STRATFORD PUBLIC SCHOOLS STRATFORD, CONNECTICUT · 2016-12-14 · 4. Students practice responsible...

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STRATFORD PUBLIC SCHOOLS

STRATFORD, CONNECTICUT

FAMILY AND CONSUMER SCIENCES

Human Development I & II

Prepared by

Michele L. Croteau

Frank Scott Bunnell High School

Megan Smith

Stratford High School

SPRING 2015

Edited by Diane Christiano

Coordinator, Career and Technology Information

Dr. Janet Robinson Arlene Gottesman

Superintendent of Schools Interim Assistant Superintendent

mailto:[email protected]

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FRANK SCOTT BUNNELL HIGH SCHOOL

STRATFORD HIGH SCHOOL

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Family and Consumer Sciences

Human Development Pathway Teachers

Michele L. Croteau

Megan Smith

Department Coordinator

Diane Christiano

Table of Contents

Mission Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Purpose/General Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Course Objectives/FCS Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

FCS continued/Common Core Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Common Core Standards continued . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . 8

Common Core continued/Stratford Technology Standards . . . . . . . . . . . . . . . . . . .9

Technology Standards continued/21st Century Skills . . . . . . .. . . . . . . . . . . . . . . . 10

Essential Questions/Enduring Understandings . . . . . . . . . . . . . . . . . . . . . . . . 11-12

Pacing Guides: HD I/HD II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13-14

Syllabi: HD I/HD II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15-22

Curriculum Unit Plans

Human Development I

Unit I Exploring Careers in Child Care . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23-26

Unit 2 Studying Children . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .27-31

Unit 3 Pregnancy and Childbirth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32-36

Unit 4 Principles of Infant Development . . . . . . . . . . . . . . . . . . . . . . . . . . . .37-42

Human Development II

Unit 5 Development of the Whole Child, 1 to 3 . . . . . . . . . . . . . . . . . . . . . . .43-47

Unit 6 Development of the Whole Child, 4-6 . . . . . . . . . . . . . . . . . . . . . . . . 48-52

Unit 7 Handling Challenges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53-57

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OUR MISSION:

To provide the opportunity and Support for

all students to acquire the skills and knowledge necessary to become

responsible, contributing citizens.

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Frank Scott Bunnell High School

Stratford High School

Stratford, Connecticut

Human Development I and II

Purpose:

These courses focus on human growth and development and the many issues and responsibilities

that accompany caregivers on their journey from the pre-natal period, through early childhood.

Paramount to the study of child development is the importance of the early caregiver as the

child’s first “teacher”, and the value that a supportive extended family structure has on a child’s

healthy development. They investigates the physical, intellectual, emotional, and social

development of the child, and discuss how early experiences, both positive and negative, have an

impact that lasts throughout the life span. They also examine the societal changes that have

altered today’s parenting roles, and discuss the important issues that present challenges to the

many diverse family populations in existence today.

Recommended Audience:

Grades 9-12

Prerequisites:

Successful completion of Human Development I is mandatory for enrollment in Human

Development II.

Textbook:

Brisbane, Holly E., (2010). The Developing Child, Woodland Hills, CA: McGraw Hill/Glencoe.

Student Activity Manual:

Brisbane, Holly E., (2010). The Developing Child, Woodland Hills, CA: McGraw Hill/Glencoe.

Online Textbook Resources:

http://glencoe.mheducation.com/sites/0078883601/index.html


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Course Objectives:

Students will demonstrate an understanding of:

Child Development focuses on the emotional, intellectual, social, and physical development of

children from birth to age 12, with the primary emphasis on early childhood. A study of birth,

pre-natal, and neo-natal development will be included. “Nurturing” skills will be included and

viewed as a means of meeting physical needs, as well as the education and moral training which

maximizes individual growth and development. Students will examine theories and

developmental milestones, discovering appropriate practices for early childhood care, education,

and services. Studies will provide a foundation for parenting or careers in working with

children.

Family and Consumer Sciences Content Standards:

1.0 Understand the interaction of multiple life roles with the responsibilities of family,

work, and community.

1.8 Analyze strategies to manage multiple individual, family, career, and community roles and

responsibilities;

1.9 Apply standard employability skills in community and workplace settings; and

1.10 Evaluate the benefits of individual and family participation in community activities;

1.11 Develop and apply content specific service learning projects and activities; and

1.12 Utilize technological advances as it applies to family, work and community.

2.0 Evaluate management practices related to human, economic, and environmental

resources.

2.17 Demonstrate an understanding of management processes of individual and family resources,

including food, clothing, shelter, health care, recreation, and transportation;

2.18 Analyze the relationship of the environment to family and consumer resources;

2.19 Identify policies that support consumer rights and responsibilities;

2.20 Utilize technology for individual and family resources;

2.21 Describe interrelationships between the economic system and consumer actions;

2.22 Demonstrate management of financial resources to meet the goals of individuals and

families across the life span;

2.23 Identify factors that impact consumer advocacy;

2.24 Analyze factors in developing a long-term financial management plan;

2.25 Analyze consumer and institutional resource consumption for conservation and waste

management practices;

2.26 Demonstrate skills needed for product development, testing, and presentation; and

2.27 Investigate career paths in consumer service industries

5.0 Examine the impact of society on individuals and families across the life span.

5.9 Analyze principles of human growth and development across the life span;

5.10 Evaluate conditions that influence human growth and development;

5.11 Assess strategies that promote growth and development across the life span;

5.12 Analyze the impact of family as a system on individuals and society; and

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5.13 Illustrate knowledge of diverse perspectives, needs, and characteristics of individuals,

families and cultures.

6.0 Demonstrate the integration of knowledge, skills, and practices required for careers in

education and family-community services. 6.4 Investigate career paths within education and family and community services;

6.5 Analyze factors related to obtaining education and family and community services;

6.6 Demonstrate professional behaviors, skills, and knowledge in providing education, family

and community services;

6.7 Evaluate conditions affecting individuals and families with a variety of disadvantaged

conditions; and

6.8 Identify services and education for individuals and families with a variety of disadvantaging

conditions.

9.0 Analyze child growth and development and evaluate the impact of parenting roles and

responsibilities on individuals and families.

9.8 Analyze principles of human growth and development during childhood;

9.9 Assess conditions that influence human growth and development during childhood;

9.10 Identify strengths that promote growth and development during childhood;

9.11 Investigate the roles and responsibilities of parents and caregivers;

9.12 Evaluate parenting practices that promote human growth and development;

9.13 Identify external support systems that provide services for parents and caregivers; and

9.14 Analyze physical and emotional factors related to the parenting process.

10.0 Demonstrate the integration of knowledge, skills, and practices required for careers in

early childhood, education, and services. 10.8 Analyze career paths within early childhood, education, and childcare services;

10.9 Analyze developmentally appropriate practices to plan for early childhood, education, and child-care

services;

10.10 Demonstrate integration of curriculum and instruction to meet children’s developmental needs and

interests;

10.11 Implement a safe and healthy learning environment for children;

10.12 Demonstrate techniques for positive interactions with children; and

10.13 Apply professional practices and standards related to working with children.

Common Core State Standards:

College Career Readiness:

Reading: CCSS.ELA-Literacy.CCRA.R.1

Read closely to determine what the text says explicitly and to make logical inferences from it;

cite specific textual evidence when writing or speaking to support conclusions drawn from the

text.

CCSS.ELA-Literacy.CCRA.R.2

Determine central ideas or themes of a text and analyze their development; summarize the key

supporting details and ideas.


http://www.corestandards.org/ELA-Literacy/CCRA/R/#CCSS.ELA-Literacy.CCRA.R.1



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Analyze how and why individuals, events, or ideas develop and interact over the course of a text.


Interpret words and phrases as they are used in a text, including determining technical,

connotative, and figurative meanings, and analyze how specific word choices shape meaning or

tone.


Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions

of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.


Assess how point of view or purpose shapes the content and style of a text


Integrate and evaluate content presented in diverse media and formats, including visually and

quantitatively, as well as in words.


Delineate and evaluate the argument and specific claims in a text, including the validity of the

reasoning as well as the relevance and sufficiency of the evidence.


Analyze how two or more texts address similar themes or topics in order to build knowledge or

to compare the approaches the authors take.


Read and comprehend complex literary and informational texts independently and proficiently.

Language: CCSS.ELA-Literacy.CCRA.L.1

Demonstrate command of the conventions of Standard English grammar and usage when writing

or speaking.

CCSS.ELA-Literacy.CCRA.L.2

Demonstrate command of the conventions of Standard English capitalization, punctuation, and

spelling when writing.

CCSS.ELA-Literacy.CCRA.L.3 Apply knowledge of language to understand how language functions in different contexts, to

make effective choices for meaning or style, and to comprehend more fully when reading or

listening.


Determine or clarify the meaning of unknown and multiple-meaning words and phrases by

using context clues, analyzing meaningful word parts, and consulting general and specialized

reference materials, as appropriate. CCSS.ELA-Literacy.CCRA.L.5

Demonstrate understanding of figurative language, word relationships, and nuances in word

meanings. CCSS.ELA-Literacy.CCRA.L.6

Acquire and use accurately a range of general academic and domain-specific words and

phrases sufficient for reading, writing, speaking, and listening at the college and career

readiness level; demonstrate independence in gathering vocabulary knowledge when

encountering an unknown term important to comprehension or expression.








http://www.corestandards.org/ELA-Literacy/CCRA/L/#CCSS.ELA-Literacy.CCRA.L.2

http://www.corestandards.org/ELA-Literacy/CCRA/L/3/




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Writing: Research to Build and Present Knowledge: CCSS.ELA-Literacy.CCRA.W.7 Conduct short as well as more sustained research projects based on focused questions,

demonstrating understanding of the subject under investigation.

CCSS.ELA-Literacy.CCRA.W.8 Gather relevant information from multiple print and digital sources, assess the credibility and

accuracy of each source, and integrate the information while avoiding plagiarism.

CCSS.ELA-Literacy.CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and

research.

Stratford Information Literacy and Technology Standards:

Standard 1: Information Strategies

Students determine their need for information and apply strategies to select, locate, and

access information resources.

Essential Understanding:

Intelligent decision-making is based on recognizing the need and applying appropriate

strategies for accessing information.

Standard 2: Information Use

Students evaluate, analyze, and synthesize information and data to solve problems, conduct

research, and pursue personal interests.


All information is not equal.

Standard 3: Information and Technology Application

Students use appropriate technologies to create written, visual, oral and multimedia products

that communicate ideas and information.


The effective communication of ideas and information is influenced by the use of appropriate

formats.

Standard 4: Literacy and Literary Appreciation

Students extract meaning from fiction and non-fiction resources in a variety of formats. They

demonstrate an enjoyment of reading, including an appreciation of literature and other

creative expressions.


Reading provides a variety of benefits and advantages.

Standard 5: Personal Management

Students display evidence of ethical, legal, and social responsibility in regard to information

resources and project and self-management.


Successful learning requires self-evaluation and discipline

http://www.corestandards.org/ELA-Literacy/CCRA/W/7/



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Stratford Technology Standards:

1. Students demonstrate a sound understanding of the nature and operation of technology

standards.

2. Students are proficient in the use of technology.

3. Students understand the ethical, cultural and societal issues related to technology.

4. Students practice responsible use of technology systems, information and software.

5. Students develop positive attitudes toward technology uses that support lifelong learning,

collaboration, personal pursuits and productivity.

6. Students use technology tools to enhance learning, increase productivity and promote

learning.

7. Students use technology tools to collaborate in preparing publications, producing creative

works and using content-specific software and simulations.

8. Students use telecommunications to collaborate, publish and interact with peers, experts

and other audiences.

9. Students use a variety of media and formats to communicate information and ideas

effectively to multiple audiences.

10. Students use technology tools to locate, evaluate and communicate information from a

variety of sources.

11. Students use technology tools to process data and report results.

12. Students evaluate and select new information resources and technological innovations

based on the appropriateness to specific tasks.

13. Students use technology resources for solving problems and making informed decisions.

14. Students employ technology in the development of strategies for solving problems in the

real world.

21st Century Skills:

1. Use real-world digital and other research tools to access, evaluate, and effectively apply

information appropriate for authentic tasks.

2. Work independently and collaboratively to solve problems and accomplish goals.

3. Communicate information clearly and effectively using a variety of tools/media in varied

contexts for a variety of purposes.

4. Demonstrate innovation, flexibility, and adaptability in thinking patterns, work habits,

and working/learning conditions.

5. Effectively apply the analysis, synthesis, and evaluative processes that enable productive

problem solving.

6. Value and demonstrate personal responsibility, character, cultural understanding, and

ethical behavior.

Essential Questions:

How can studying Child Development contribute to a child's healthy development?

How can learning about good parenting skills help create a healthy society?

How can a parent or caregiver encourage growth in all areas of development?

What are the important issues that surround teen pregnancies?

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What are the emotional and physical factors that couples face when there is a pregnancy?

How can prenatal care of mom help the baby get the optimum care for a healthy birth?

How can a parent or caregiver respond and cope positively with the developing infant?

How does the environment of a child impact upon his/her intellectual development?

How do we build a positive self-image in children?

How does play contribute to each of the 4 areas of development?

How can we foster independence in children?

Why do children need to be taught social skills?

How can parents and children manage stress?

How can parents/caregivers handle negative behavior and promote positive behavior?

What should parents/caregivers know about children with special needs?

What constitutes a quality child care program?

How do you plan for career success and lifelong learning?

Enduring Understandings:

When you study Child Development, you learn how to provide the care and guidance that

can lead to a child’s total healthful development, which can lead to a healthy society.

Prenatal care is an essential factor in family planning and should be of upmost

importance to every pregnancy.

Parents/caregivers should provide an environment that encourages growth in all areas of

development.

Teens need to understand the unavoidable issues and challenges that surround teen

pregnancies.

Parents and caregivers need to recognize the signs of stress, and find ways to help

themselves and their children manage it.

Research on the brain reveals how powerful the impact of the environment is on

intellectual development.

Parents need to help build a child’s self-concept and to encourage independence.

There are different types of play that enhance and encourage growth and development.

Parents need to help children to resolve conflicts.

Children with special needs are entitled, by law, to receive the same educational

opportunities as children in the general population.

Parents need to understand and evaluate the quality of a child care program.

Supplemental child care has both advantages and disadvantages to the family unit and

society.

Numerous career options exist within the fields of Child Development, Early Childhood

Education, and Social and Allied Health Services.

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HUMAN DEVELOPMENT I PACING GUIDE

WEEK

UNIT

CHAPTER

1 1 “Exploring Careers in Childcare”

Chapter 23: Careers Working with Children

Career Project 2 2

“Studying Children” Chapter 1: Learn About Children

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Chapter 2: Responsibilities of Parenting

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Chapter 3: Building Strong Families

Unit 2 Project: Caregivers Wanted

5-7 3

“Pregnancy and Childbirth” Chapter 4: Prenatal Development

8-10 Chapter 5: Preparing for Birth:

11 Chapter 6: The Baby’s Arrival

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Unit 3 Project: Birth Defects

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4 “Principles of Infant Development” Chapter 7: Physical Development of Infants

15 Chapter 8: Emotional and Social Development of Infants

16-17 Chapter 9: Intellectual Development of Infants

18 Unit 4 Project: Seeking Community Resources

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HUMAN DEVELOPMENT II PACING GUIDE

WEEK

UNIT

CHAPTER

19-20 5 “Development of the Whole Child, 1 to 3” Chapter 10: Physical Development-One to Three

21-22 Chapter 11: Emotional and Social Development-One to

Three

23 Chapter 12: Intellectual Development-One to Three

24 Unit 5 Project: Analyzing Toys

25-26 6 “Development of the Whole Child, 4 to 6”

Chapter 13: Physical Development-Four to Six

27-28 Chapter 14: Emotional/Social Development-Four to Six

29 Chapter 15: Intellectual Development-Four to Six

30 Unit 6 Project: StoryBoard

31-32 7 “Handling Challenges” Chapter 20: Children’s Health and Safety

33-35 Chapter 21: Family Challenges

36 Unit 7 Project: Children and Stress

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Bunnell High School

Stratford High School Career and Technology Education - FCS

Human Development Pathway

Human Development I

Syllabus

Description: This first course in the Human Development Pathway focuses on human growth and

development, and the many issues and responsibilities that accompany caregivers on their

journey from the pre-natal period, through infancy. Paramount to the study of child development

is the importance placed on the early caregiver as the child’s first “teacher”, and the value that a

supportive extended family structure has on a child’s healthy development. This course

investigates careers in childcare, and focuses on the physical, intellectual, emotional, and social

development of infants. It also examines the societal changes that have altered today’s

parenting roles, and discusses many important issues that present challenges to the many diverse

family populations in existence today.

Recommended Audience: Grades 9-10, in order to complete all courses in the Human Development Pathway by grade 12;

but open to grades 11 and 12 as well

Prerequisites: Successful completion of Human Development I is mandatory for enrollment in Human

Development II.

Textbook: Classroom Set Brisbane, Holly E., (2010). The Developing Child, Woodland Hills, CA: McGraw Hill/Glencoe.

Student Activity Manual: Brisbane, Holly E., (2010). The Developing Child, Woodland Hills, CA: McGraw Hill/Glencoe.

Online Textbook Resources: http://glencoe.mheducation.com/sites/0078883601/index.html

Course Objectives:

Students will be able to: FCS 3.0 - Evaluate the reciprocal relationship among individuals, the family and society.

FCS 3.1 - Determine and analyze the characteristics of strong families regardless of family

structure.

FCS 3.2 - Analyze how knowledge and skills related to individual, child, and family

development affect the well-being of individuals, families, and society.

FCS 4.0 - Analyze roles and responsibilities of parenting.

FCS 4.1 - Evaluate parenting practices that maximize growth and development.


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FCS 5.0 - Analyze principles of human growth and development across the life span.

FCS 5.1 - Analyze conditions that influence human growth and development.

FCS 5.2 - Analyze strategies that promote growth and development across the life span.

FCS 6.0 - Analyze how knowledge and skills involving consumer and resource management

affect decisions related to the well-being of individuals, families, and society.

FCS 7.0 - Demonstrate nutrition and wellness practices that enhance individual and family well-

being.

FCS 10.0 - Demonstrate transferable and employability skills in family, community and

work/career settings.

FCS 11.0 - Analyze the interconnection of individual, family, career, and community

relationships.

FCS 12.0 - Analyze the individual’s ability to balance multiple roles in the family, work/career,

and community.

FCSNS 4.0 - Integrate knowledge, skills, and practices required for careers in early childhood.

FCSNS 12.0 - Analyze factors that impact human growth and development.

FCSNS 15.0 - Evaluate the impact of parenting roles and responsibilities on strengthening the

well-being of individuals and families.

Grading Policy: Work is due on the assigned date and late work will be counted ten points off for

each day late.

Makeup work is the responsibility of the student and should be obtained upon returning

to school.

If you are absent you should look for missing assignments in the classroom folder

designated for your course and period.

Classwork/Homework: 40%

Projects/Quizzes/Tests: 60%

Required Materials: 1. 3-Ring Binder

2. 5 Dividers:

Bell-Ringer Activities

Class Notes

Homework

Hand-Outs

Articles

3. Folder (3-hole punched)

All work contained in the binder should be labeled with the day of the week and date, and

assignments should be filed from the newest to the oldest.

ALL STUDENTS MUST ADHERE TO THE POSTED RULES REGARDING:

SEATING ~ CELL PHONES ~ ELECTRONIC DEVICES ~ APPROPRIATE

BEHAVIOR

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Bunnell High School

Stratford High School Career and Technology Education - FCS

Human Development Pathway

Human Development II

Syllabus

Description: This is the second course in the Human Development Pathway, and it focuses on the physical,

intellectual, emotional, and social development of the child, from the first, through the sixth year.

It examines the caregiver’s responsibility to ensure the continued healthy development of the

child’s body, mind, and spirit. The course also investigates topics in health, safety, and family

challenges, as they impact the lives of the child, and

Recommended Audience: Grades 9-10, in order to complete all courses in the Human Development Pathway by grade 12;

but open to grades 11 and 12 as well

Prerequisites: Successful completion of Human Development I is mandatory for enrollment in Human

Development II.

Textbook: Classroom Set Brisbane, Holly E., (2010). The Developing Child, Woodland Hills, CA: McGraw Hill/Glencoe.

Student Activity Manual: Brisbane, Holly E., (2010). The Developing Child, Woodland Hills, CA: McGraw Hill/Glencoe.

Online Textbook Resources: http://glencoe.mheducation.com/sites/0078883601/index.html

Course Objectives:

Students will be able to: FCS 3.0 - Evaluate the reciprocal relationship among individuals, the family and society.

FCS 3.1 - Determine and analyze the characteristics of strong families regardless of family

structure.

FCS 3.2 - Analyze how knowledge and skills related to individual, child, and family

development affect the well-being of individuals, families, and society.

FCS 4.0 - Analyze roles and responsibilities of parenting.

FCS 4.1 - Evaluate parenting practices that maximize growth and development.

FCS 5.0 - Analyze principles of human growth and development across the life span.

FCS 5.1 - Analyze conditions that influence human growth and development.

FCS 5.2 - Analyze strategies that promote growth and development across the life span.


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FCS 6.0 - Analyze how knowledge and skills involving consumer and resource management

affect decisions related to the well-being of individuals, families, and society.

FCS 7.0 - Demonstrate nutrition and wellness practices that enhance individual and family well-

being.

FCS 10.0 - Demonstrate transferable and employability skills in family, community and

work/career settings.

FCS 11.0 - Analyze the interconnection of individual, family, career, and community

relationships.

FCS 12.0 - Analyze the individual’s ability to balance multiple roles in the family, work/career,

and community.

FCSNS 4.0 - Integrate knowledge, skills, and practices required for careers in early childhood.

FCSNS 12.0 - Analyze factors that impact human growth and development.

FCSNS 15.0 - Evaluate the impact of parenting roles and responsibilities on strengthening the

well-being of individuals and families.

Grading Policy: Work is due on the assigned date and late work will be counted ten points off for

each day late.

Makeup work is the responsibility of the student and should be obtained upon returning

to school.

If you are absent you should look for missed assignments in the classroom folder

designated for your course and period.

Classwork/Homework: 40%

Projects/Quizzes/Tests: 60%

Required Materials: 1. 3-Ring Binder

2. 5 Dividers:

Bell-Ringer Activities

Class Notes

Homework

Hand-Outs

Articles

3. Folder (3-hole punched)

All work contained in the binder should be labeled with the day of the week and date, and

assignments should be filed from the newest to the oldest.

ALL STUDENTS MUST ADHERE TO THE POSTED RULES REGARDING:

SEATING ~ CELL PHONES ~ ELECTRONIC DEVICES ~

APPROPRIATE BEHAVIOR

18

HUMAN DEVELOPMENT I

Unit 1: Exploring Careers in Child Care

Chapter 23: Careers Working with Children

Estimated Number of Weeks: 1

Career Project

Synopsis: This unit focuses on the importance of career planning. It examines the concept of investing

time and effort as a measure to determine a future that will provide enjoyment and success along the

career path. Its purpose is to assist students by enabling them to examine their interests, abilities, and

values in order to more carefully align themselves with child-related career options.

Enduring Understandings:

1. People should choose careers that are a good fit with their personal interests, abilities, and values.

2. The more time, energy, and thought that is put into career decisions, the more likely it is that you will

enjoy and experience success in your work.

3. Numerous career options exist within the fields of Child Development, Early Childhood

Education, and Social and Allied Health Services.


Unit Overarching Questions:

How do you plan for career success and lifelong learning?

How can career planning lead to greater lifelong personal satisfaction?

Assessment Plan:

Formative Assessment:

written and oral reactions to Essential Questions/Bell Ringer activities prior

to study of topic

article, video, and field experience reflections

additional, topic-specific assessments added as needed

Summative Assessment:

chapter quizzes

unit tests

article reflections


take Ferguson’s “Career Interest Assessment”

Career Project

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Learning Objective(s): The learning objectives are an overarching understanding of the unit. The

teaching points scaffold the learning towards the enduring understandings.

Students will be able to:

explain why career planning could lead to greater career satisfaction.

evaluate their personal skills, talents, and abilities to determine what types of career paths might

be suitable. Investigate possible career options that match their interests and determine a course

of action or planning.

Content/Topics: Critical content that students must know

1.0: Understand the interaction of multiple life roles with the responsibilities of family, work, and

community.

2.0: Evaluate management practices related to human, economic, and environmental resources.

6.0: Demonstrate the integration of knowledge, skills, and practices required for careers in education and

family-community services.

9.0: Analyze child growth and development and evaluate the impact of parenting roles and


10.0: Demonstrate the integration of knowledge, skills, and practices required for careers in early

childhood, education, and services.

Guiding Questions: Factual, Conceptual, Provocative

1. What are three different ways to gain work experience?

2. What is the relationship between higher education, a job, and a career path?

3. How do you know if you possess the right personality, aptitude, and abilities necessary to become

successful in a chosen career?

Differentiation (Learning Strategies: The

learning objectives are an overarching

understanding of the unit. The teaching points

scaffold the learning towards the enduring

understandings.

READING

Locate and use reference materials

Draw conclusions from facts

Compare and contrast information

Predict consequences

Key Vocabulary:

entry-level job

paraprofessional

job-specific skills

professional

transferable skills

entrepreneur

work-based learning

career path

ethical career ladder

lifelong learner

networking

unemployment benefits

resume

COBRA

cover letter

Differentiation (Learning Strategies) – The learning objectives are an overarching understanding of the

unit. The teaching points scaffold the learning towards the enduring understandings.

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FOUNDATIONAL SKILLS

Teachers should use a systematic development of foundational skills based on student’s reading level.

Interdisciplinary Standards

Reading:





Writing:

Organize and relate ideas

Use standard grammar and punctuation

Take notes

Communication: Exchange ideas

Infer meaning

Follow directions to achieve an objective

Distinguish between relevant and irrelevant information

Ask and answer questions

Identify cause and effect information


Thinking:

Conceive ideas

Draw conclusions from information

Identify key information pertinent to problems

Predict outcomes

Learning Plan Components (Resources)

CORE

Textbook: Brisbane, Holly E., (2010). The Developing Child, Ohio: Glencoe/McGraw-Hill.

& Teacher Wraparound Edition

Workbook: Brisbane, Holly E., (2010). The Developing Child, Woodland Hills, CA: McGraw

Hill/Glencoe.



CHOICE

U.S. Bureau of Labor Statistics website: www.bls.gov

Ferguson’s Career Guidance Center (research and assessment resources): http://www.fofweb.com

Skills (including 21st Century Skills, Informational Literacy, Educational Technology):

21st Century:

1. Use real-world digital and other research tools to access, evaluate, and effectively apply information

appropriate for authentic tasks.

2. Demonstrate innovation, flexibility, and adaptability in thinking patterns, work habits, and

working/learning conditions.


http://www.bls.gov/

http://www.fofweb.com/

21

3. Effectively apply the analysis, synthesis, and evaluative processes that enable productive problem

solving.

4. Value and demonstrate personal responsibility, character, cultural

understanding, and ethic

Technology:

-Operate a personal computer -Establish document storage

-Have keyboarding skills -Use computer communications

-Use word processing software -Use computer to format

-Use specialized software -Enter computer data

-Use database software -Use SMART Board

-Use CD-ROMS -Use Google Docs

22

Human Development I

Unit 2: Studying Children

Chapter 1: Learn About Children

Chapter 2: Responsibilities of Parenting

Chapter 3: Building Strong Families



Synopsis: This unit focuses on the value of understanding the healthy development of the “whole” child.

It emphasizes that good skills can be learned over time, but that people who plan to become caretakers,

teachers, or parents, must first understand the principles and stages of human development. Students

must learn effective communication, problem solving, time management, decision making, and goal

setting skills for children in their care. The planning process is examined in detail, in an effort to provide

students with a clear understanding of the importance of adults being physically, emotionally, and

financially prepared for the responsibilities of parenting and the creation of a strong family unit.

Enduring Understandings

Unit Enduring Understandings:

1. People who learn about the stages of child development are more likely to have reasonable

developmental expectations for the children in their care.

2. Understanding development enables caretakers to be better equipped to provide surroundings that are

developmentally appropriate, safe, supportive, loving, and healthy.

3. The skills and qualities needed to become an effective caretaker can be further developed over time.

4. Working with children requires effective interpersonal, management, and problem solving skills.

5. Teens should make sure they understand the realities of parenting prior to deciding to have a child.

6. Education in human development and family planning better ensures that parents are more likely to be

prepared to meet the physical, intellectual, emotional, and social needs of their child.


Unit Overarching Questions

How can studying Child Development contribute to a child’s healthy development?


What are the important issues that surround teen pregnancies?

What are the emotional and physical factors that couples face when there is a pregnancy?

How can prenatal care of mom help the baby get the optimum care for a healthy birth?

Assessment Plan:


written and oral reactions to Essential Questions/Bell Ringer activities prior

to study of topic



23


chapter quizzes

unit tests

article reflections (common formative assessments)


create “Qualities of a Successful Parent” board

write grandparent letter: “Looking Ahead to a New

Generation”


Learning Objective(s) - The learning objectives are an overarching understanding of the unit. The



explain how effective parenting impacts society.

discuss the lifelong responsibilities that parenting requires.

explain how planning for parenthood impacts the future of a couple’s children.

discuss the importance of learning about child development for caregivers.

explain the necessary skills required to be an effective parent.

identify some common challenges that teen parents might face.

compare the difference between a pregnancy that is planned by a mature couple with that of a

teen pregnancy.

Content/Topics – Critical content that students must know.


community.


5.0: Examine the impact of society on individuals and families across the life span.

9.0: Analyze human growth and development and evaluate the impact of parenting roles and

responsibilities on individuals, families, and global societies.

Guiding Questions – Factual, Conceptual, Provocative

1. What does development of the “whole child” mean?

2. How does a parent’s socioeconomic status impact the life of a child?

3. Why do so many people believe that the “breakdown” of the traditional family unit has negatively

impacted society?



FOUNDATIONAL SKILLS


24


Reading:

locate and use reference materials




Writing:



Take notes


Infer meaning






Thinking:

Conceive ideas



Predict outcomes

Key Vocabulary:

Chapter 1:

typical behavior

heredity; environment

self-esteem

life cycle

developmental task

subjective; objective

records: running, anecdotal;

frequency count

baseline count

developmental checklists

interpretation

Chapter 2:

emotional maturity

abstinence

STI

paternity

adoption: confidential, open

fidelity

Chapter 3: families: nuclear; single parent; blended; extended

custodial parent

guidance

25

self-discipline

conscience

reinforcement: positive, negative


CORE




Hill/Glencoe.



CHOICE

http://www.cyf.govt.nz/info-for-caregivers/becoming-a-caregiver/what-does-a-caregiver-do.html

http://www.adoptuskids.org

http://www.ctfosteradopt.com/fosteradopt/site/default.asp

Skills (including 21st Century Skills, Informational Literacy, Educational Technology)






solving.



Technology:







Student Learning Goals/Standards











CCSS.ELA-Literacy.CCRA.W.7




http://www.cyf.govt.nz/info-for-caregivers/becoming-a-caregiver/what-does-a-caregiver-do.html

http://www.adoptuskids.org/

http://www.ctfosteradopt.com/fosteradopt/site/default.asp













26

Human Development I

Unit 3: Pregnancy and Childbirth

Chapter 4: Prenatal Development

Chapter 5: Preparing for Birth

Chapter 6: The Baby’s Arrival



Synopsis: This unit discusses issues related to conception, pregnancy, and childbirth. This unit stresses

the importance of understanding the biological process of pregnancy, and the care that should be provided

to mom and the developing baby during this 9 month journey. It introduces students not only to the

stages of a healthy pregnancy and the appropriate care and possible options for each, but also to topics

that deal with medical testing, birth defects, and genetic abnormalities with which expectant parents might

have to contend.



1. Understanding prenatal development enables parents to provide optimum care for mom and the

developing child.

2. Informed expectant parents are better able to handle the challenges that might surround a pregnancy.

3. Pregnant women need to understand that their choices affect not only their own health, but also the

health of their babies

4. Wise parents plan ahead for the many changes that occur before, during, and after the birth of their

child.

Essential Questions


1. Understanding prenatal development enables parents to provide optimum care for mom and the

developing child.

2. Informed expectant parents are better able to handle the challenges that might surround a pregnancy.

3. Pregnant women need to understand that their choices affect not only their own health, but also the

health of their babies

4. Wise parents plan ahead for the many changes that occur before, during, and after the birth of their

child.

Assessment Plan:


written and oral reactions to “Essential Questions” prior

to study of topic




chapter quizzes

27

unit tests



create “graphic organizer/visual” of prenatal development





develop an understanding of the value and seriousness of parental planning.

explain how a pregnant woman’s can impact her developing baby.

compare the differences between birthing methods and prepared childbirth.



community.






1. Why does an ectopic pregnancy need to be terminated?

2. Why can it be said that no matter how much prospective parents prepare for the birth of a baby, they

are never really prepared for the birth of a baby?

3. How can a mother’s frame of mind during pregnancy impact the life of the baby?

Differentiation (Learning

Strategies) – The learning

objectives are an overarching

understanding of the unit.

The teaching points scaffold

the learning towards the

enduring understandings.

READING

Locate and use reference

materials

Draw conclusions from

facts

Compare and contrast

information


Key Vocabulary:

Chapter 4:

ovum, uterus

fallopian tube

sperm, conception

chromosome

gene

genome

DNA

infertility

surrogate

prenatal development

zygote

embryo

amniotic fluid

placenta

umbilical cord

fetus

miscarriage

stillbirth

ultrasound

amniocentesis

fetal alcohol syndrome (FAS)

fetal alcohol effects

SIDS

toxoplasmosis

Chapter 5: obstetrician

anemia

Rh factor,

gestational diabetes

preeclampsia, osteoporosis

lactose intolerance

lactase

formula

pediatrician

fixed expense

flexible expense

maternity/paternity leave

28

prepared childbirth

labor

delivery

midwife

alternative birth center Chapter 6: cervix

contraction

fetal monitoring

dilate

cord blood

stem cells

cesarean birth

incubator

fontanel

lanugo

vernix

Apgar scale

neonatal period

jaundice

bilirubin

bonding

colostrum

lactation consultant

rooming-in

postnatal period

postpartum depression



FOUNDATIONAL SKILLS



Reading:





Writing:



Take notes


Infer meaning



29




Thinking:

Conceive ideas



Predict outcomes


CORE:




Hill/Glencoe.



CHOICE

http://www.cdc.gov

http://www.mayoclinic.gov

http://www.marchofdimes.org

http://americanpregnancy.org

Presentation from March of Dimes or Planned Parenthood







solving.



Technology:








http://www.cdc.gov/

http://www.mayoclinic.gov/

http://www.marchofdimes.org/

http://americanpregnancy.org/

30


























31

Unit: 4: Principles of Infant Development

Chapter 7: Physical Development of Infants

Chapter 8: Emotional and Social Development of

Infants

Chapter 9: Intellectual Development of Infants


Unit 4 Project: Seeking Community

Resources

Synopsis: This unit looks at a caretaker’s responsibility to provide infants with a nurturing environment

that fosters healthy physical, cognitive, emotional, and social growth. It describes typical methods of care

and patterns of growth, and the developmental milestones that can be expected during the first year of

life. It examines the necessity for caretakers to create a healthy lifestyle that includes proper preventative

health care, and provides a stimulating daily routine that is free from harmful practices. It emphasizes the

lasting impact that initial attachment behaviors have on further development through the lifespan.



1. Knowing what behaviors they can expect from their baby can make parents feel more confident.

2. New parents need to understand effective ways to foster the holistic development of their new child.

3. Caring for infants requires that new parents learn all that is necessary to feed, diaper, cloth, bath, and

provide regular medical care for their developing infant.

4. Understanding a child’s development makes parents better equipped to nurture and guide development.

5. Parents need to know effective ways to promote their children’s health and safety.

Essential Questions


How can a parent or caregiver respond and cope positively with the developing infant?



How do we build a positive self-image?

Assessment Plan:



to study of topic




chapter quizzes

unit tests



create timeline of infant’s physical, social, emotional, or intellectual development

Unit 4 Project: Seeking Community Resources

32




explain effective ways to support the development of a child.

review the initial behaviors of a newborn.

evaluate the importance of understanding the care that is essential for the healthy development of

a newborn.

explain proactive healthcare for an infant.

identify important growth periods in children’s lives.



community.






1. What are Piaget’s stages of cognitive development?

2. Why can it be said that attachment in infancy impacts growth across the life span? 3. Why do they say that the number of books in the home is strongly linked to academic achievement?



FOUNDATIONAL SKILLS



Reading:





Writing:



Take notes


Infer meaning






33

Thinking:

Conceive ideas



Predict outcomes

Key Vocabulary:

Chapter 7: developmental milestone

stimulating environment

growth chart

proportion

depth perception

reflex

gross motor skill

fine motor skill

hand-eye coordination

shaken baby syndrome

antibody

weaning

malnutrition

cradle cap

diaper rash

teething

immunization

vaccine Chapter 8: emotional development

emotion

colic

reflux

attachment

failure to thrive

temperament

social development

cause and effect

model

stranger anxiety

play environment Chapter 9: neuron

neural pathway

cortex

axon

myelin

dendrite

synapse

neurotransmitter

34

perception

attention span

concept

sensorimotor period

object permanence

imaginative play

symbolic thinking

age appropriate

childproof

manipulate



WRITING



Take notes



FOUNDATIONAL SKILLS



Reading:





Writing:



Take notes


Infer meaning






Thinking:

Conceive ideas


35


Predict outcomes


CORE:




Hill/Glencoe.



CHOICE

https://www.ct.gov/dcf

http://www.cfguidance.org/

http://www.webmd.com/parenting/baby/tc/growth-and-development-newborn-topic-overview

http://www.americanpregnancy.org







solving.



Technology:









CCSS.ELA-Literacy.CCRA.R.1 CCSS.ELA-Literacy.CCRA.L.5



CCSS.ELA-Literacy.CCRA.L.1 CCSS.ELA-Literacy.CCRA.W.7




https://www.ct.gov/dcf

http://www.cfguidance.org/

http://www.webmd.com/parenting/baby/tc/growth-and-development-newborn-topic-overview

http://www.americanpregnancy.org/












36

HUMAN DEVELOPMENT II

Unit 5: Whole Child Development 1 to 3

Chapter 10: Physical Development 1-3

Chapter 11: Emotional and Social Development 1-3

Chapter 12: Intellectual Development 1-3


Unit 5 Project: Analyzing Toys

Synopsis: This unit explores the physical, emotional, social, and intellectual growth in children ages one

to three. It focuses on the series of emotional stages that children in this age group go through, both

positive and negative, and how their inherent nature influences this development. It also examines how

heredity and environment play key roles in a child’s intelligence, and how concepts, and the language

used for those concepts, are acquired in logical stages.



1. Understanding a child’s stages of development will enable parents to promote thinking and language

skills.

2. Parents need to provide a stimulating environment that nurtures a child’s natural desire to learn.

3. Parents need to provide positive models and guidance to direct a child’s social skills and emotional

growth in a way that benefits the child and society.

4. Play helps children develop physically, intellectually, emotionally, socially, and morally.

Essential Questions





How do we build a positive self-image in children?

How does play contribute to each of the 4 areas of development?

Assessment Plan:


written and oral reactions to “Essential Questions” prior to study of topic




chapter quizzes

unit tests



37

Unit 5 Project: Analyzing Toys



discuss the stages of cognitive development and how caregivers can nurture it.

explain the importance of promoting healthy emotional development in children.

discuss the impact that positive guidance and the promotion of positive social skills has on

society.

discuss the different types of play and their impact on the 4 areas of development.



community.






1. What specific physical changes occur from ages one to three?

2. How can kindergartner teachers usually tell whether or not a child attended a daycare or preschool

program?

3. How can the environment in which a child grows up impact their adult relationships?



FOUNDATIONAL SKILLS



Reading:





Writing:



Take notes


Infer meaning






38

Thinking:

Conceive ideas



Predict outcomes

Key Vocabulary:

Chapter 10: toddler

preschooler

sensory integration

developmentally appropriate

dexterity

night terrors

hygiene

sphincter muscles

synthetic fibers

flame-resistant

Chapter 11: self-centered

negativism

temper tantrum

phobia

separation anxiety

sibling rivalry

empathy

self-concept

sleep-deprived

REM sleep

NREM sleep

socialization

parallel play

cooperative play

self-discipline

autonomy

time-out Chapter 12: neuroscience

intelligence

incidental learning

trial-and-error learning

imitation

directed learning

creativity

reading readiness

math readiness

articulation

stuttering

39



WRITING



Take notes



FOUNDATIONAL SKILLS



Reading:





Writing:



Take notes


Infer meaning






Thinking:

Conceive ideas



Predict outcomes


CORE:




Hill/Glencoe.



CHOICE:

http://www.nlm.nih.gov/medlineplus/toddlerdevelopment.html

http://www.parents.com/toddlers-preschoolers/development/

Variety of children’s toys (meant for a variety of ages) for students to look over/use/analyze


http://www.nlm.nih.gov/medlineplus/toddlerdevelopment.html

http://www.parents.com/toddlers-preschoolers/development/

40







solving.



Technology:





















Unit 6: Whole Child Development 4 to 6

Chapter 13: Physical Development 4-6

Chapter 14: Emotional and Social Development 4-6

Chapter 15: Intellectual Development 4-6


Unit 6 Project: Storyboard

Synopsis: This unit focuses on the physical, emotional, social, and intellectual changes and

accomplishments that the child in this time period can experience. It examines the relationship between

the acquisition of advancing fine and gross motor skills, and their increased desire for greater autonomy.

It further explores the child’s growing curiosity, boldness, and independence, and their new ability to

exhibit emotions such as anger, jealousy, fear, and worry. Intellectual development is examined through

the theories of Piaget, Gardner, Vygotsky, and Montessori.














41

1. Understanding a child’s stages of development will enable parents to promote thinking and language

skills.

2. Parents need to provide a stimulating environment that nurtures a child’s natural desire to learn.

3. Parents need to provide positive models and guidance to direct a child’s social skills and emotional

growth in a way that benefits the child and society.

4. Play helps children develop physically, intellectually, emotionally, socially, and morally.

Essential Questions





Assessment Plan:



to study of topic




chapter quizzes

unit tests



Unit 6 Project: Storyboard



discuss the stages of cognitive development and how caregivers can nurture it.

explain the importance of promoting healthy emotional development in children.

discuss the impact that positive guidance and the promotion of positive social skills has on

society.

discuss the different types of play and their impact on the 4 areas of development.



community.






1. What are the typical gains in cognitive development between the ages of 4 and 6?

42

2. How do you promote a healthy sense of independence in a child?

3. How can a school that operates on the principles of Howard Gardner assist in developing a child’s self-

esteem?



FOUNDATIONAL SKILLS



Reading:





Writing:



Take notes


Infer meaning






Thinking:

Conceive ideas



Predict outcomes

Key Vocabulary:

Chapter 13: permanent teeth

ambidextrous

group identification

fluoride

enamel Chapter 14: tension

self-confidence

initiative

peer

moral development

aggressive behavior

43

competition Chapter 15: intelligence quotient (IQ)

cultural bias

multiple intelligences

phoneme

alliteration

bilingual

finger play



WRITING



Take notes



FOUNDATIONAL SKILLS



Reading:





Writing:



Take notes


Infer meaning






Thinking:

Conceive ideas



Predict outcomes

44


CORE:




Hill/Glencoe.



CHOICE

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm

http://writeforkids.org/2014/05/start-here-writing-for-children-step-one/

Variety of children’s books available for students to view in class







solving.



Technology:













CCSS.ELA-Literacy.CCRA.L.2 CCSS.ELA-Literacy.CCRA.L.3








http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm

http://writeforkids.org/2014/05/start-here-writing-for-children-step-one/












45

Unit 7: Handling Challenges

Chapter 20: Children’s Health and Safety

Chapter 21: Family Challenges


Unit 7 Project: Children and Stress

Synopsis: This unit explores the important preventative measures caretakers must be aware of in order to

ensure the health and safety of the developing child. Topics such as regular medical checkups,

vaccinations, first aid, emergency treatments, and common childhood illnesses are discussed. It also

examines the impact that stress, abuse, neglect, special needs, and giftedness have on a child’s personal as

well as their family’s development.



1. Parents of children with special needs must understand how to assist and advocate for them to ensure

their optimal development.

2. Parents must learn strategies to help them to succeed while balancing work, family, personal, and

community responsibilities.

3. Parents must learn how to help children cope with various changes, challenges, and crises in life.

4. Parents need to understand the child care and education program options that will best meet their

child’s individual needs.

5. Parents need to know effective ways to promote their children’s health and safety.

Essential Questions


How can parents and children manage stress?

What should parents/caregivers know about children with special needs?


What constitutes a quality child care program?

Assessment Plan:


written and oral reactions to “Essential Questions” prior to study of topic article, video, and field experience reflections additional, topic-specific assessments added as needed


chapter quizzes

unit tests



Unit 7 Project: Children and Stress




explain the importance for family members to find effective ways to manage stress.

46

investigate resources available for families of children with special needs.

compare the possible differences between the needs of a typically developing child, and that of

one with special needs.

evaluate child care options to determine the characteristics of a quality program.



community.




responsibilities on individuals and families


1. What is the difference between child abuse, and child neglect?

2. Why might an abused child turn out to be a bully?

3. What often compels a young boy to feel that it’s his responsibility to take care of his mom when a

divorce, or the passing of the dad occurs?



FOUNDATIONAL SKILLS



Reading:





Writing:



Take notes


Infer meaning






Thinking:

Conceive ideas



Predict outcomes

47

Key Vocabulary:

Chapter 20: communicable disease

pollen

asthma

contagious

antiseptic

fracture

sprain

abdominal thrust

convulsion

hives

shock

rescue breathing

cardiopulmonary resuscitation (CPR)

Chapter 21: regression

situational stress

addiction

support group

learning disability

dyslexia

ADHD

ADD

mental retardation

type 1 diabetes

autism

autism spectrum disorder (ASD)

inclusion

gifted

addiction counselor

mandated reporter

crisis nursery



FOUNDATIONAL SKILLS



Reading:





Writing:


48


Take notes


Infer meaning






Thinking:

Conceive ideas



Predict outcomes


CORE:




Hill/Glencoe.



CHOICE

http://kidshealth.org/parent/emotions/feelings/stress_coping.html

http://psychcentral.com/lib/7-tips-for-helping-your-child-manage-stress/

School social worker to come in and present about stress in children







solving.



Technology:








http://kidshealth.org/parent/emotions/feelings/stress_coping.html

http://psychcentral.com/lib/7-tips-for-helping-your-child-manage-stress/

49


























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