FAMILY AND CONSUMER SCIENCES … Demonstrate mathematics knowledge and skills required to ......

FAMILY AND CONSUMER SCIENCES CURRICULUM

SOUTHERN REGIONAL SCHOOL DISTRICT

Content Area: FAMILY AND CONSUMER SCIENCES

Course Title: CHILD DEVELOPMENT AND PARENTING Grade Level: 9-12

UNIT I – PRESCHOOL

DEVELOPMENT

9 WEEKS

UNIT II – CHILD DEVELOPMENT

LEARNING LAB

TUESDAYS & THURSDAYS

OCTOBER THRU MAY

UNIT III – FAMILIES AND

PARENTING ROLES

2 WEEKS

UNIT IV – PREPARING FOR

PARENTING

2 WEEKS

UNIT V – FETAL DEVELOPMENT

AND CHILDBIRTH

9 WEEKS

UNIT VI – INFANT DEVELOPMENT

8 WEEKS

UNIT VII – TODDLER DEVELOPMENT

8 WEEKS

UNIT VIII – CHILD ABUSE

2 WEEKS

Date Created: January 25, 2012

Board Approved on: 7/11/12



Unit Overview

Content Area: FAMILY & CONSUMER SCIENCES

Unit Title: PRESCHOOL DEVELOPMENT – UNIT I

Target Course/Grade Level: CHILD DEVELOPMENT & PARENTING/ GRADES 9-12

Unit Summary: In this unit students will begin to understand the needs of the preschool child as they

explore how they develop physically, intellectually, emotionally and emotionally.

Primary interdisciplinary connections: Math, Science, Language Arts

21st Century Themes: Technology, 21st Century Life and Career 9.1 Strands A-D, including: critical

thinking, problem solving, creativity, innovation, collaboration, teamwork and leadership, cross-

cultural understanding and interpersonal communication

Learning Targets

Content Standards:

CPI # Cumulative Progress Indicator (CPI)

9.1.12.A.1 Apply critical thinking and problem-solving strategies during structured learning experiences.

9.4.12.J.1 Demonstrate language arts knowledge and skills required to pursue the full range of postsecondary education and career opportunities.

9.4.12.J.2 Demonstrate mathematics knowledge and skills required to

pursue the full range of postsecondary education and career opportunities.

9.4.12.J.3 Demonstrate science knowledge and skills required to pursue the full range of postsecondary education and career

opportunities.

9.4.12.J.(1).2 Demonstrate knowledge of principles of child growth and

development, including social, emotional, physical, and cognitive milestones, to provide appropriate and

comprehensive program offerings.

Unit Essential Questions

How do preschoolers develop physically?

How do preschoolers develop socially?

How do preschoolers develop emotionally?

How do preschoolers develop

intellectually?

Unit Enduring Understandings

Students will understand that…

Children develop at different rates.

Each child is an individual.

Children sequentially develop skills.

Unit Objectives

Students will know…

Differences between fine and gross motor

activities.

How to meet the basic physical needs of a

preschooler.

How to provide effective guidance.

Ways to help children cope with their

fears.

Importance of intellectual development.

Unit Objectives

Students will be able to…

Explain the difference between fine motor and gross motor

skills.

Explain the importance of meeting the basic physical

needs of a preschool child.

Distinguish between discipline and punishment.

Identify childhood fears and ways of coping with

preschool fears.

Explain differences in preschool thought.



Evidence of Learning

Formative Assessments

Do Nows

Homework

Class Participation

Discussions

Child Development Learning Lab

Summative Assessments

Written test

Projects/Rubrics

Modifications (ELLs, Special Education, Gifted and Talented)

Teacher Tutoring

Peer Tutoring

Cooperative Learning Groups

Modified Assignments

Differentiated Instruction

Response to Intervention (RTI) www.help4teachers.com and www.docstoc.com

Follow all IEP modifications/504 plan

Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources:

Textbook, Children:The Early Years

PowerPoint presentations

Worksheets

Video clips

Child Development Learning Lab

Hands on Activities

Teacher Notes:



Unit Overview


Unit Title: CHILD DEVELOPMENT LEARNING LAB – UNIT II


Unit Summary: Students will have the opportunity to work with preschool children ages 3-5. They

will observe how they develop socially, emotionally, physically and intellectually. Students will also

provide developmentally appropriate activities.





Learning Targets

Content Standards:

CPI# Cumulative Progress Indicator (CPI)

9.1.12.A.1 Apply critical thinking and problem-solving strategies

during structured learning experiences.

9.1.12.F.2 Demonstrate a positive work ethic in various settings,

including the classroom and during structured learning experiences.

9.3.12.C.6 Develop job readiness skills by participating in structured learning experiences and employment seeking

opportunities.

9.4.12.E.(2).1 Use fundamental knowledge of subject matter to plan/prepare effective instruction.

9.4.12.E.(2).10 Use content knowledge and instructional skills to construct standards-based educational goals.



9.4.12.J.3 Demonstrate science knowledge and skills required to pursue the full range of postsecondary education and career opportunities.


development, including social, emotional, physical, and cognitive milestones, to provide appropriate and comprehensive program offerings.

9.4.12.J.(1).3 Demonstrate listening and communication skills, including

listening respectfully and attentively to the child to facilitate ongoing development.

9.4.12.J.(1).5 Demonstrate listening and communication skills, including listening respectfully and attentively to staff members to

facilitate child development activities.

9.4.12.J.(1).7 Analyze situations and apply problem-solving and critical

thinking skills to provide solutions.

9.4.12.J.(1).14 Incorporate play and other activities in program plans to

develop children’s skills.


What is the role of the teacher in

the classroom?

What types of activities are

appropriate for preschoolers’

specific developmental needs?



The teacher has many roles in an early childhood

classroom.

Different activities address different needs.

Unit Objectives


The role of a teacher in the early

childhood classroom.

Appropriate activities for

preschoolers.

Unit Objectives


Assist classroom teacher with the responsibilities of the

preschool classroom.





Observation

Class Participation

Discussions


Practical


Teacher Tutoring

Peer Tutoring







Preschool children ages 3-5

Preschool Resource books in classroom

www.everythingpreschool.com, www.mailboxcompanion.com

http://www.everythingpreschool.com/

http://www.mailboxcompanion.com/

Teacher Notes:



Unit Overview


Unit Title: FAMILIES & PARENTING ROLES – UNIT III


Unit Summary: Discuss types of family structures and parenting roles. Introduce different

parenting styles and types of discipline. Present the family life cycle.

Primary interdisciplinary connections: Health and Physical Education, Math, Science, Language

Arts




Learning Targets

Content Standards:


2.2.12.A.1 Employ skills for communicating with family, peers, and people

from other backgrounds and cultures that may impact the health of oneself and others.

2.2.12.A.2 Demonstrate strategies to prevent, manage, or resolve interpersonal conflicts.

2.4.12.A.1 Compare and contrast how family structures, values, rituals, and traditions meet basic human needs worldwide.

9.1.12.A.1 Apply critical thinking and problem-solving strategies during

structured learning experiences.

9.4.12.J.(1).1 Describe and use grammatically correct English to enhance

learning, direct behavior, and strengthen classroom management.


development, including social, emotional, physical, and cognitive milestones, to provide appropriate and comprehensive program offerings.

9.4.12.J.(1).3 Demonstrate listening and communication skills, including listening respectfully and attentively to the child to facilitate

ongoing development.


What are various types of families?

What are the stages of the family life

cycle?

What are the basic parenting styles and

types of discipline?

Why is it hard to be a good parent?



Each family is different.

Family life cycle.

Styles of parenting and types of discipline.

What makes a good parent.

Unit Objectives


Families are different.

Families have a life cycle.

Parents have a style of parenting and a

discipline style.

Qualities of a good parent.

Unit Objectives


Determine different types of families.

Understand the family life cycle.

Identify parenting styles and types of discipline.

Identify qualities of a good parent.





Do Nows

Observation

Class Participation

Discussions


Written test


Teacher Tutoring

Peer Tutoring









Worksheets

Video clips

Skits

Teacher Notes:



Unit Overview


Unit Title: PREPARING FOR PARENTING – UNIT IV


Unit Summary: Compare parenting to other careers. Discuss factors to consider when deciding on

parenthood. Discuss the demands of becoming a parent for the first time and consider costs

involved.

Primary interdisciplinary connections: Health and Physical Education, Mathematics, and Financial

Literacy




Learning Targets

Content Standards:


2.4.12.C.7 Analyze factors that affect the decision to become a parent.


9.4.12.J.(1).1 Describe and use grammatically correct English to enhance learning, direct behavior, and strengthen classroom

management.


development, including social, emotional, physical, and cognitive milestones, to provide appropriate and comprehensive program

offerings.

9.4.12.J.(1).3 Demonstrate listening and communication skills, including

listening respectfully and attentively to the child to facilitate ongoing development.


How does parenting compare to other

careers?

What are the demands of having

children

What are reasons people give for

having or not having children?

What are the costs involved in having

children?

How does having children effect

your family budget?



Parenting is a lifelong commitment.

Parenting is physically, emotionally, and financially

demanding.

There are many reasons why people choose or

choose not to have children.

Having children costs money and changes the family

budget.

Unit Objectives


Parenting is a job for a lifetime.

Parenting is a physical, emotional and

financial commitment.

Couples have many reasons for and

against having children.

There are many cost involved in

having children and it may affect the

family budget.

Unit Objectives


Explain why parenting is a lifetime job.

Discuss physical, emotional and financial

commitments of parenting.

Explain why couples have reasons for having or not

having a family.

Identify the costs of having a child and determine

how it affects the family budget.





Do Nows

Observation

Homework

Class Participation

Discussions


Research project

written test


Teacher Tutoring

Peer Tutoring









Worksheets

Video clips

DVD: Joys and Concerns of Parenting

www.parents.com

www.babysrus.com, www.target.com, www.jcpenney.com, other retailers websites

Teacher Notes:

http://www.parents.com/

http://www.babysrus.com/

http://www.target.com/

http://www.jcpenney.com/



Unit Overview


Unit Title: FETAL DEVELOPM ENT & CHILDBIRTH – UNIT V


Unit Summary: Identify early signs of pregnancy. Discuss the three stages of pregnancy. Discuss

common medical tests performed during pregnancy. Examine proper nutrition and health hazards

throughout pregnancy. Discuss labor and delivery.

Primary interdisciplinary connections: Health and Physical Education, Science




Learning Targets

Content Standards:


2.4.12.C.1 Compare embryonic growth and fetal development in single and multiple pregnancies, including the incidence of complications and

infant mortality.

2.4.12.C.2 Analyze the relationship of an individual’s lifestyle choices during

pregnancy and the incidence of fetal alcohol syndrome, sudden infant death syndrome, low birth weight, premature birth, and

other disabilities.

2.4.12.C.3 Evaluate the methods and resources available to confirm

pregnancy.

5.3.12.D.3 Demonstrate through modeling how the sorting and recombination of genes during sexual reproduction has an effect on variation in offspring (meiosis, fertilization).


9.4.12.J.1 Demonstrate language arts knowledge and skills required to


9.4.12.J.2 Demonstrate mathematics knowledge and skills required to pursue the full range of postsecondary education and career opportunities.

9.4.12.J.3 Demonstrate science knowledge and skills required to pursue the

full range of postsecondary education and career opportunities.


What are the early signs of pregnancy?

What are the three stages of pregnancy?

What are the common medical tests

during pregnancy?

What is the relationship between the



There are presumptive and positive signs of

pregnancy.

Many important developments occur during the three

stages of pregnancy.

Prenatal care is important for the mother and baby’s

health of the mother and the health of

the baby?

What happens to the baby and the

mother during the birth process?

wellbeing.

Labor and delivery are stages in the birthing process.

Unit Objectives


There are presumptive and positive

signs of pregnancy.

The three stages of pregnancy.

How common medical tests are

performed during pregnancy.

Proper prenatal care and health

hazards to avoid during pregnancy.

Process of labor and delivery.

Unit Objectives


Define presumptive and positive signs of pregnancy.

Explain what happens during three stages of

pregnancy.

Explain the common medical tests performed during

pregnancy.

Discuss proper prenatal care and health hazards to

avoid.

Explain the childbirth process.





Do Nows

Homework

Class Participation

Discussions


Research project

written test


Teacher Tutoring

Peer Tutoring







Textbook, Children: The Early Years


Worksheets

Video clips

DVD: In the Womb

Hands on Activities

Foods Lab

Teacher Notes:



Unit Overview


Unit Title: INFANT DEVELOPMENT – UNIT VI

Target Course/Grade Level: CHILD DEVELOPMENT & PARENTING / GRADES 9-12

Unit Summary: Identify the tests and procedures that are preformed in the hospital after baby is

born. Discuss the Neonatal Intensive Care Unit and premature births. Discuss the joys and

challenges of bringing home a newborn. Discuss Sudden Infant Death Syndrome and Shaken Baby

Syndrome. Identify newborn reflexes. Identify the physical, intellectual, social and emotional needs

of the infant.





Learning Targets

Content Standards


9.1.12.A.1 Apply critical thinking and problem-solving strategies during

structured learning experiences.

9.4.12.J.1 Demonstrate language arts knowledge and skills required to pursue the full range of postsecondary education and career opportunities.




9.4.12.J.(1).2 Demonstrate knowledge of principles of child growth and development, including social, emotional, physical, and cognitive

milestones, to provide appropriate and comprehensive program offerings.


What medical tests are preformed

after birth of baby?

What is Neonatal Intensive Care

Unit?

What is Shaken Baby Syndrome and

how can it be prevented?

What is Sudden Infant Death

Syndrome and how can it be

prevented?



Medical tests are preformed to ensure the healthiness

of baby.

Neonatal Intensive Care Unit cares for infants born

too soon.

Shaken Baby Syndrome is 100% preventable.

Sudden Infant Death Syndrome is serious and

parents should take precautions.

Reflexes are involuntary movements.

What are newborn reflexes?

How do infants develop physically?

How do infants develop socially?

How do infants develop emotionally?

How do infants develop intellectually?

Infants develop at different rates.

Infants have physical needs that change as they

grow.

Infant’s social emotional needs change as they grow.

Infant’s intellectual development is based on

physical development and environment.

Unit Objectives


There are many important tests that are

preformed before baby is taken home

from the hospital.

What happens in Neonatal Intensive

Care Unit.

Shaken Baby Syndrome can be

prevented by leading a healthy

lifestyle.

Sudden Infant Death Syndrome is

serious and parents should follow

guidelines.

Reflexes are involuntary movements.

Rate of development is different for

every infant.

How to meet the basic physical needs

of an infant.

Importance of intellectual development

in an infant.

How to meet the social emotional

needs of an infant.

Unit Objectives


Explain the tests performed on baby at hospital

before parents bring them home.

Explain what happens in Neonatal Intensive Care

Unit.

Explain how to prevent Shaken Baby Syndrome.

Identify risks that have been identified as indicators

of Sudden Infant Death Syndrome.

Identify infant reflexes.

Explain the importance of meeting the basic physical

needs of an infant.

Identify the social emotional needs of an infant

Explain the intellectual development of an infant.





Do Nows

Homework

Class Participation

Discussions


Projects

Written test


Teacher Tutoring

Peer Tutoring









Worksheets

Video clips

Realityworks – Baby Think It Over

www.babyrus.com

www.target.com

www.potterbarnkids.com

Teacher Notes:

http://www.babyrus.com/

http://www.target.com/

http://www.potterbarnkids.com/



Unit Overview

Content Area: FAMILY AND CONSUMER SCIENCES

Unit Title: TODDLER DEVELOPMENT – UNIT VII


Unit Summary: Examine the physical, intellectual, social and emotional development of toddlers.





Learning Targets

Content Standards;



9.4.12.J.1 Demonstrate language arts knowledge and skills required to pursue the full range of postsecondary education and career

opportunities.




9.4.12.J.(1).2 Demonstrate knowledge of principles of child growth and development, including social, emotional, physical, and cognitive

milestones, to provide appropriate and comprehensive program offerings.


How do toddlers develop physically?

How do toddlers develop socially?

How do toddlers develop emotionally?

How do toddlers develop

intellectually?



Children develop at different rates.

Each child is an individual.

Children sequentially develop skills.

Toddlerhood is a unique stage of development.

Unit Objectives


The basic physical needs of a toddler.

How to meet the social needs of a

toddler.

The importance of emotional

development during the toddler years.

How toddlers develop intellectually.

Unit Objectives


Explain the physical needs of a toddler.

Explain the social needs of a toddler.

Discuss social – emotional development of a toddler.

Discuss intellectual development of a toddler.





Do Nows

Homework

Class Participation

Discussions


Written test

Projects


Teacher Tutoring

Peer Tutoring









Worksheets

Video clips

www.discoveryeducation.com

http://www.discoveryeducation.com/

Teacher Notes:



Unit Overview


Unit Title: CHILD ABUSE - UNIT VIII


Unit Summary: Discuss types of child abuse and neglect. Identify signs of abuse and abusers.

Discuss rights and responsibilities of reporting child abuse and neglect in New Jersey.

Primary interdisciplinary connections: Health & Physical Education, Math, Science, Language Arts




Learning Targets

Content Standards:


2.1.12.D.2 Explain ways to protect against abuse and all forms of assault and

what to do if assaulted.

9.4.12.J.1 Demonstrate language arts knowledge and skills required to


9.4.12.J.2 Demonstrate mathematics knowledge and skills required to pursue the full range of postsecondary education and career

opportunities.



What are the signs of a child who

has been abused or neglected?

How can you help someone suspect

is being abused or neglected?

What do you do if you suspect

someone of abusing or neglecting a

child?



There are warning signs of someone who is being

abused or neglected.

There are places that someone who is being abused or

neglected can go for help.

If they suspect someone of abusing or neglecting a

child there are places they can report.

Unit Objectives


Signs of abuse and neglect.

How to help someone who is being

abused or neglected.

How to report child abuse or neglect.

Unit Objectives


Identify child abuse and neglect.

Help someone who is being abused or neglected.

Report child abuse or neglect.





Do Nows

Class Participation

Discussions


Written Test

Projects


Teacher Tutoring

Peer Tutoring









Worksheets

Video clips

Skits

Murder of Robbie Wayne

Teacher Notes:

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