Course Name

Grade Level

Subject Represented (highlight)

Human Development

9-12

Math                    Writing

GOALS

• For students to discusses various factors that affect how teens create their personal image.   Adolescents must form a personal identity and handle emotional difficulties. They also develop social relationships and a personal value system.
• For students to answer the essential question: Why is it important to have a positive identity, social relationships and a personal value system?  

OBJECTIVES:

• Students will be able to compile  a list of 10 “unwritten rules” to succeed socially/morally AND emotionally in high school.  
• Students will be able to model appropriate collaboration and communication skills during their group work and in their WeVideo.  
• Students will be able to construct a video by briefly explaining the main topics in their assigned groups.  

PRIORITY STANDARDS:

Content Standards:

4.5 Demonstrate techniques for positive collaborative relationships with children.

4.6 Demonstrate professional practices and standards related to working with children.  

12.1, 12.2  & 12.3 Analyze principles, conditions,  and strategies of human growth and development across the lifespan (part of this standard is taught in child development  & human development).

Common Core Learning Standards:

SL.11-12.2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

TIME FRAME

• This lesson will last approximately 3 class periods (48 minutes each) 1 work day, 1 record day and 1 day for presentations.

MATERIALS :

• Document to assignment that is shared with students.  
• Computer
• Phone or video recorder
• The Developing Child Textbook or internet

PROCEDURE:

1. Go over this as bellwork:  “I, Why” – this is a short poem  * How does this poem tie into an adolescent’s need to establish a personal identity? Refer to Chapter 19.2 that discusses various factors that affect how teens create their personal image.  Main Idea: Adolescents must form a personal identity and handle emotional difficulties. They also develop social relationships and a personal value system.
2. Assign the students into 9 separate groups.  Go over the requirements: Read your section in the text/articles and complete some online research.  In a 4 to 5 minute timed presentation using pixorial video or Wevideo.   You must briefly explain your section and compile a list of the “unwritten rules” to succeed socially/morally AND emotionally in high school.  
3. Provide students with 1 or 2 days of work/record time.
4. Day 3 each group will present – students can take notes on the note sheet provided on pages 4 and 5 on the linked google document.  

:ASSESSMENT:

• Students will be graded on the WeVideo using the rubric on the document.  

Course Name

Grade Level

Subject Represented (highlight)

Human Development

9-12

Math                    Writing

GOALS

• For students to communicate effectively and describe the thinking skills of a child between the ages of 7 to 12.  

OBJECTIVES:

• Students will be able to clarify, and identify the difference in concrete thinking stages by completing the stations.
• Students will be able to model appropriate behavior during the stage rotations.
• Students will be able to define the theorist and thinking skills of a middle childhood student by following along with the notes.  

PRIORITY STANDARDS:

Content Standards:

4.5 Demonstrate techniques for positive collaborative relationships with children.

4.6 Demonstrate professional practices and standards related to working with children.  

12.1, 12.2  & 12.3 Analyze principles, conditions,  and strategies of human growth and development across the lifespan (part of this standard is taught in child development  & human development).

Common Core Learning Standards:

SL.11-12.2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

TIME FRAME

• This lesson will last approximately 1 class period (48 minutes)

MATERIALS :

• Document to assignment that is shared with students.  
• Computer
• Station items:Station #1 (2 piles of Play Dough that contain the same amount but look differently).  Station #2 (Printed pictures of the different shapes that are different colors.  For example a red circle, red triangle, red square/ then blue of the following).  Station #3 (Nesting dolls put in random order) Station #4 (On your paper, write out the sentence on the table and fill in the blank. The sentence is: if 10 is greater than 9.  10 must be greater than ____.) Station #5 (Put 2 different glasses of water on the table with the same amount of water).  Station #6 (Bring in different coins of print out pictures of coins). Station #7 (Print out pictures of many different fruits and vegetables).

PROCEDURE:

1. Set up 7 stations around the room.  
2. Share this google document with your students.
3. Put students in 7 different groups so they can rotate between all 7 of them.  
4. As students are going through the stations they are filling out the first shart on the google document.  
5. After the stations are over – go through this slideshow with them.  They can take notes on the google doc provided.  
6. After the the slideshow is over – review the last chart on the document for the students to classify/make connections on which thinking skills was used at each station.

:ASSESSMENT:

• Students will be graded on the their responses on the google document.  

Course Name

Grade Level

Subject Represented (highlight)

Human Development

9-12

Math                    Writing

GOALS

• For students to communicate effectively during a deliberation to come to a decision about the deliberation.

OBJECTIVES:

• Students will be able to clarify, express, and demonstrate their thoughts and ideas on bullying.
• Students will be able to model appropriate behavior during the deliberation.
• Students will be able to formulate their own opinion/feelings on the debate and select a side.  

PRIORITY STANDARDS:

Content Standards:

4.5 Demonstrate techniques for positive collaborative relationships with children.

4.6 Demonstrate professional practices and standards related to working with children.  

12.1, 12.2  & 12.3 Analyze principles, conditions,  and strategies of human growth and development across the lifespan (part of this standard is taught in child development  & human development).

Common Core Learning Standards:

SL.11-12.2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

TIME FRAME

• This lesson will last approximately 2 or 3 class periods (48 minutes each): 2 work days, 1 deliberation day

MATERIALS :

• Document to assignment that is shared with students.  
• Computer

PROCEDURE:

1. Explain to students: Rationale: A large part of development in middle childhood is social development. Children this age are very social creatures. They tend to lessen the focus on their relationships with family members and direct their attention to their friends. As children move into middle childhood, their friendships become much more personal and are based on thoughts and feelings. Children in middle childhood value loyalty in their friendships and choose friends that they can trust. But what about those children who have few friends they can talk to? Some children do not feel the need to have a large amount of friends, but others would not choose to be in that situation. Thousands of children are bullied each year. Bullying can occur in the classroom, in the cafeteria, at the bus stop, and even at home on the computer. Recent news stories have informed us of some very serious and heartbreaking cases of children being bullied to death. The question is: Who is Responsible, Parents or Teachers? Your Task: Participate in a deliberation to come to a decision about the deliberation and justify your opinion with evidence from the text and the discussion. Your Essential Question is: Should our society hold teachers or parents responsible for bullying?
2. Go over the requirements on the doc.
3. Provide your students will work time.
4. On the day of deliberation review proper etiquette and begin the debate.
5. Students will end with responding to the final decision prompt on the document.    

:ASSESSMENT:

• Students will be graded on the their responses on the google document.  

Tasks, O-E Questions, & Time Estimates

Prompt: What ways can teachers adapt their lessons to fit the needs of a student with a learning disability? How can you do this in our preschool?

-Relevance: Preschool 2 students are doing a presentation on Learning Disabilities.

1. Check in with Preschool 3 projects- each student is working independently throughout the semester on a project that is due at the end of the semester.

-10 minutes

Learning Disabilities

1. Presentation on Learning Disabilities for Preschool 2 students→ sit on the carpet and have presenters holding the laptop and presenting.

1. Preschool 3 students will be working on a scenario where they have to adapt various lessons for students with disabilities. They can work on this together at one table. The scenarios relate to what they know about learning disabilities and adaptations in the classroom.

*Preschool 2 and 3 students will be working on these tasks simultaneously. Once the presentation is done, we will reconvene and start on a project all together.
-20 minutes

Cross-Curricular Project

1. Project with Mrs. Kirby’s class about reading to preschool students. Give students handout with explanation and read through it→ creating a resources for Mrs. Kirby’s Written and Oral Communications 1 class about reading to preschool aged children.

Question: What do you think cross-curricular means?

1. Review reading to preschoolers with infographic→ this will refresh what students learned in Preschool 1
2. Students will each write one tip on the board about reading to young children. Then we will go over them as a class and discuss them. After the discussion we will choose what we want to be our top five rules to share with Mrs. Kirby’s class.
3. Break students into 5 groups and assign them a rule→ each group will make a video about each rule with an example. They must say why it is important to follow the rule.

-45 minutes

Example Reading

1. Each group will choose a book and record a member reading it following all of the rules. This will be a resource of how to read a book to young children for the Written and Oral Communications 1 class.

-14 minutes

Closure

1. 3rd block will be working on the other aspects of the project (making the handouts and looking through our books). Next week, we will focus on putting it all together and publishing it in an eBook format for Mrs. Kirby’s class.
   -1 minute

Assessment:

1. Students came up with 5 rules for reading to preschoolers in the third activity.

iPads for each group, props for videos

Learning Disability → break up the information into chunks for the student; provide a guided copy of the article.

GOALS

• To educate students on the various way to foster and enrich the areas of development for toddlers.

OBJECTIVES:

• Identify the importance of a stimulating environment & the benefits it has on the areas of development.
• Differentiate between fine and gross motor skills

PRIORITY STANDARDS:

• 12.2-Analyze conditions that influence human growth and development
• 12.3-Analyze strategies that promote growth and development across the lifespan.

RATIONALE/RELEVANCE:

• This lesson is an introductory lesson for the Toddler unit. It allows students to explore various ways in which toddlers primarily develop during years 1 through 3.  We will discuss the physical, emotional, intellectual, and social impacts of the types of development and their importance during this unit. To promote development toddlers must have a stimulating environment to assist in their development. This lesson will allow students to zone in on and understand the importance of fine and gross motor skills and apply it to the various areas development of toddlers.

MATERIALS:

Station 1:

• String
• Beads

Station 2:

• Q-tips
• Ziploc bag filled with paint
• Shaving cream

Station 3:

• Numbers paper

Station 4:

• Tongs
• Egg carton
• Pom pom balls

Station 5:

• Clothespin
• Cotton balls
• Paper
• Tray
• Paper plates

Station 6:

• Bucket
• Bean bags

Station 7:

• Hula hoops

Station 8:

• Balls

Station 9:

• Tic tac board
• Bean bags

Station 10:

• 3 bowls (small/medium/large)
• Bean bags

PROCEDURE:

1. Greet students
2. Review daily agenda/instructions
3. Students will think/pair share on what is a fine/small motor skill is and what a gross/large review as a class. Remind them that during this period, both gross and fine motor skills improve dramatically.  Keep in mind that not all children develop physical skills at the same time.
4. Introduce the stations activity students will be participating in. Explain what the students will be doing at each station and the process for each station.
5. After discussing each station, display a list of the groups on the board.  Students will start at the station of the number they were given. Students will get into their groups and begin!
6. Students will complete the various activities and will also be answering application questions for their activity.

• As students are completing the stations with their group, teacher is facilitating. Students will have about 3 to 4 minutes at each station and will rotate to the next station number.
• Students will be instructed to organize the last station they were at and return to their seats.

1. Teacher puts up the final questions plus they will be on their paper for students to reflect on and answer as they leave.  Students will individually complete the lesson summary and we will discuss the objective of the lesson as a class.

CLOSURE

• We will discuss (whole group) the importance of a stimulating environment for toddlers. Individual answers to the summary question will be used for individual evaluation and competency of the importance of a stimulating environment/understanding of fine and gross motor skills.

ASSESSMENT:

1. Informally assess students by participation and observation during the stations activity.
2. Formally assess students through completion of the questions presented for each station and through the unit exam.