Boone County Schools



Anderson County High SchoolStandards-Based UnitUnit Title:Introduction to Child DevelopmentGrade Level/ Content Area:10-12 Family and Consumer Sciences (Child and Development 0-6 Years)Dates:Week 1-3KY Core Academic Standards:Biological Change (Biological Science) - ScienceThe only thing certain is that everything changes. At the high school level, students evaluate the role natural selection plays in the diversity of species. Modern ideas of evolution provide a scientific explanation for threemain sets of observable facts about life on Earth: the enormous number of different life forms we see about us, the systematic similarities in anatomy and molecular chemistry we see within that diversity, and thesequence of changes in fossils found in successive layers of rock that have been formed over more than a billion years.K, R, S, PPersonal Wellness (Health Education) - Practical LivingWellness is maximum well-being or total health. Personal wellness is a combination of physical, mental, emotional, spiritual and social well-being. It involves making behavioral choices and decisions each day thatpromote an individual’s physical well-being, the prevention of illnesses and diseases and the ability to remain, physically, mentally, spiritually, socially and emotionally healthy.K, R, S, PPsychomotor Skills (Health Education) - Practical LivingCognitive information can be used to understand and enhance the development of motor skills such as movement sequences and patterns. Individuals who understand their bodies and how to perform variousmovements will be safer and more productive in recreation and work activities. Development of psychomotor skills contributes to the development of social and cognitive skills.K, R, S, PCC.11-12.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.K, R, S, PCC.11-12.L.2 Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.K, R, S, PCC.11-12.L.3 Knowledge of Language: 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 whenreading or listening.K, R, S, PCC.11-12.W.2 Text Types and Purposes: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, andanalysis of content.K, R, S, PReading / 9-10 / #4 – Determine the meaning of symbols, key terms, and other domain-specific words/phrases as they are used in specific scientific and technical context.K, R, S, PReading / 9-10 / #5 – Analyze the structure of the relationships among concepts in a text, including relationships among key terms.K, R, S, PReading / 9-10 / #10 – By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and proficiently.K, R, S, PReading / 9-10 / #7 – Translate quantitative or technical information expressed in words in a text into visual form (e.g. chart / table) and translate information expressed visually or mathematically (e.g. in an equation)into words.K, R, S, PWriting / 9-10 / #7 – Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject,demonstrating understanding of the subject under investigation.K, R, S, PWriting / 9-10 / #8 – Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of specific task,purpose and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source an following standard format for citation.K, R, S, PWriting / 9-10 / #10 – Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.K, R, S, PCritical Vocabulary: DevelopmentBehaviorObservationHeredityEnvironmental InfluenceNatureNurtureConfidentialityInterpretationRunning RecordPhysical DevelopmentIntellectual DevelopmentEmotional DevelopmentSocial DevelopmentFrequency CountBaselineAnecdotal RecordStudent Friendly Learning Targets: I can connect early childhood experiences with child development.K,R, S, PI can summarize the benefits of studying children.K, R, S, PI can identify the areas of child development.K, R, S, PI can evaluate methods of observations and give examples of why they might be used.K, R, S, PI can recognize and assess the effects of heredity and environment on growth and development.K, R, S, PI can describe theorists who have influenced child and human development.K, R, S, PSummative Assessment:-6343658255Students will be given a unit test which includes selected response and extended written response questions. Students will create presentations that discuss several aspects of child development and observation strategies00Students will be given a unit test which includes selected response and extended written response questions. Students will create presentations that discuss several aspects of child development and observation strategiesPre-Assessment:Pre assessment for the beginning of the course will be a re-ordered version of the final exam in the course.Formative Assessments:Questioning during instructionReview GameBell RingersExit SlipsTest Talks/ConferencingLarge Group/ Small Group Instructional Activities:Learning Target(s)Description of StrategyPreparation/ Materials NeededNotes:I can connect early childhood experiences with child development.LectureCooperative LearningFormative/Summative AssessmentPresentationsScaffoldingClass DiscussionPPTGuided NotesRubricsI can summarize the benefits of studying children.LectureCooperative LearningFormative/Summative AssessmentScaffoldingPresentationsClass DiscussionPPTGuided NotesRubricsI can identify the areas of child development.LectureCooperative LearningFormative/Summative AssessmentScaffoldingPresentationsClass DiscussionPPTGuided NotesRubricsI can evaluate methods of observations and give examples of why they might be used.LectureCooperative LearningFormative/Summative AssessmentPresentationsScaffoldingClass DiscussionPPTGuided NotesRubricsI can recognize and assess the effects of heredity and environment on growth and development.LectureCooperative LearningFormative/Summative AssessmentScaffoldingPresentationsClass DiscussionPPTGuided NotesRubricsI can describe theorists who have influenced child and human development.LectureCooperative LearningFormative/Summative AssessmentScaffoldingPresentationsClass DiscussionPPTGuided NotesRubrics Plan for students who are not successful on summative assessment:Remediation in the form of review sessions, after/before school re-takes, extended time, and parent contact.Additional Resources: Reflection: Notes:Anderson County High SchoolStandards-Based UnitUnit Title:InfantsGrade Level/ Content Area:10-12 Family and Consumer Sciences (Child Development 0-6 Years)Dates:Weeks 4-6KY Core Academic Standards:Nutrition (Health Education) - Practical LivingProper nutrition is critical to good health. To maintain a healthy weight, good dietary habits and physical activity are essential. Nutritious foods are necessary for growth, development and maintenance of healthybodies.K, R, S, PPersonal Wellness (Health Education) - Practical LivingWellness is maximum well-being or total health. Personal wellness is a combination of physical, mental, emotional, spiritual and social well-being. It involves making behavioral choices and decisions each day thatpromote an individual’s physical well-being, the prevention of illnesses and diseases and the ability to remain, physically, mentally, spiritually, socially and emotionally healthy.K, R, S, PPsychomotor Skills (Health Education) - Practical LivingCognitive information can be used to understand and enhance the development of motor skills such as movement sequences and patterns. Individuals who understand their bodies and how to perform variousmovements will be safer and more productive in recreation and work activities. Development of psychomotor skills contributes to the development of social and cognitive skills.K, R, S, PCC.11-12.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.K, R, S, PCC.11-12.L.2 Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.K, R, S, PCC.11-12.L.3 Knowledge of Language: 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 whenreading or listening.K, R, S, PCC.11-12.W.1 Text Types and Purposes: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.K, R, S, PCC.11-12.SL.1 Comprehension and Collaboration: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts,and issues, building on others’ ideas and expressing their own clearly and persuasively.K, R, S, PReading / 9-10 / #4 – Determine the meaning of symbols, key terms, and other domain-specific words/phrases as they are used in specific scientific and technical context.K, R, S, PReading / 9-10 / #7 – Translate quantitative or technical information expressed in words in a text into visual form (e.g. chart / table) and translate information expressed visually or mathematically (e.g. in an equation)into words.K, R, S, PWriting / 9-10 / #1 – Write arguments focused on discipline-specific content.K, R, S, PWriting / 9-10 / #4 – Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.K, R, S, PWriting / 9-10 / #7 – Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject,demonstrating understanding of the subject under investigation.K, R, S, PWriting / 9-10 / #9 – Draw evidence from informational texts to support analysis, reflection, and research.K, R, S, PWriting / 9-10 / #10 – Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.K, R, S, PCC.9-12.S.IC.6 Evaluate reports based on data.K, R, S, PCritical Vocabulary: Age NormAnxietyAttachmentBabblingBinocular VisionBody ProportionsBondingCooingCruising Crying DeciduousDepth PerceptionFailure to ThriveFine Motor SkillsGross Motor SkillsInitiatingObject ConstancyObject IdentityObject PermanenceOssificationSeparation AnxietyTemperamentStudent Friendly Learning Targets: I can examine and analyze how infants develop physically.K, R, S, PI can explain how physical development affects infant care.K, R, S, PI can identify the physical needs of a baby.K, R, S, PI can evaluate various ways of nurturing and bonding with babies.K, R, S, PI can identify the challenges of caring for multiples.K, R, S, PI can identify the parts and functions of the brain and how it affects intellectual development.K, R, S, PI can explain how physical development affects infant care.K, R, S, PI can examine and analyze how infants develop intellectually.K, R, S, PI can examine and analyze how infants develop socially.K, R, S, PSummative Assessment:-6343658255Students will be given a unit test which includes selected response and extended written response questions. Students will create presentations based on a baby’s needs and will keep a developmental matrix to log major development growth.00Students will be given a unit test which includes selected response and extended written response questions. Students will create presentations based on a baby’s needs and will keep a developmental matrix to log major development growth.Pre-Assessment:Pre assessment will include all questions on the summative course exam.Formative Assessments:Questioning during instruction.Section quizzes. Bell RingersExit SlipsTest Talks/ConferencingLarge Group/ Small Group Instructional Activities:Learning Target(s)Description of StrategyPreparation/ Materials NeededNotes:I can examine and analyze how infants develop physically.LectureCooperative LearningFormative/Summative AssessmentScaffoldingPresentationsClass DiscussionPPTGuided NotesRubricsI can explain how physical development affects infant care.LectureCooperative LearningFormative/Summative AssessmentScaffoldingPresentationsClass DiscussionPPTGuided NotesRubricsI can identify the physical needs of a baby.LectureCooperative LearningFormative/Summative AssessmentScaffoldingPresentationsClass DiscussionPPTGuided NotesRubricsI can evaluate various ways of nurturing and bonding with babies.LectureCooperative LearningFormative/Summative AssessmentScaffoldingPresentationsClass DiscussionPPTGuided NotesRubricsI can identify the challenges of caring for multiples.LectureCooperative LearningFormative/Summative AssessmentScaffoldingPresentationsClass DiscussionPPTGuided NotesRubricsI can identify the parts and functions of the brain and how it affects intellectual development.LectureCooperative LearningFormative/Summative AssessmentScaffoldingPresentationsClass DiscussionPPTGuided NotesRubricsI can explain how physical development affects infant care.LectureCooperative LearningFormative/Summative AssessmentScaffoldingPresentationsClass DiscussionPPTGuided NotesRubricsI can examine and analyze how infants develop intellectually.LectureCooperative LearningFormative/Summative AssessmentScaffoldingPresentationsClass DiscussionPPTGuided NotesRubricsI can examine and analyze how infants develop socially.LectureCooperative LearningFormative/Summative AssessmentScaffoldingPresentationsClass DiscussionPPTGuided NotesRubrics Plan for students who are not successful on summative assessment:Remediation in the form of review sessions, after/before school re-takes, extended time, and parent contact.Additional Resources: Reflection: Notes:Anderson County High SchoolStandards-Based UnitUnit Title:ToddlersGrade Level/ Content Area:10-12 Family and Consumer Sciences (Child Development 0-6 Years)Dates:Weeks 7-9KY Core Academic Standards:Biological Change (Biological Science) - ScienceThe only thing certain is that everything changes. At the high school level, students evaluate the role natural selection plays in the diversity of species. Modern ideas of evolution provide a scientific explanation for threemain sets of observable facts about life on Earth: the enormous number of different life forms we see about us, the systematic similarities in anatomy and molecular chemistry we see within that diversity, and thesequence of changes in fossils found in successive layers of rock that have been formed over more than a billion years.K, R, S, PLifetime Physical Wellness (Physical Education) - Practical LivingLifetime wellness is health-focused. The health-related activities and content utilized are presented to help students become more responsible for their overall health status and to prepare each student to demonstrateknowledge and skills that promote physical activity throughout their lives. Physical education uses physical activity as a means to help students acquire skills, fitness, knowledge and attitudes that contribute to theiroptimal development and well-being. Physical, mental, emotional and social health is strengthened by regular involvement in physical activities.Personal Wellness (Health Education) - Practical LivingWellness is maximum well-being or total health. Personal wellness is a combination of physical, mental, emotional, spiritual and social well-being. It involves making behavioral choices and decisions each day thatpromote an individual’s physical well-being, the prevention of illnesses and diseases and the ability to remain, physically, mentally, spiritually, socially and emotionally healthy.K, R, S, PNutrition (Health Education) - Practical LivingProper nutrition is critical to good health. To maintain a healthy weight, good dietary habits and physical activity are essential. Nutritious foods are necessary for growth, development and maintenance of healthybodies.Psychomotor Skills (Health Education) - Practical LivingCognitive information can be used to understand and enhance the development of motor skills such as movement sequences and patterns. Individuals who understand their bodies and how to perform variousmovements will be safer and more productive in recreation and work activities. Development of psychomotor skills contributes to the development of social and cognitive skills.K, R, S, PCC.11-12.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.K, R, S, PCC.11-12.L.2 Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.K, R, S, PCC.11-12.L.3 Knowledge of Language: 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 whenreading or .11-12.SL.1 Comprehension and Collaboration: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts,and issues, building on others’ ideas and expressing their own clearly and persuasively.Reading / 9-10 / #4 – Determine the meaning of symbols, key terms, and other domain-specific words/phrases as they are used in specific scientific and technical context.K, R, S, PReading / 9-10 / #5 – Analyze the structure of the relationships among concepts in a text, including relationships among key terms.K, R, S, PReading / 9-10 / #7 – Translate quantitative or technical information expressed in words in a text into visual form (e.g. chart / table) and translate information expressed visually or mathematically (e.g. in an equation)into words.Writing / 9-10 / #1 – Write arguments focused on discipline-specific content.K, R, S, PWriting / 9-10 / #4 – Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.K, R, S, PWriting / 9-10 / #7 – Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject,demonstrating understanding of the subject under investigation.K, R, S, PWriting / 9-10 / #9 – Draw evidence from informational texts to support analysis, reflection, and research.K, R, S, PWriting / 9-10 / #10 – Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.K, R, S, PCC.9-12.S.IC.6 Evaluate reports based on data.K, R, S, PCritical Vocabulary: Eye-Hand CoordinationMuscle DevelopmentDeferred ImitationCommunicationParanteseArticulationAutonomyTemper TantrumSelf-EsteemSolitary PlayRoutinesHygienePotty TrainingStudent Friendly Learning Targets: I can examine and analyze how toddlers develop physically.K, R, S, PI can examine and analyze how toddlers develop intellectually.K, R, S, PI can examine and analyze how toddlers develop socially and emotionally.K, R, S, PI can explain how physical development affects toddler care.K, R, S, PI can plan developmentally appropriate learning activities for toddlers.K, R, S, PSummative Assessment:-6343658255Students will be given a unit test which includes selected response and extended written response questions.Students will complete a leadership based project that requires them to look in to the needs of the community and provide solutions related to child development. Students will also create toys that are developmentally appropriate learning activities for toddlers.00Students will be given a unit test which includes selected response and extended written response questions.Students will complete a leadership based project that requires them to look in to the needs of the community and provide solutions related to child development. Students will also create toys that are developmentally appropriate learning activities for toddlers.Pre-Assessment:Pre assessment will include all questions on the summative course exam.Formative Assessments:Questioning during instruction.Section quizzes. Bell RingersExit SlipsTest Talks/ConferencingLarge Group/ Small Group Instructional Activities:Learning Target(s)Description of StrategyPreparation/ Materials NeededNotes:I can examine and analyze how toddlers develop physically.LectureCooperative LearningFormative/Summative AssessmentScaffoldingPresentationsClass DiscussionPPTGuided NotesRubricsI can examine and analyze how toddlers develop intellectually.LectureCooperative LearningFormative/Summative AssessmentScaffoldingPresentationsClass DiscussionPPTGuided NotesRubricsI can examine and analyze how toddlers develop socially and emotionally.LectureCooperative LearningFormative/Summative AssessmentScaffoldingPresentationsClass DiscussionPPTGuided NotesRubricsI can explain how physical development affects toddler care.LectureCooperative LearningFormative/Summative AssessmentScaffoldingPresentationsClass DiscussionPPTGuided NotesRubricsI can plan developmentally appropriate learning activities for toddlers.LectureCooperative LearningFormative/Summative AssessmentScaffoldingPresentationsClass DiscussionPPTGuided NotesRubrics Plan for students who are not successful on summative assessment:Remediation in the form of review sessions, after/before school re-takes, extended time, and parent contact.Additional Resources: Reflection: Notes:Anderson County High SchoolStandards-Based UnitUnit Title:PreschoolersGrade Level/ Content Area:10-12 Family and Consumer Sciences (Child Development 0-6 Years)Dates:Weeks 10-12KY Core Academic Standards:Biological Change (Biological Science) - ScienceThe only thing certain is that everything changes. At the high school level, students evaluate the role natural selection plays in the diversity of species. Modern ideas of evolution provide a scientific explanation for threemain sets of observable facts about life on Earth: the enormous number of different life forms we see about us, the systematic similarities in anatomy and molecular chemistry we see within that diversity, and thesequence of changes in fossils found in successive layers of rock that have been formed over more than a billion years.hild Development 0-6 YearsK, R, S, PNutrition (Health Education) - Practical LivingProper nutrition is critical to good health. To maintain a healthy weight, good dietary habits and physical activity are essential. Nutritious foods are necessary for growth, development and maintenance of healthybodies.K, R, S, PPersonal Wellness (Health Education) - Practical LivingWellness is maximum well-being or total health. Personal wellness is a combination of physical, mental, emotional, spiritual and social well-being. It involves making behavioral choices and decisions each day thatpromote an individual’s physical well-being, the prevention of illnesses and diseases and the ability to remain, physically, mentally, spiritually, socially and emotionally healthy.K, R, S, PPsychomotor Skills (Health Education) - Practical LivingCognitive information can be used to understand and enhance the development of motor skills such as movement sequences and patterns. Individuals who understand their bodies and how to perform variousmovements will be safer and more productive in recreation and work activities. Development of psychomotor skills contributes to the development of social and cognitive .9-12.S.IC.6 Evaluate reports based on data.*K, R, S, PReading / 9-10 / #4 – Determine the meaning of symbols, key terms, and other domain-specific words/phrases as they are used in specific scientific and technical context.K, R, S, PReading / 9-10 / #5 – Analyze the structure of the relationships among concepts in a text, including relationships among key terms.K, R, S, PWriting / 9-10 / #1 – Write arguments focused on discipline-specific content.K, R, S, PWriting / 9-10 / #2 – Write informative / explanatory texts, including narration of historical events, scientific procedures / experiments, or technical processes.Writing / 9-10 / #4 – Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.K, R, S, PWriting / 9-10 / #7 – Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject,demonstrating understanding of the subject under investigation.K, R, S, PWriting / 9-10 / #9 – Draw evidence from informational texts to support analysis, reflection, and research.Writing / 9-10 / #10 – Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and .9-12.S.IC.6 Evaluate reports based on data.Critical Vocabulary: PreschoolersDynamic BalanceStatic BalanceReaction TimeEgocentrismMountain TestSymbolic PlayInitiativeGuiltGender Role LearningSex-TypingPeersSexual StereotypingStressorsFearAngerJealousIndependenceVocabulary DevelopmentStudent Friendly Learning Targets: I can examine and analyze how preschoolers develop physically.K, R, S, PI can examine and analyze how preschoolers develop intellectually.K, R, S, P I can examine and analyze how preschoolers develop socially and emotionally.K, R, S, PI can determine how play impacts learning and development.K, R, S, PI can plan developmentally appropriate learning activities for preschoolers.Summative Assessment:-6343658255Students will be given a unit test which includes selected response and extended written response questions. Students will develop lesson plans that are appropriate for preschool aged children that include exciting learning activities.00Students will be given a unit test which includes selected response and extended written response questions. Students will develop lesson plans that are appropriate for preschool aged children that include exciting learning activities.Pre-Assessment:Pre assessment will include all questions on the summative course exam.Formative Assessments:Questioning during instruction.Section quizzes. Bell RingersExit SlipsTest Talks/ConferencingLarge Group/ Small Group Instructional Activities:Learning Target(s)Description of StrategyPreparation/ Materials NeededNotes:I can examine and analyze how preschoolers develop physically.LectureCooperative LearningFormative/Summative AssessmentScaffoldingPresentationsClass DiscussionPPTGuided NotesRubricsI can examine and analyze how preschoolers develop intellectually.LectureCooperative LearningFormative/Summative AssessmentScaffoldingPresentationsClass DiscussionPPTGuided NotesRubrics I can examine and analyze how preschoolers develop socially and emotionally.LectureCooperative LearningFormative/Summative AssessmentScaffoldingPresentationsClass DiscussionPPTGuided NotesRubricsI can determine how play impacts learning and development.LectureCooperative LearningFormative/Summative AssessmentScaffoldingPresentationsClass DiscussionPPTGuided NotesRubricsI can plan developmentally appropriate learning activities for preschoolers.LectureCooperative LearningFormative/Summative AssessmentScaffoldingPresentationsClass DiscussionPPTGuided NotesRubrics Plan for students who are not successful on summative assessment:Remediation in the form of review sessions, after/before school re-takes, extended time, and parent contact.Additional Resources: Reflection: Notes: ................
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