Tiger Tips: Write your 1st and last names, date, and period on each sheet. Use blue or black ink only or you may use pencil for most work. You must have a pencil with an eraser in class each day. Write your id# in your agenda!
Friday, Aug.26:
Bell ringer (may also be called bellwork, learning log, or warm-up) - each day when you enter class check the board for the bell ringer. Do this quietly to focus on the day's lesson. Unless I tell you it will be collected it should go in your learning log.
Assigned seats today.
1. Bell ringer: Describe your thoughts and give an example based upon this poster (" Anyone can stand out, but it takes courage to be outstanding."). Write in complete sentences; have a title and write your complete name, date and period in the top right hand corner of the paper. 2. Continue with class rules, procedures and general course introduction/organization. 3. View "The Parent Project" to understand the importance of parenting on the lives of children and reasons for it to be taught at an early age. (This may be made up before or after school or during A Lunch for those who were absent)
Homework: Write an essay on "Parenting in my Life" following the directions on the assignment sheet. Ensure to have each point addressed. Indent your paragraphs and include a minimum of three paragraphs, one of which will be a conclusion statement. Due Monday.
Monday, August 29: Assigned seats today. .. Turn in parent letter and technology agreement 1. Bellwork: Packet 1.01Activity 1: "Suppose you could have any skill, object, or situation before becoming a parent. What would you choose? Why? (write in complete sentences, have title, name, date and period top right corner) Discuss. Place in your notebook.
2. " Thinking about Children" activity- Write your thoughts in complete sentences. Be sure to tap into your feelings. (Graded assignment)
3. Read Ch 2. in Parenting Rewards and Responsibilities.(PRR)
4. Review rules: Continue with course introduction course outline and blueprints(3rd pd); review rules/guidelines.
Homework: Study for rules quiz tomorrow.
Tuesday, August 30: Bellringer-look over your rules/guidelines. Oxygenate your brain.
1. Quiz over Rules. After Quiz, turn your paper upside down on desk corner.
2. Finish reading Ch2 PRR from yesterday
3. Scan text Developing Child (DC) to familiarize yourself with this text/course. You may read areas of interest.
4. Check rules papers in class using colored pencils.
Obj.1.01 Understand readiness characteristics/factors to consider before becoming a parent.
Wednesday, 8/31: Introduction to Maslow's Hierarchy of needs. Review pp. 50-55 Parenting Rewards and Responsibilities (PRR)
Bellringer: Prepare for notes; get out paper and 1.01 packet.
Draw Pyramid and write basic labels Introduction to Maslow's Hierarchy of needs or use the graphic organizer on page 4.
1. On your paper-notes on "Introduction to Basic Terms for Child Development PowerPoint" -PIES, Ages and Stages, PLACES, Child Development.
2. Review Activity #1 - Share and discuss-class survey.
3. Take notes on Graphic Organizer 1.01C (Maslows' Pyramid) during powerpoint. Discuss and complete graphic organizer.
4. 1.01(Interpret implications of Maslow's Hierarchy of Human Needs) Learning log entry. Work in pairs to paraphrase each statement (Activity 3):
1.Every person has needs.
2.Needs of one level must be partially met before one can be aware of higher needs.
3. Successful parenting is affected by how well the child's needs are met.
4. Development of a child is affected by how well the child's needs are met.
Share paraphrasing and discuss conclusions reached to check understanding
Thursday, 9/1- Bell- Read DC pp47-57.
1. 1.01G "Thinking about Parenting"; (1.01 Infer responsibilities and rewards of parenting) Complete "Thinking About Parenting"; group of 3 discuss responses and choose one statement with which you all agree or disagree. Share with class.
(1.01 Infer and classify guidelines for parents to meet children's needs)
2. Notes on meeting children's needs powerpoint; discuss
Homework: 1.01E "Meeting Children's Needs" -Write guidelines for parents/caregivers to meet these needs.
Friday, September 2:
1. Revisit 1.01G "Thinking about Parenting"; (1.01 Infer responsibilities and rewards of parenting) Complete "Thinking About Parenting"; group of 3 discuss responses and choose one statement with which you all agree or disagree. Share with class.
2. Groups of 3 or 4: Draw Maslow's Pyramid of Needs on provided paper and label each level. Title, and place names of group members and period on the front of this paper.
3. Classify skills, objects, and situations within categories of the Pyramid) Groups of 3 or 4: Draw pyramid to organize Maslow's Hierarchy. Look at Activity #1 and place your skill, objects, or situations in the appropriate area of the pyramid. Each group member participates. Draw icons to represent your choices. Explain your choices to the group. Check with a green marker things you have already and a red marker the things you want before becoming a parent.
One member will share for each group. Post pyramids and visit each and place your initials in the highest level you could fulfill as a parent. Give examples based upon the 4 implications from previous lessons ( above).
Classify guidelines by telling the level (on Maslow's pyramid) of reward addressed in each guideline. Class discussion.
(1.01 Compare rewards and challenges of parenting.) Classify guidelines by level on hierarchy. Complete, discuss, and turn in 1.01H. Rewards and Challenges.
Monday, Sept. 5: Labor Day Holiday
Tuesday, Sept 6: (1.01 Infer the importance of being in a healthy relationship before deciding to parent.) Write 5 reasons in your learning log. Discuss
(1.01 Infer the importance of being in a healthy relationship before deciding to parent.)
TIP: LL=Learning Log- reflections, opinions,notes- Write date, title, topic and response
1. LL- Read Q "Why marriage matters" 1.01J. Select 1 statement and write in learning log 1 the statement and why you agree or disagree; discuss.
2. LL- Read "Healthy Relationships" ch 3 PRR p70 and list qualities of healthy relationships in your learning log.
3. Read DC Ch 2 pp.50-53 and p.76 (Family life cycle) "The Changes Parenthood Bring" and discuss .
( 1.01
Interpret and
compare personal goals for life (to realize the need for forming healthy relationships before having children)
1. Read "Management Skills" in PRR pp. 104-110
2. Complete "graphing Your Goals for a Healthy Relationship" 1.01J
a. List your life goals
b. Write years in 5 year increments on the timeline and follow the directions
Homework: 1.01J and 1.01K "Positive and Negative Reasons or Not to become a Parent"
Wed., Sept 7:Bell: 1.01 Infer the positive and negative reasons for becoming a parent.
1.01K "Reasons to be or not to be a parent." Write a short explanationas why you selected each choice. Use space on activity sheet. 1. Review Homework "Graphing Your Goals for a Healthy Relationship" Interview a friend of the opposite sex regarding their goals from 15 to 85. Take notes; then add them to your timeline in the space for the member of the opposite sex. Complete the form for Homework to turn in next week.
(1.01 Understand stages of the family life cycle) Read PRR pp35-37; DC p. 76; Draw the lifecycle.
Beginning (newlyweds),Child Bearing (expanding), Parenting (developing), Launching (middle age), Middle years (pre-retirement 55-64 years, empty-nest), Aging (65+years)
Homework: Study for 1.01 test on MONDAY
Thursday, Sept 8: Bell Work: 1.01 Rewards and Challenges of Parenthood 1, 3, 5 Turn in "Graphing Goals" Read PRR p.34; DC pp.73-76 . 2. complete notes on advantages and disadvantages of "Parenting Decisions and Types of Families", and 3. complete "Opinions about Family Structures". Choose one opinion with which you strongly agree or disagree and make a list of 3 reasons supporting the opinion. Discuss in small group. Share with class. 4. Write the answer to this question in your learning log: How do family structures, roles and responsibilities influence the decision to become a parent? Bingo Review: Key Terms 1.01P
Homework: Study for your test over Maslow's Hierarchy of needs and meeting the needs of children, the rewards and challenges of parenting, readiness factors to consider before becoming a parent, positive and negative reasons for becoming or not becoming a parent, and understanding advantages and disadvantages of types of family structures. EC. Write a job description for a responsible parent that includes: rewards and responsibilities, training, qualifications, influences, family structure, life cycle, hours, pay, vacation, and job benefits as part of your learning log.
Friday, Sept. 9: Ticket in- describe your family structure type and its stage in the family life cycle. Turn in. Notes. Quia, Bingo, curriculum and Quizlet. Homwork: study for test Monday.
Monday Sept. 12: Test 1.01. After test assignment: Read DC. pp 58-68; answer Q. 1-9 p68 (write both Qand A) and define terms P. 58. Turn in today.
Tuesday, Sept. 13: Review test and make corrections. 1.02 Understand teen sexuality, teen pregnancy, and responsible decisions about abstinence vs. sexual activity. Complete Reading and writing assignment from Monday. Homework: KWL Chart-complete K & W
Wednesday, Sept. 14: Bell:KWL Chart review. 1.02 Understand changes in teen sexuality through PIES (Physical, Intellectual, Emotional, and Social) development. Text: Developing Child p. 58-
Packet-#1 complete activities in class and discuss
#2 Homework- select picture from a magazine and analyze
#3 Write 3 personal goals with an age range
#4 Case study
Thursday, Sept. 15: : Bell ringer: LL-Teen Pregnancy facts- Read and select 3. Write in proper paragraph format using good punctuation, etc. about your thoughts and why you agree or disagree. 1. Love 2 U-Relationship Smarts Plus Who am I and where am I going? Complete activitiy 1.a How I see myself and Possible Selves Tree 1.b. Review Possible Selves Tree (Love 2 U) and share with class.
2. 1.02 View powerpoint and take notes on L I F E...types of interpersonal relationships.
Friday, Sept. 16: early release day: (short period) 1.02 Understand teen sexuality, teen pregnancy, and responsible decisions about abstinence versus sexual activity. 1. Complete "possible selves tree" (must be colorful, beautiful, have dimension and details) 2. Learning Styles Inventory (educationplanner.org)
3. View Jessica's Story and discuss
Monday,Sept 19: 1. Bell work-post "possible selves tree"- name, date and period on front.LL-Write in log: (1.02 Understand consequences of Teen Pregnancy) Teen pregnancy creates four types of problems: health risks, impact on educational choices, financial problems, and emotional and social stress.
2. (1.02 Explain risks and results of teen pregnancy for the mother and baby.) Packet: Use your text to research and complete 1.02 D "Teen Pregnancy--- risks and results". Notes on using projector. Pair and share. PRR. pp 125-139; DC pp.58-64
3. 1.02 Infer the challenges that teen parents face. (15 min)Complete "What are some Challenges of Teen Parenting (1.02F) Share answers and correct incorrect responses.
Homework :1.02G-Write 3 ways to make improvements in "Improving the condition of the teen pregnancy financial cycle"(1.02G) Return interims by tomorrow.
Tuesday, Sept. 20:Bell work: Write in your learning log the major challenges teen parents must face. How would you cope with the risks and challenges? Write in your learning log two of your life goals. Then write how those goals would be affected if you found you were going to become a teen parent.
1.02 Teen Pregnancy (cont.)
Notes PRR pp 125-139; DC pp. 58-64 1.02E and F; Facts; Relationship and Dating Bill of Rights
Wednesday, Sept 21: KWL chart- complete the L for what you have learned about teen pregancy. 1.02 Exemplify types of STDs, myths, symptoms, and prevention
Notes on STDs/STIs from PowerPoint presentation on your graphic organizer.
Thursday, Sept 22: 1.02 Exemplify types of sexually transmitted diseases, myths, symptoms and prevention. 1. Complete notes on STD's. 2. 4 Corners- students move to area of interest: Organizer (gold sign), Creative (orange sign), Worker/Encourager (blue sign) and Recorder (green sign). Groups are formed from this activity with one from each (if possible). 3. Get to know students in your group and talk about strengths, select topic drawing cards. 4. Add statistics to myths and causes to prevention on your rubric. Homework: review and know the rubric for your PSA and complete research on myths, statistics, causes, prevention, treatment, etc.
Prepare and script PSA for STD in assigned groups (Organizer, Creative, Worker, Recorder) using 1.02J Rubric Take notes on graphic organizer 1.02H
Friday, Sept 23: Write a PSA in groups; include items in rubric 1.02I about myths, statistics,symptoms, causes, and prevention using information from the, texts, and/or other sources. You may do a skit, rap, oral presentation, song,etc. (No PowerPoints for this assignment.) All members will be filmed during the presentation and should be prepared and professional. You will present to the class as if you were reading over the school intercom. View 1 minute PSA video example. Use your rubric as you create your PSA!
PLAN- 1. Brainstorm ideas for format (recorder writes) 2. eliminate choices and select best for your group and topic 3. Locate resources and research-PRR, Notes, Internet (cdc.gov, Mayo clinic, webmd.com, etc.) 4. Write script (you may want to do it on the computer so you can have copies for each student) and turn in to me today. PRACTICE-Speak clearly and more slowly than you think you should, modify script as needed. PROPS-create or select for your group. Turn in your script today!
Homework: Be prepared to record Monday after 10 minutes of dress-rehearsal.
Monday, Sept. 26:
Complete research and present your PSAs (videotaped). Take notes on graphic organizer 1.02 H as you listen to the PSAs. Create student videos and abstinence rap from school tube. Homework: Study for test Wednesday. Review using Quia and other resources at the bottom of my weblinks page.
Tuesday, Sept 27: Bellwork::review your notes for STDs quiz. 1. Take quiz.
1.03 Interpret infertility options available to couples. Q. If you are in a healthy, committed and married relationship and cannot conceive, what can the couple do? 2. Read Ch. 7 PRR pp. 151-152 or Ch 4 DC pp. 120-121; Complete Effective note taking "options for infertile couples" in your packet. 3. Review for test Wednesday 1.02-1.03 using Quia, Curriculum guide, DC review activities on-line. 4. View 10 minutes of "Making Babies" to reinforce infertility terms, the science, the emotional effects, and careers related to infertility.
Wednesday, Sept 28: Take test 1.02 following test routine. After test assignment: Read DC pp 627-638 and define terms in notebook. Review and correct 1.02 test.
Thursday, Sept 29: View and critique student made STD videos
Friday, Sept. 30: Teacher workday.
Monday, Oct. 3:
2.01 Understand factors to consider when selecting child care programs. Classify information on child care programs/iniatives. Compare information about different types of child care.
Bellwork: Write in learning log: "What are the reasons parents enroll their children in child care?"
View PPt and take notes on 2.01B Types of Child Care (description, advantages, disadvantages)graphic organizer and extra paper. Homework: due Wed. 10/5 2.01H "What type of child care is best for my child?"
Tues., Oct. 4: Continue with notes on descriptions, advantages, disadvantages graphic organizer.
Understand issues related to selecting a quality childcare program. 2.01 Review on Quia. Complete and turn in 2.01 Compare information abut different types of childcare. Homework: 2.01H
Wed., Oct 5: Turn in Survey 2.01H Homework. Bellwork: 2.01 D "Finding the Right Program for Your Child".
1. Review notes; discuss factors to consider when selecting care; appropriate placements for Infants (0-1year), Toddlers (1-2 years), and Preschoolers (3-5 years); label types in your notes as I, T, P.
2. Notes on terms: license, faculty, comprehensive care, substitute care, custodial care, subsidized care, program, initative, latchkey.
3.Write an advertisement using unpacked content, text, vocab, and web (optional) for one of the types of childcare following the rubric provided. Use the text and online websites to collect information. You may create a mini-poster using hand drawings, MS Publisher, MS Word. Be sure to save your work to your folder and to the flashdrive. Complete advertisement; post in the hall. Complete rubric by underlining or circling each detail you accomplished, tally points, write all students names, date, and period and topic on top and turn in for a grade.
Thursday,Oct. 6: 1. 2. View short videos on Child care: Headstart, Montessori, and Reggio Emilia. 2.01 Interpret key terms about child care and use them properly by writing a scenario. Use good grammar, punctuation, intented paragraphs, etc. Use the rubric to evaluate your work and turn in the end of class or the beginning of the period on Friday. Understand factors to consider when selecting child care.
Friday, Oct. 7: Turn in Homework scenario with rubric 2.01 Compare information on types of childcare. 1. Take quiz 2.01; read career planning ch 23 pp657-666 and define terms in notesDC. Go to p.17 DC to locate careers. Then go to those pages read about the career and complete 2.03A Careers by Educational Levels (Classify all careers).
Monday Oct. 10: 2.03 Classify careers requiring knowledge of child development and care (Ch 23DC; Career Planning PRR). 1. Complete classification of child development/child career careers by educational level required (DC p. 17; PRR p21) 2. Add to list from state curriculum on the overhead and discuss career, educational levels, careers in and related to child development and childcare. 3. Review for test tomorrow. Homework: study for test 2.01, 2.03 Child Care Types and Careers.
Tuesday, Oct. 11: Test 2.01, 2.03. After Test Assignment: .Read DC Ch4 pp. 104-143, Complete study guide and turn in your work today
Wednesday, Oct. 12: Mark answer sheets. Make up tests. Complete study guide and turn in today.
Review test 2.01, 2.03.
Thursday, Oct. 13: 3.01 Understand environmental and hereditary influences on prenatal development and long-term effects on health of children. Bell: Define hereditary and environmental in your own words in your learning log. (3.01-.02 Packet) Brainstorm influences and complete activities 3.01A and B in your packet. Complete 3.01C "Hereditary or environmental influences." Define birth defect in your learning log. What are some of the factors which can cause birth defects? Describe ways birth defects can impact the life of the child and the family. (Read Ch4 section 2 pp.114-118, and Ch4 sect. 3 pp. 123-143). Take notes on 3.01 D Potential causes of birth defects.
Notes on PowerPoint 3.01 on packet graphic organizer.
Friday, Oct. 14: 3.01 Notes on heredity vs. environmental influences and related defects PowerPoint(cont.) Homework- complete vocabulary paragraphs pp. 1 and 2 in your packet.
Monday, Oct 17: 3.01 Defects (cont.);
fetal alcohol syndrome video and Infant simulator/FAS simulator comparison and discussion. Homework: "Detecting Birth Defects" review sheet. (you may use notes)
Tuesday, Oct 18: (late arrival-short day)Turn in homework from yesterday (Detecting Birth Defects) after adding descriptions to prenatal testing portion of homework from text pp130-132 the 1st 5 minuts of class.
Genetics notes on sex determination and birth defects caused by dominant and recessive genes.
3.02 Remember the prenatal development of baby from conception to birth and the changes the mother experiences during pregnancy.
Activity: Female reproductive system parts and sequence of prenatal development.
Review Conception through birth sequence and terms in text DC. pp. 105-111.
View first 10 minutes "The Miracle of Life" and take notes.
Homework: teach someone about the conception through birth sequence using proper terminology.
Wednesday, Oct 19: Discuss paperwork and forms needed for the Empathy Belly and Infant simulator Nurturing project. Paperwork distributed.
View "The Miracle of Life" and take notes. Write down questions you have.
Thursday, Oct 20: bell work- Ticket in: how was your understanding of prenatal development made more clear by viewing "The Miracle of Life" Brief discussion.
Use pencil to label your Female reproductive system using correct terminology and spelling. Neatness counts. Color your reproductive system using colored pencils shading to give it a 3-D effect. Make it a beautiful work of art. The entire system must be colored. Turn in for a grade.
3.02-.03 Packet-3.02 cont. Remember early signs of pregnancy: "What is wrong with me?" scenario. (3.02A) 3.02D.Pregnancy graphic organizer. Complete as you view Fetal development powerpoint.
Homework: Complete 3.01 (Birth Defects)Packet
Friday, Oct 21: Bellwork: Activity #3 in 3.02-.03 Packet. Complete notes during powerpoint on maternal changes during pregnancy. 3.02H Name that Month activity. Homework: review for at least 15 to 20 minutes each night
Homework: review your notes/packets on 3.01-.02
Monday Oct. 24.-Bell- Name that month activity. 3.02 Remember prenatal development. Empathy Belly Video and empathy belly demonstration. Study for quiz tomorrow 3.02 Changes to mother and prenatal development.
Tuesday Oct. 25-Bell work:
1. Quiz 3.02;
2. After quiz read DC pp147-160; 171-174 and review your packet and take notes.
View video "9 special months" and take notes on choices the parents need to make before pregnancy and changes in the the mother during pregancy. (Practitioners: Obstetrician for high risk pregnancy -17 and younger/35 and older- 8 of 10 women choose this; Family Physician- regular birth -will refer to specialist if complications; Certified Nurse Midwife- easy pregnancy-birthing center) Testing during pregnancy: ultrasound (soundwaves) to detect proper growth and development; amniocentesis-needle in amniotic fluid to detect down syndrome/birth defects; chorionic villi or villus sampling-biopsy (tissue sample) to detect birth defects. Doctors visits: 1-7 months; once a month; 8th month-every 2 weeks; 9th month each week.
Wednesday, 10/26-3.03 Understand components of a healthy pregnancy and delivery. refer to readings from yesterday and complete 3.02-.01 packet activities. Take notes on choice of personnel, location and type of childbirth. Take notes on the delivery process. Homework: Complete vocabulary activities from packet or make flashcards; complete all activities for 3.01 and 3.02-.03. Organize for test 10/28
Thursday, Oct 27-(3.03 Continued) Explain the significance of the saying "a pregnant woman should eat for two" in your learning log. PRR 194-199; DC p152-156
Powerpoint and notes on Healthy Pregnancy.
View Healthy Eating for a healthy Baby." "Eating Plan for a Mother to Be" Discuss literiosis (cold cuts, undercooked fish, unpasteurized soft cheese) Review for test tomorrow 3.01-.03 Discuss apgar scale and PKU test. Homework: Study for 3.01-.03 TEST Tomorrow! (Ch4, 5 DC)
Friday, Oct. 28: 3.01-.03 Test (Ch 4-6) -follow test routine.
After test assignment.
Tuesday, Nov.1/ Wednesday, Nov 2:
- Complete all testing and all work for the 1st term.
- Correct tests and write test corrections for questions missed.
- Read Ch 6-2, 3 (the newborn and post natal period) pp. 190-205; define termspp 190, 195; answer questions 1-7 p. 194, Q. 1-7 p. 202. Write both the question and answer or a complete statement/response.
- View infant simulator training video and take readiness quiz.
- Wednesday bell work: Describe (paragraph format) what is involved in taking the baby home from the hospital. Describe how you would care for a newborn in the 1st 2 days after you take the baby home. Include details/specifics about sleeping, changing, feeding, bathing, holding, etc.
Thursday, Nov. 3: 4.01 Understand physical development and care of the infant.
Understand and demonstrate physical care of infants using RealCare infant simulators
Bell work: In your group of 2 or 3, brainstorm and write down as many key points as you can remember about the realcare project video from yesterday (care events, times, handling, cautions, etc.) Discussion and questions. Infant simulator demonstration and training. All participate in this simulation.
Cry.....Pick up....ID....Feed.....Change.... and so on.
Friday Nov. 4:
Bell ringer: Write in learning log how a child develops. Write about what is involved in the care of an infant. 1. 4.01A- Interpret the meaning of the patterns of development: head to toe, near to far, simple to complex. DC pp.209-210; form 3 groups and create mini-lesson using hand movements to teach other students about your pattern of development.
2. View The BabyCare Home Video
3. Complete 7-1 Study guide (Infant growth and development) during using your DC. Text pp. 209-224.Real Care Baby assignments and set up.
Monday, Nov 7: 4.01 Bell work-1. List and describe the three patterns of development learned Friday. (head to toe, near to far, simple to complex).
2. Complete 7-2, 3 study guide: infant care skills, infant health and wellness, and tracking infant development. Turn in for a grade. Those who did not complete work may go to working lunch. 3. Infant Simulator reports.
Tuesday, Nov. 8:
4.01 Understand the care needs of infants.
1. Bell- What is shaken baby syndrome?
2. Take notes on Shaken Baby Syndrome on graphic organizer. Discuss
3. View Sudden infant Death Video. Discuss
4. Homework: Read trifold brochure on SIDS and complete written activity sheet.
Wednesday, Nov. 9: 4.01 Understand the physical care of infants
Turn in SIDS assignment ( homework)
1. Complete SIDS video and discussion.
2. Exemplify the physical changes in the 1st year. Read and find 5 changes in the infant; draw a timeline on paper with one end marked "birth" and the other marked"one year.
3. 4.01C Motor Skill Milestones- line up in order based upon when each motor skill would occur starting at birth. Form one line for fine motor and one for gross motor. Step forward when your skill is called and read it and explain why it is gross/fine motor.
4. Complete 4.01D Kow your Reflexes as notes are given. (Grasping, Rooting, Startle, Babinski, Sucking)
5.Small Group of 4 Brainstorm types of physical care necessary for infant care. 2minute time limit. Share one item and write on board.
6. Understand Influences on physical devel from unpacked content. Students write in Learning logs one statement about each, sharing how these influences have affected their own personal physical development.
7.01B Physical Facts about Infants Activity: underline 10 areas, color and give personality to your baby (must be beautiful) and give your baby a name.
Infant simulators-those who are taking them out this weekend, complete all preparation. Come at lunch in the morning to program and get clothing.
Thursday 11/10: 4.01 Understand the physical care of infants
1. View the BabyCare Home Video and take notes on infant care.
Review infant care and Influences on development
Friday, Nov. 11: Veteran's Day- please say thank you to a veteran for all they have done for our country
Monday, 11/14: 1. Bellwork: List gross motor skills, List fine motor skills, List reflexes.
2. Fine and gross motor skill activity/review
3. Infant simulators returned: reports from participants
4. Finish Baby Care Home Video (3rd and 4th)
5. Form groups of 3 to plan and present lessons/demonstrations. Write step-by-step instructions on chart paper and demonstrate infant physical care on topic provided. During presentation students take notes on their own paper.
Homework: Study for test on Wednesday
Tuesday, 11/15:
Form groups of 3 and plan/present lessons/demonstrations. Write step-by-step instructions on chart paper and demonstrate infant physical care on topic provided. Brief infant care demonstrations. During presentation students take notes on their own paper.
3. Prepare for test Wednesday over 4.01 Infant Care and development.
Wednesday, 11/16: Test 4.01 Infant Development and Care. After test assignment: Read Ch 8 pp. 252-276 Complete Ch 8. Study guide 8-1, 2.
Thursday, 11/17 4.02 Compare emotional and social development of the infant”1. Bell work: What is your temperament? Activity using text. Discuss. Work on Ch. 8 study guide while students complete activities.
2. 4.02A. What do emotional and Social Development of Infants Have in Common?
PATTERNS are significant in this lesson...Read in Developing Child Ch. 8 about the similarity that begins with one of the above letters. Students attempt; go over together.
4.
Infant simulators-those who are taking them out this weekend, complete all programming/preparation.
Sudents who have not turned in work or do not complete work in class must go to working lunch the next day to catch up. Tomorrow is the last day to turn in late work.
Friday, Nov. 18:
Today is the last day for all late work to be turned in for a grade.
4.02 Compare similarities and differences of emotional and social development.
5.
Touchpoints #2 “The first month through the first year: Draw PIES chart horizontally on a full sheet of paper and take notes under each heading …you need a full sheet of paper. (Classify what you see under each area of development)
|
PIES Infant Development Touchpoints #2 The 1st month through the 1st year” Name , Date, Pd. |
|
Physical Development |
Intellectual Development |
Emotional Development |
Social Development |
|
Example:
|
|
|
|
|
Write a paragraph of your reflections and feelings about what you saw and learned:
|
Monday, 11/21: 4.02-.03 compare emotional and social devel. of infants; understand brain, cognitive and language devel. of infants.
(Each class is following a different sequence for these days)Tues, 11/22:
Assignments:
1. Read Ch 9-2 pp 288-295; complete vocab. p.288, Q&A p. 295; draw and label Piaget chart p.291
2. Complete and turn in Ch. 8 Study Guide
3. What is the role of trust in emotional and social development? Read DC pp. 29, 256, 436, 555, and PRR. p. 381. Read Erikson handout and discuss theories (crises).
4. Exemplify truths about emotional and social development of infants as found in the article: Close your eyes and listen to "the rescuing Hug" 4.02D. p.272 Draw what you visualized during the reading (you may use stick figures); describe your sketch underneath in 2 sentences.
Wednesday 11/23-27: Happy Thanksgiving to you and your families!
Monday, Nov 28:
1. Bell Ringer: draw T chart with emotional development and social development on each side and months in the middle.
2. Graphic organizer 4.02 Differences in social and emotional development of infants. Draw a T-Chart and take notes notes from state curriculum (p.257). Using T Chart 4.02E and pp 254-55, 268-269, complete timelines for emotional and social development. Review adding to from the curriculum p.258.
3. Vocabulary Round Review 4.02
4. (3rd and 4th period only! )What is the role of trust in emotional and social development? Read DC pp. 29, 256, 436, 555, and PRR. p. 381. Read Erikson handout and discuss theories (crises).
5. Ch 8 Study Guide Review (class activity), check “Milestones in Social Development” using your text; discuss and check with key.
6.Interim Reports Distributed
Tuesday, 11/29: Substitute teacher
1.
5 min. bell ringer – Underline key terms-what you will need to know after watching the "Shaping Youngest Minds"
2. View video and take notes on video viewing guide.
3.Complete 4.03A “Understanding the Brain, and 4.03B “How the Brain Works” activities (4.03 packet) Use DC text pp279-287 for information. Students who finish may work ahead and complete the next activity using pp288-299 in their text. Turn in for grade.
Wed. 11/30: 4.02-4.03 Understand social, emotional, brain, cognitive and Language development of infant
1. Bellwork: write on back of 4.03 packet. "The brain is the computer of the body" Write a detailed explanation of what this means.
2. Take notes 4.03H Piaget’s Sensorimotor Stage graphic organizer and powerpoint.
3. 4.03E Select/exemplify infant development activities using text pp.288-299.
4. Create brain models using modeling clay (6 colors; one for each part). Groups of 4; label accurately and have correct spelling; place period and group names on your work. (students discuss terms and work as a team-group grade)
Thurs 12/1:
1. Bell work. 4.03I Piaget Sensorimotor Quiz. (students who were absent will work on activities and attend working lunch with Mr. Lee to view and take notes on Piaget 4.03 PowerPoint under my website weblinks)
2. Activities for Infants-Name and tell the age of sensorimotor activities for infants..complete the entire activity sheet…students share. Packet is due Tues for a grade. Prepare for test Tues over 4.02-4.04 ( Emotional, social, intellectual development; challenges of parents of infants)
Fri 12/2: 4.02-4.03 Understand social, emotional, brain, cognitive and Language development of infant
1. 5min Bell work in LL: Object Permanence- define and give example; stranger anxiety-define and tell why it is important; negativism-define
2. Curriculum notes 4.04 Understand Challenges of New Parents
4.02-4.03 Vocabulary and Brain Review
Mon. 12/5: 1. 4.02-.04 Review for test; 2. Baby’s World-“the language of being”. Homework: Study for test 4.02-.04 DC Ch. 8,9,2. 4.03 Packet due tomorrow. Tues 12/6: Test 4.02-.04: 4.03 Packet due today. Usual test routine. After test assignment : Read Ch 20 DC pp. 575-595; take brief notes over key points
W. 12/7: Complete viewing Baby's world part 2, "the language of being"; look for the PIES, safety and health practices, and language development.
Students complete testing with Mr. Lee.
Review test in class. Complete test corrections for a daily grade: periods 2 and 4. Those who do not finish will complete in working lunch tomorrow.
Thursday, 12/8: 2.02 Understand the meaning of a safe and secure environment for children.1. LL. Write a description of why it is critical to development of children for them to feel safe and secure. How does this relate to Maslow’s Theory? 2. How would you define a safe and secure environment for children? 2.02 Injury prevention inside the home. View Powerpoint and take good notes on home safety. 3. List ways to improve child safety inside your own home...Draw and label a floorplan for your home. Homework: Get down at child's level and identify safety issues. On your floorplan, list specific needs for safety based upon your home investigation.
Friday 12/9: 2.02 understand the meaning of a safe, secure environment for children. 1. Bellwork: LLog Describe ways to promote safety for children outside the home. 2. Turn in homework floorplan and safety activity. 2. View PowerPoint and take good notes on ways tor prevent injuries ("Safety away from Home") 3. View "Safety Practices" and take good notes. 4. Discuss and cite examples of child safety issues and strategies. 2. Homework: Interview a parent with a small child/children in the home. 2.02M "Making Electronic Devices Child-Friendly." Homework is due Monday 12th. Be prepared for quizzes.
M 12/12: 2.02 Turn in 2.02M interview homework. "Monitor TV Viewing"
2.02 Crises, Challenges, Providing a sense of safety. Reports/notes on Family Challenges. Test Tuesday 2.02 PRR ch 27 pp 559-580; DC Ch 21 pp. 599-607.
Tues 12/13: Bellringer: Why is communication important during a crisis? Describe ways to talk with children about challenges/crises. Reports (cont.) and notes; review for test WED (tomorrow) on safe, secure environments, accident and injury prevention, safe practices, challenges and crises, and where to go for help. Homework: study for test tomorrow.
Wed. 12/14: Test 2.02-usual test routine. After test assignment: Read DC ch. 10 pp. 310-339. Answer Q. 1-6 p. 320; 1-7 p. 338. Write both the Q and A or write a complete statement.
Thurs. 12/15: 5.01 Understand Physical and Cognitive Development and recommended care of toddlers. Bell ringer: Draw a KWL Chart. Define “toddler” in your own words. (5 min)
1. Discuss the meaning of “toddler”(learning to walk…1-2) vs. the NCSCOS (1-3)meaning.
2. Understand physical characteristics of toddlers: (5min)
|
K (what you already know about the physical appearance of toddlers) |
W (write questions you want answered on the appearance of toddlers) |
L (leave blank for what you will learn) |
|
(about ½ page)
|
|
|
3. Exemplify physical characteristics of toddlers: below KWL chart draw a t-chard and label one side”height and weight” and the other “proportion and posture”. Write down facts from reading (DC p.12-313); pair-share.
4. “Grow” from infancy to 3 years.
5. Draw “toddlers” from 1, 2, and 3 years. Write a paragraph summary.
Friday 12/16:
Pre-school-kindergarten development:
1. Regress...to when you were 4 to 6 years. With your opposite hand write "Dear Santa (or other),; continue writing letter to include if you have been good, what you would like, something about north pole, refreshments, etc. Discuss what the holidays mean to children and how it impacts their emotional and social devel. Discuss the importance of traditions, etc.
2. Plan a winter holiday themed party for children ages preschool to 6 years. Groups of four. Include all areas of devel. (PIES); include music, kraft, activities, menu.
Homework: observe children ages 1-3 in the community to see how they look and behave. Look for all areas (PIES) of development.
Monday 12/19: 1. Bellwork: LL Write about your observations of children one to three years old (weekend assignment) and include PIES. 5.01 Understand Physical and recommended care of toddlers (1-3)-take good notes.
2. Physical Development review notes. 3. Take notes on "meal-planning for and feeding toddlers" PowerPoint 4. Interim Reports (return by tomorrow)
T. 12/20: 5.01 Understand physical and cognitive development and recommended care of toddlers. 1. Bellwork: Take notes: Identify methods of Learning (review) directed, imitation, incidental, trial and error. DC p.381 2. Explain your thoughts on imagination as related to holidays. 3. View Baby's World Part 3 "The age of Reason" take notes on big ideas as related to learning and cognition and play.
W. 12/21: 1. View "Simon Birch" and write key points on video viewing guide. (45 min)
2. (45min) Participate in discussion of the planned reindeer party; discuss each activity and relationship to child development. (PIES) Celebrate the holidays with a "Reindeer Party". Menu: mini veggie pizzas; reindeer food (trailmix, carrots, celery, apples, pineapple, etc.), green punch, egg nog, brownies and sugar cookies. Activities: reindeer hats (handprints), reindeer ornaments, and decorate sugar cookies. Holiday music.
Merry Christmas and Happy New Year! See you in 2011!
T. 1/3/2012: Happy New Year! 5.01 Understand Physical and Cognitive Development and recommended care of toddlers. Bellwork: 5.02 A Young Child's Mind (Ch 12-Sect 1)
5.01 Explain cognitive characteristics of children. Bellwork DC Ch 12 p. 384
"A Young Child's Mind" DC
1. A. Complete "A Young Child's Mind" on cognitive characteristics of toddlers.
B. Written task: Title: "My Favorite Toys" On backof paper, name the two toys you played with as a child that you treasured. Tell what age you had them and why you liked them. Draw a line under your work. Continue with C.
C. 5.01 Understand methods to encourage learning (this is your title)
Divide paper into 3 columns:(1) 5 everyday activities a child does; (2)method used to promote learning(attention, thinking, encouragement, problem solving, simple explanation); (3)how the caregiver could respond to promote further development including conversation.
3. Check "a young child's mind" with notes projected from the unpacked content; continue taking 5.01 review notes on this sheet or in your notebook. Turn in "A Young Child's Mind" today...no exceptions!
Understand speech development of toddlers.
What is the number of words a toddler typically speaks at one time?
What is the normal pace os speech development?
What do toddlers learn by repeating?
What are some of toddler's speech difficulties?
How do you define stuttering and articulation?
4. Observe children for physical and cognitive characteristics. Students tell about observations of children for physical and cognitive characteristics.
Homework: Organize and prepare for exams.
Wed. 1/4: bellwork : PIES Chart (Toddlers) 5.01 What care is necessary for children 1-3 years? 5.02 Social and Emotional Development (Ch. 13) of children ages 1-3 Take good notes in your notebook.
Thurs. 1/5: bellwork: Write in notebook: Describe the parenting styles in your home. ( How do your parents parent you? What are their expectations of you?)
5.03 Exemplify Parenting Styles and Methods for Guiding Children.
1. Bellwork in notes. 2. Read DC p. 87 on parenting styles and take notes on key points. Compare your bellwork writing with this information. What style are your parents? What will be your style? (Student survey) Compare to candle, flashlight, laser.
| Style |
Mother |
Father |
| Democratic |
|
|
| Permissive |
|
|
| Authoritarian |
|
|
3. Read DC pp. 88-98 for understanding; write brief notes for those who are visual learners. 4. Class notes, discussion.
Homework: Study well for your test 5.01-.03 tomorrow. DC Ch. 10, 11,12, Ch.3 pp.87-99; pp 371-5. Review online using CD Weblinks (at the bottom)
Fri. 1/6: Bell Work: Oxygenate your brain; review notes for 5 min. 5.01-.03 Toddlers test. After test assignment: Read Ch 13; define terms pp. 409. 415; answer questions 1-6 p. 414, Q 1-7 p.424. Be sure to write both question and answer or a complete statement.
Turn in today.
Homework: Organize your notebook! Take home tests to study for exams. Write test corrections/true statements for all questions you missed.
Mon. 1/09: Bellwork: Complete PIES Chart for Preschoolers. 6.01 Understand development and care for ages 3 through 6 yrs (physical, emotional, social development and care)
1. Scan DC Chapters 13, 14 as a class. Compare with review packet in formation on physical, emotional, and social development. (P, E, S) Review Enuresis.
2. Read Silently pp. 432-438 (7 min)
3. Complete activities 6.01A and C (P)
4. Art Development notes (P, I)
Homework complete 6.01A "Height and Weight 3-6" and 6.01C "How teeth Grow". (P)
Organize for exams.
Tuesday 1/10:
6.02 Understand Cognitive (Gardner, Piaget, Vygotsky, Montessori) and Moral (Kohlberg, Bronfenbrenner) Development ages 3 to 6.
1. View History of Child Development (19 min) Read DC p29 Bronfrenbrenner and p. 561 Kohlberg.)
2. Review Packet- compare information with Ch. 15 DC (&some information in ch. 14)
3. Notes on PowerPoints for 6.02
Continue to prepare for exams:
1. Take home tests and complete corrections-write true statements for questions you missed, 2. Study tests and activities and review your text (captions, bullets, etc.), 3. organize your materials; 4. bring your tests on 1/12 to prepare for official review day.
Wed. 1/11: 6.03 Exemplify guiding children 3 to 6 yrs.
Scan DC ch 14, Ch 21pp. 617-623, Ch 3.
Review packet 6.03; take home test Comp. 6.
Homework: Take home test Preschoolers 3-6 years
Thursday 1/12:
1. Review Comp. 6
2. Take assigned group 1-5 and write 3 questions from your assigned Comp. on index cards-your group may not have any duplicates-write the questions most missed. Use the format below on the lined side of card. Tip: divide up the pages in your group to avoid duplicates
|
Comp/Obj. #_________
Question:_________________________________________________________________________________
________________________________________________________________________________________
- ________________________________ Use bullets only!; place a Star by the correct answer
- ________________________________
- ________________________________
- ________________________________
Put your initials here__________
|
3. Pies review chart/complete and bring review day.
Friday 1/13: Early Release. 1st Exam and 2nd pd. review. Bring your text, tests, test corrections and 2 number two sharpened pencils to your exam. Study well. Remember to eat a good breakfast and get a good night of sleep.
Monday 1/16: Holiday for Martin Luther King Day
Tuesday 1/17: 2nd period Exam; 3rd review. Bring your text, tests, test corrections and 2 number two sharpened pencils to your exam. Study well. Remember to eat a good breakfast and get a good night of sleep.
Wednesday 1/18: 3rd period exam; 4th review Bring your text, tests, test corrections and 2 number two sharpened pencils to your exam. Study well. Remember to eat a good breakfast and get a good night of sleep.
Thursday 1/19: 4th pd. exam
Tip: Remember to go to the weblink for information on what you have missed and make up activities. The entire curriculum guide is there! It is located near the end of the ECE and Child Development Links. You can also find and play review games related to our Developing Child Text and on Quia.
Old lessons Below:
4..02 Create your self portrait and label with temperament and emotion exibited. Draw head only and color to reflect your coloring and personality. (Placid, Agressive, Sensitive). Notes on Social and emotional devel. Who Am I game with student pictures.
4.02 Close your eyes and visualize/think about the 1st Thanksgiving you remember.
Write 3 paragraphs: Describe: 1. "My Ideal Thanksgiving", 2. How emotional development relates to Thanksgiving, 3. How social development relates to Thanksgiving. Use computers for this assignment: 12 font, New Times Roman, 1.5 or double spaced; Title (centered), Name, Date, Period (top right hand corner).
Understand and demonstrate safe food handling pracitices and good manners.
1. Complete and turn inThanksgiving assignment: Label each paragraph; use 12 font, New Times Roman, 1.5 or double spaced; must have a title and name, date, and period in the top right hand corner.
2. View "The Great Food Fight" and take notes on preparing food and food safety for everyday and the holidays. Discuss appropriate manners for guests. Practice food sanitation and good manners when preparing and eating balanced, nutritious meals and menus. 3. Nutritious snacks for children, teens, and adults.
4.02-.03 Homework: Bring your infant and preschool pictures!
Read Ch 10 Physical development of toddlers .
After test assignment: Read Ch 10 DC and define terms pp 331, 321.
Read: p 317 "Changes in Play" answer "Follow up"
p. 318 "Dexterity...Navajos, answer Q 1-2
p. 323 "Manage transitions..." answer "Your Turn"
p. 324 "Looking at Real Life" answer Q 1-2.
Write a complete statement or write both the question and answer for all above.
Exemplify physical characteristics of toddlers.
1. Divide your paper in half lengthwise and label one side height and weight and the other proportion and posture. Take notes as teacher reads from text. Students pair/share and then put away notes.
2. With your partner or in group of 3, draw child at one of the 3 ages (1, 2, 3 yrs) based upon the information gone over in class. Color and label, name and period on front, and post under appropriate heading on wall.
3. Write a one page summary about physical characteristics of toddlers in your learning log.
1. Understand Physical Characteristics Review using illustrations in text. (5 min)
2. Complete KWL Chart from yesterday (2min)
3. Vote on best representation of physical characteristics using numbered sticky note. (during period)
1. (short-term memory) Students look at items on a tray; students write down eveything they remember including color of items.
2. "Elements of Intellectual Activity" worksheet
Understand speech development of toddlers.
Write in learning logs: (7 min)What is the number of words a toddler typically speaks at one time?
What is the normal pace of speech development?
What do toddlers learn by repeating?
What are some of toddler's speech difficulties?
How do you define stuttering and articulation?
1. Review methods of learning and imagination. 2. Complete individual notes on caring for children; get into groups; prepare demonstration, skit, etc. Prepare for presentations on ways to care for children: 1. feeding and meal-planning; 2. sleep habits and bedtime; 3. hygiene; 4. dressing; 5. caring for teeth; 6. toilet training.
5.01 Understand Physical Development ages 1-3...Review "Planning meals for Young Children"and turn in for a grade.
5.02 Understand emotional development of children ages 1-3. Learning log-describe a situation where you saw a toddler express emotion.... Interpret egocentrism-pick one statement ("mine")read by teacher; pair; share with partner an example which demonstrates the statement. Exemplify causes of negativism, other emotions, self-esteem and self-image. Take good notes. Read Ch. 11(social and emotional development 1-3 yrs) and complete study guide. Homework: study your notes for a quiz tomorrow.
6.01 Physical Development of children 3 to 6 yrs.
Bell work Read/Scan Ch.l3 DC for 15 minutes. Focus.
Understand development and physical characteristics 3-6. Stand and act out physical characteristics , posture and body shape activity 6.01B. Compare heights and weights of boys and girls 3-6 by completing 6.01A Typical Heights and Weights graph/chart. Revise chart by adding 51/2 years on the horizontal ages (Tip: convert months to years) and label Height in inches and Weight in pounds to the sides of each of the respective charts. Compare your response to the key. Understand the growth pattern of permanent teeth by completeing 6.01C "How Teeth Grow". Discuss care of teeth. Homework: complete quiz on physical development characterists of children ages infant through 6. This will help you review for exams.