervision purposes, and audiences. bedroom or playroom, as well as rules for good supervision in a safe classroom Consumer protection laws and what that should look like. Create a list of signs of good supervision and related to children publish for use within classroom.

SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE Immunizations Heimlich/abdominal thrust  Translate information expressed View a high quality video on child care safety and supervision. Students should CPR in words in a text into visual form Shock (chart). take notes on a study guide. Convulsions/seizures  Demonstrate an understanding fracture of information or ideas. Basic First Aid

SUGGESTED MODIFICATIONS TECHNOLOGY INTEGRATION

Activity Alternatives  Baby Think It Over infant simulator (SIDS prevention and shaken baby syndrome built into standard model, fetal alcohol and drug induced baby models also available) Student Monitoring  Students can maintain journal/log online on a site such as Google Drive  Teacher can use the Baby Think It Over printout of events related to or Edmodo. SIDS, shaken baby, etc.  Class can maintain a blog on topics related to child safety and health  Teacher may monitor of use of materials on website for review. issues that are currently in the news.  Use Microsoft Publisher or similar software to create a brochure or newsletter on children’s health and safety.

DIFFERENTIATION  Evaluate a child’s toy for safety.  Create a display case or other creative project or use technology to inform community about the safety hazards and prevention strategies associated with young children.  Write a guide sheet with at least ten ideas of activities that could be used with children recovering from an illness.  Create a newsletter of safety and health topics as a resource for the community.

CHILD DEVELOPMENT I UNIT 5: CHILD CARE PROGRAMS SUGGESTED DURATION: 3 WEEKS

UNIT OVERVIEW ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS Quality child care is essential to positive growth and What skills are needed to be an effective caregiver? development. What factors and options should parents consider when choosing quality care?

LEARNING TARGETS NJCCCS/CCSS COMMON ASSESSMENT LEARNING GOALS The proficient student will: 9.1.12.A.1  use a digital program to produce and publish clear and 9.1.12.B.1 Create an informational brochure for parents about factors coherent writing; 9.1.12.E.1 that must be considered when choosing quality childcare.  demonstrate knowledge of effective caregiver skills; 9-10.WHST.4, 6, 8  demonstrate knowledge of varied options available with child care.

SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE  Research to build knowledge on Parent Cooperative the types of home childcare. Check-in Services  Use a graphic organizer to list and define different types of child care. Compare the benefits and Nanny vs. Au-Pair disadvantages of your personal “Latchkey” Kid experience in childcare through an insightful reflective writing.

Montessori Program  Conduct short research to Head Start, Preschool, and build knowledge on the types Students survey the community for local of childcare centers. Kindergarten Programs Goddard Schools of childcare programs and Kinder University facilities outside the home. Kiddie Academy

SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE  Research to build knowledge for an oral report. Montessori Program  Draw conclusions by reflecting Head Start, Preschool, and on the positive and negative Observe and critique an early childhood program or center. Students will then Kindergarten Programs attributes of a local childcare compare/contrast different forms of childcare available in the community and the Goddard Schools program. services each provides. Include advantages and disadvantages for each. Kinder University  Compare / contrast findings Kiddie Academy regarding different programs Observation Checklist and services each childcare program provides.  Write an argument to support Classroom Layout decision. Build a diorama of the “ideal” preschool classroom. Label all learning areas. Reading Area  Use multi-step instructions to Scale interpret scale when creating a diagram.

SUGGESTED MODIFICATIONS TECHNOLOGY INTEGRATION Activity Alternatives  Complete an Internet scavenger hunt for fun ideas that can be implemented into a childcare program for small children and bigger Student Monitoring kids in an aftercare program. Compile your findings on a spreadsheet. Use a class web site to initiate a discussion on the benefits and  Take pictures of 3 local childcare facilities. Compare the size, location, disadvantages of each type of childcare program. and accessibility of each facility.  If unable to visit a childcare facility, investigate and compare/contrast websites of such facilities. DIFFERENTIATION  Provide graphic organizers.  Place study guides, review packets, and PowerPoint presentations on teacher website for reinforcement and review.  Provide reading materials at various reading levels.  Create an artistic perspective rendering of the “ideal” child care center.  Create a poster advertisement for a thematic childcare center.

CHILD DEVELOPMENT I UNIT 6: CURRICULUM & METHODOLOGY SUGGESTED DURATION: 8 WEEKS

UNIT OVERVIEW ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS What are the parts of an organized effective lesson? What factors must be considered in order to ensure age-appropriate preschool activities? Preparing age-appropriate lessons requires effective What observation tools are used in noting a child’s development? planning and presentation skills. What public speaking skills are essential in delivering an effective lesson to young children? What are the benefits of reflecting on your lesson? What resources are available for creating age-appropriate lessons?

LEARNING TARGETS NJCCCS/CCSS COMMON ASSESSMENT LEARNING GOALS The proficient student will:  demonstrate age- and developmentally-appropriate objectives, activities, and assessments; 9.1.12.A.1 Plan, write, and present a preschool thematic lesson  write a lesson plan that includes objectives, an anticipatory set, 9.1.12.C.5 plan (colors, dinosaurs, the water cycle, etc.), instructional procedures, evaluation, materials, resources, and 9-10.WHST.4, 8, 10 incorporating interactive learning activities to the class. open-ended questions;  critique a lesson plan and write an insightful reflection on its effectiveness.

SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE  Compare, contrast, and define Objectives, goals, and “goal”, “objective”, and concepts “concept.” Thematic units  Produce and write a clear measurable goal and objective Anticipatory Set Create a class glossary defining the parts of a lesson plan. Brainstorm and create  Design and publish flash cards to Procedures / Instructions a list of themes appropriate for preschoolers. Write a sample goal and objective. illustrate and define the parts of Closure / Transition a lesson plan. Evaluation  Construct a thematic flow chart Materials / Equipment organizing cross-curricular Graphic organizers concepts.

SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE List who is involved in writing a curriculum and discuss their role regarding input. Areas of Development (i.e. - parents, teachers, administrators, community boards, etc.). Guest speakers Learning Styles  Distinguish the varied may visit the class to answer student-prepared questions on teaching, curriculum, Differentiated Instruction roles/responsibilities of teaching, instruction, and assessment (master teachers, supervisor, principal, central office Thematic units curriculum, and assessment. administrator, education professor). Cross curricular planning

Design and create a “Developmental Puzzle” whereas each piece highlights the  Apply appropriate activities and Stages of development skills needed to complete age-appropriate preschool activities. tasks for different stages of development.

SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE

Authentic Assessment Formal vs. Informal  Draw evidence from text to Observations justify the purpose of making observations. Formulate a list of observable behaviors and evaluate each to determine if it is Anecdotal Records  Compare / contrast different measurable. Checklist observation tools. Participation Charts  Conduct and critique one Rating Scales practice observation.

List and define the 7 “C’s” of communication. Then, teams of students will 7 C’s: clear, concise, compete against each other in best embodying these traits in an extemporaneous concrete, correct, coherent, speaking competition. Alternatively, teams may present “the worst example” of  Demonstrate effective and complete, courteous each in order to determine how not to effectively communicate. ineffective communication skills. Articulation  Recognize what constitutes clear,

Pronunciation concise, and logical presentation

Debate Topic of information and findings. Design a “Help Wanted” ad for an “ideal” teacher (listing communication and Rebuttal speaking skills needed).

SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE  Compare mock assessment scores and devise a strategy to Metacognition improve student learning. Teaching Styles  Create an evaluation rubric for Critique a classmate’s lesson for effectiveness, using a class-created checklist. Evaluations lesson demonstrations. Data Analysis  Write a journal response Pedagogy comparing the pros and cons of your lesson presentation performance.  Complete a web-quest of educational preschool websites. Electronic books Compare findings and generate a Create a chart of popular websites and books used by teachers for preschool Apps list. lesson ideas. Web-quests  Explore your local library for Dewey Decimal System books on preschool crafts. Write a newspaper editorial review on your findings.

SUGGESTED MODIFICATIONS TECHNOLOGY INTEGRATION Activity Alternatives Student Monitoring  Create an instructional video for a preschool craft. Use Quizstar to assess student understanding of goal development  Use smart responders to survey class on preferred project to and lesson writing. complete, teaching techniques, and learning styles. DIFFERENTIATION  Provide graphic organizers.  Place study guides, review packets, and PowerPoint presentations on a teacher website for reinforcement and review.  Provide reading materials at various reading levels.  Pair students up in mixed ability grouping to construct and present a lesson.  Build a clay model of the brain highlighting the functions of each section.  Make a photo album of preschool craft lessons and completed samples.  Develop a test to assess the fine and gross motor skills of kindergartners.

CHILD DEVELOPMENT I UNIT 7: CAREER EXPLORATION SUGGESTED DURATION: 3 WEEKS

UNIT OVERVIEW ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS What qualifications are needed for careers in early childhood fields? How do personal decisions, interests, and education affect Career exploration impacts an individual’s future. career goals? How can real world experience impact a person’s decision on choosing an occupation?

LEARNING TARGETS NJCCCS/CCSS COMMON ASSESSMENT LEARNING GOALS Develop a comprehensive college and career portfolio including educational artifacts, job application letter, and The proficient student will: resume detailing relevant experiences for a career in early  maintain a neat and career ready portfolio of samples of childhood education/care. This is a year-long project. classwork related to career preparation that may include Suggested time frame for evaluation is January, prior to resume, letter of application, college/career essays, interest 9.1.12.F.2 inventories, interview Q&A, Naviance surveys results and midterm exams (half completion) and full completion in May, 9.3.12.C.1,2,3,5,6,7,23 summaries; prior to final exams. Suggest that list of requirements be given 9-10.RST.3, .5, .7  create high quality samples that include preschool art and to students during first month of school to prepare and plan. 9-10.WHST.2,4 craft projects, felt board props used in actual lessons, an A reflection piece should accompany each piece in which the original story book, photographs of bulletin board displays, student reflects on what was learned in creating it and how it and student prepared lesson plans; prepares him/her for a career in early childhood education.  write objective observations of children in various formats (Child Development I students may continue to edit and add utilized in class. to their portfolio in Child Development II.) Explore careers working with children birth to age six. Utilize the Occupational Handbook, Naviance, and additional research tools The proficient student will: to prepare a poster, brochure or multimedia presentation that 9.3.12.C1,2,4,6  research and develop a presentation of a career working with includes one selected career choice that includes children with 9-10.RST.1,2,5 children including the education required, salary, outlook for the job title, required education, suggested majors, salary range, 9-10.WHST.2,4 future employment, desirable personal characteristics, and outlook for future employment, desirable personal qualities and job responsibilities. job responsibilities of that career. Students will share information learned with class and include in portfolio.

SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE Read and summarize “What is a Portfolio, it’s purpose and its contents?” View teacher handout of portfolio requirements. Discuss ways to personalize it and make it your own.  Conduct short research projects to Students will view helpful portfolio information and links on teacher website to visualize the answer a question. task and purpose. Portfolio  Precisely follow multistep procedure performing technical Explore and develop resources on Naviance Program online. Complete interest profiler and College and career interviews tasks. summarize the results. Complete a college search on Naviance based on interests, goals Artifacts and samples  Use technology including the and personal factors. Research a career related to your interests and goals and your findings Internet to link to other in Naviance. Print copies of your work for your portfolio. Request teacher recommendations information. via Naviance. Reference  Produce clear and coherent writing Complete a job application. Write a cover letter for a job to accompany a resume. Write a Resume in which the development, organization and style are one page educational and career resume including educational experiences, job experience, Interview appropriate to the task. volunteer work, and extracurricular activities. Include copies of each in your portfolio. Volunteer work  Use technology to produce and Extracurricular activities update writing products. Objective vs. subjective Write objective child observations using different observation tools. Brainstorm locations for statements possible observations (i.e. – park, babysitting, family gathering, community Anecdotal running records,  Write for a range of tasks, purposes, centers/programs, etc.). Write observations of an infant, toddler, preschooler or young checklists, participation charts, and audiences. school age child’s physical, cognitive, or social/emotional development for a journal or and rating scales portfolio using a variety of observation tools.

 Determine the meaning of domain- Shadow professionals in early childhood careers in a preschool, day care center, elementary Physical, social/emotional, specific words. school, hospital, library etc. Interview educational professionals about their education,  and intellectual Job shadow professionals in early experience and job responsibilities. Complete interview questions and summarize your childhood fields. conclusions. Include your observation and summary in your portfolio. development  Conduct short research projects to answer a question. Develop a portfolio of ready to use preschool activities such as fingerplays, educational or Fingerplay  Conduct short research projects to theme based songs, bulletin board ideas, researched unique indoor and outdoor game ideas answer a question. Fine and gross motor skills to promote development, file folder games, and healthy children’s snack ideas. Include  Use technology including the photos or actual activities in your portfolio. Manipulatives Internet to aggregate information.  Gather relevant information from Research and prepare felt board props to use with an educational theme based lesson or multiple print and digital sources children’s story. Place props, plan and directions in portfolio. Research and develop age Felt board effectively; assess usefulness of appropriate art and craft projects with samples for preschools based on a theme. Place best Thematic units each source. crafts, lesson plan it is used for in your portfolio.  Use technology including the Internet to aggregate information.

SUGGESTED MODIFICATIONS TECHNOLOGY INTEGRATION Student Monitoring Activity Alternatives  A student’s file within Naviance shows which activities have been completed  Prepare a digital portfolio in place of a traditional portfolio. and which have not.   Prepare a multimedia presentation In place of career poster. Students highlight completed items on handout of portfolio requirements. This list should be given out early in year to make students aware and allow  Utilize employment websites to search for jobs. pacing.  Students can view helpful websites, samples, and examples of portfolio items on teacher website. Teachers can track student usage. DIFFERENTIATION  Design a bulletin board displaying characteristics of successful teachers.  Students who have opportunities to work and play with children can submit a log of activities to show and describe their experiences.  With parent permission, videotape a lesson or activity with a young child.  Write an essay on why you want to teach children or work with children.  Create a multimedia presentation on how to teach a concept or lesson for preschoolers.  Teacher may allow some creative differences between students to effectively showcase their projects, skills and talents.

CHILD DEVELOPMENT I UNIT 8: TECHNOLOGY SUGGESTED DURATION: 3 WEEKS

UNIT OVERVIEW ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS What positive/negative impacts does technology have on the family? Technology impacts the family. How does technology influence our lives socially, educationally, and intellectually?

LEARNING TARGETS NJCCCS/CCSS COMMON ASSESSMENT LEARNING GOALS The proficient student will:  select an age-appropriate medium to evaluate; 9.1.12.A.1 Observe and evaluate a children’s television program, movie,  assess the usefulness of the medium; 9.1.12.E.4 videogame, music selection, or website. Select and rate the  synthesize information from a range of sources into a coherent 9.1.12.F.1,5,6 media/program on educational content, violence, age- 9-10.RST.9 understanding of age- and developmentally- appropriate 9-10.WHST.7, 8, 9 appropriate content, and other relevant factors. technology;  assess the strengths and limitations of each source in terms of task, purpose, and audience.

SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE Chart the benefits and disadvantages of technology in the classroom. Apply what PowerPoint/Prezi  Evaluate a web site or other you’ve learned by creating a presentation utilizing an aspect of technology on a Overview of reputable media for appropriateness to variety of subjects that may be of interest in regard to infants, toddlers, and children’s websites a specific purpose or age level. preschool children. Presentation may be added to portfolio if suitable.  Using information from close TV Rating Systems readings given in class, discuss Explain the TV Rating System and Parental Advisory Guidelines for music and Parental Advisory Labels recommended viewing video game content. Use this information to create a parent-friendly brochure on Microsoft Publisher duration for preschoolers, the TV Rating System and Parental Guidelines. Add brochure to portfolio. Social/Emotional school age children, and Development teens. Types of families Define “technology” and list types of technology that we use every day. Use this Parenting Styles  Develop questions for a class information to conduct a survey on the effects of technology on the family. Types of technology in the survey on the effects of Discuss, summarize, and chart survey results in class. home (TV, appliances, technology on families. computers, etc.)

SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE  Research and summarize an Popular Social Networks article on social media for a Read articles about social media and its effect on the family. Create a chart on “Tweeting” round table discussion. the different types of bullying experienced by school age children. Cyber-bullying  Debate the pros and cons of Family Life Cycles texting / tweeting.

SUGGESTED MODIFICATIONS TECHNOLOGY INTEGRATION Activity Alternatives Student Monitoring  Create a PSA video about social media and bullying. Use remote responders to assess student understanding on the  Use remote responders to survey the class on the amount of importance of technology at home and its educational relevance at technology used at home. school. DIFFERENTIATION  Provide graphic organizers.  Place study guides, review packets, and PowerPoint presentations on teacher website for reinforcement and review.  Provide reading materials at various reading levels.  Interview and compare a grandparent’s views on technology to a younger person’s views.

CHILD DEVELOPMENT I UNIT 9: GOING GREEN SUGGESTED DURATION: 2 WEEKS

UNIT OVERVIEW ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS Families and individuals are responsible for protecting What can individuals do to reduce, reuse, and recycle natural resources? our natural resources.

LEARNING TARGETS NJCCCS/CCSS COMMON ASSESSMENT LEARNING GOALS The proficient student will: Recycled Materials Art Project: class will collect  utilize a variety of materials that are normally recycled (paper, 9.1.12.A.1 recyclables to create a preschool or elementary art, craft cans, glass bottles, plastic, cardboard, etc.); 9.1.12.B.3 or other project, using at least 75% recycled materials.  demonstrate knowledge of age-appropriate activities in which children are capable of participating.

SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE  Use prior readings to create a Greenhouse Effect diagram that explains the Global Warming greenhouse effect. Design a diagram that explains the greenhouse effect, and then list steps we can Earth Day / Arbor Day  Draw evidence from a variety of take to conserve energy and other natural resources. Students will apply what Reduce / Reuse / Recycle sources (articles, internet, videos, they’ve learned by brainstorming a list of recyclable household items, and then Conserving Energy etc.) to justify and support the E-Waste creating a 3-D mobile about reducing, reusing, and recycling household items as need to conserve energy. Carbon Footprint well as technological items.  Use a form of digital technology Biodegradable to initiate a school-wide drive to Half-life/ Decay collect recyclables. Deforestation Conservation Canopy  Explain / summarize how Forest Floor List and label the levels of a tropical rainforest, and then design a diorama deforestation affects the Emergent temperature climate of the rain highlighting the importance of each level of the tropical rainforest strata. Understory forest. Ecosystem Carbon Dioxide Global Warming

SUGGESTED MODIFICATIONS TECHNOLOGY INTEGRATION Activity Alternatives Student Monitoring  Use SMART Responders to survey class on family recycling patterns Use Quizstar to assess student understanding of what objects can be and behaviors. recycled and how to reduce, reuse, and recycle common items at  Create a website / blog that will inform families on recycling initiatives home. in the community. DIFFERENTIATION  Provide graphic organizers.  Place study guides, review packets, and PowerPoint presentations on a teacher website for reinforcement and review.  Provide reading materials at various reading levels.  Use the formula given to calculate the rate of deforestation of the Amazon Rain Forest in a given year.