Standard Indicator



Early Childhood Education II Bundle 1

|Essential Outcome: Students demonstrate proficiency in CPR and First Aid and earn certification. |

|Standards & Indicators: 5.2 |

|Declarative Knowledge (What they will know) |Procedural Knowledge (What they will do) |

|Learning Goals |(What the students should be learning) |Processes |(The actions the students will perform) |

| |Students will be able to perform CPR on mannequins for infant, child, and | | |

| |adult. | |View Red Cross video |

| |Students will pass the test for certification. | |Practice on actars |

| | | |Complete tests/quizzes |

|Organizing |(The Concepts taught) | | |

|Ideas | | | |

| |CPR and First Aid | | |

|Details |(Activities or actions -write, use, identify) |Skills |(Applied knowledge the student will execute) |

| |Identify emergency situations | | |

| |Use proper techniques to assist in an emergency | |Identify emergency situations |

| | | |Know how to respond appropriately to emergencies |

| | | |Use proper techniques |

|Vocabulary |(Words essential to this bundle) | | |

| | | | |

| |Infant, child, adult, actars, emergency, abrasion, wound, choking, 1st, 2nd, | | |

| |and 3rd degree burns | | |

Quarter 1: 2 Weeks

|Resources |(What Materials do you use?) |Activities |(The actual assignments, projects, and learning activities you use to |

| | | |teach the bundle. Also, list the assessments for the Bundle here by |

| |Red Cross video; infant, child, and adult actars; clock; Red Cross books; | |Title) |

| |face shields, antibacterial wipes | |View video by section |

| | | |Watch teacher demonstration |

| | | |Practice on actars with partners |

| | | |Red Cross tests |

Early Childhood Education II Bundle 2

|Essential Outcome: Students identify proper sanitary conditions and apply procedures. |

|Standards & Indicators: 5.3 |

|Declarative Knowledge (What they will know) |Procedural Knowledge (What they will do) |

|Learning Goals |(What the students should be learning) |Processes |(The actions the students will perform) |

| |1. Students will be able to demonstrate sanitary procedures at their work | | |

| |site. | |Research a health policy for a childcare setting including nutrition |

| | | |Identify steps for controlling the spread of disease |

| | | |Explain how to care for children who become ill |

|Organizing |(The Concepts taught) | | |

|Ideas | | | |

| |Sanitation | | |

|Details |(Activities or actions -write, use, identify) |Skills |(Applied knowledge the student will execute) |

| | | | |

| |Identify the need for sanitation at work site | |Identify illness in children |

| | | |List steps to control disease |

| | | |Know program policy for sanitation |

| | | |Develop a health policy |

| | | |Identify healthy and safe snacks for children |

|Vocabulary |(Words essential to this bundle) | | |

| | | | |

| |Communicable diseases, food-borne illness, head lice | | |

Quarter 1: 2.5 Weeks

|Resources |(What Materials do you use?) |Activities |(The actual assignments, projects, and learning activities you use to |

| | | |teach the bundle. Also, list the assessments for the Bundle here by |

| |Text, video, first aid materials | |Title) |

| | | |Read text |

| | | |Complete “Study Guide” |

| | | |Complete “Health Match” |

| | | |Complete “Communicable Disease Chart” |

| | | |Assemble a first aid kit |

Early Childhood Education II Bundle 3

|Essential Outcome: Students classify signs of child abuse and neglect. |

|Standards & Indicators: 5.5 |

|Declarative Knowledge (What they will know) |Procedural Knowledge (What they will do) |

|Learning Goals |(What the students should be learning) |Processes |(The actions the students will perform) |

| |Students will be able to identify signs of child abuse and neglect. | | |

| |Students will role play ways to report abuse. | |Read text |

| | | |Computer research |

| | | |Class discussion with guest speaker |

| | | |Role-play |

|Organizing |(The Concepts taught) | | |

|Ideas | | | |

| |Identifying abuse | | |

|Details |(Activities or actions -write, use, identify) |Skills |(Applied knowledge the student will execute) |

| | | | |

| |Identify signs of abuse | |Identify abuse |

| |Write ways to report abuse | |Write ways to report abuse |

| | | |Identify procedures for reporting abuse |

|Vocabulary |(Words essential to this bundle) | | |

| | | | |

| |Physical abuse, neglect, sexual abuse, emotional abuse, police report, case | | |

| |worker, social worker | | |

Quarter 1: One Week

|Resources |(What Materials do you use?) |Activities |(The actual assignments, projects, and learning activities you use to |

| | | |teach the bundle. Also, list the assessments for the Bundle here by |

| |Text, video, county statistics, guest speakers, internet, computers | |Title) |

| | | |Read text |

| | | |Role-play reporting |

| | | |Listen to guest speakers |

| | | |View video |

| | | |Research types of abuse |

| | | |Quiz |

Early Childhood Education II Bundle 4

|Essential Outcome: Students generalize the principles of how children learn. |

|Standards & Indicators: 4.2 |

|Declarative Knowledge (What they will know) |Procedural Knowledge (What they will do) |

|Learning Goals |(What the students should be learning) |Processes |(The actions the students will perform) |

| |Students will identify different learning styles. | | |

| | | |Research learning styles |

| | | |Diagnostic tests |

|Organizing |(The Concepts taught) | | |

|Ideas | | | |

| |Learning Styles | | |

|Details |(Activities or actions -write, use, identify) |Skills |(Applied knowledge the student will execute) |

| | | | |

| |Identify the four learning styles | |Know ways people learn |

|Vocabulary |(Words essential to this bundle) | | |

| | | | |

| |Visual, auditory, kinesthetic, diagnostic | | |

Quarter 1: (2 Days) / Quarter 4: (1 ½ Weeks)

|Resources |(What Materials do you use?) |Activities |(The actual assignments, projects, and learning activities you use to |

| | | |teach the bundle. Also, list the assessments for the Bundle here by |

| |Computer, learning styles hand-outs, markers, paper | |Title) |

| | | |Read hand-out materials |

| | | |Take survey (diagnostic test) to determine learning styles |

| | | |Group by styles and complete activities |

Early Childhood Education II Bundle 5

|Essential Outcome: Students differentiate play as a means to support cognitive development. |

|Standards & Indicators: 4.2 |

|Declarative Knowledge (What they will know) |Procedural Knowledge (What they will do) |

|Learning Goals |(What the students should be learning) |Processes |(The actions the students will perform) |

| |1. Students will develop play activities related to cognitive development. | | |

| | | |Research cognitive development |

| | | |Research activities for various age groups |

| | | |Determine activities for promoting cognitive development |

|Organizing |(The Concepts taught) | | |

|Ideas |Cognitive Development | | |

|Details |(Activities or actions -write, use, identify) |Skills |(Applied knowledge the student will execute) |

| | | | |

| |Identify activities to promote cognitive development | |Identify cognitive development through play |

|Vocabulary |(Words essential to this bundle) | | |

| |Cognitive development; brain research; language comprehension; maturity; | | |

| |object permanence; articulation; rote counting; fine motor; gross motor | | |

Quarter 1: 3 Weeks

|Resources |(What Materials do you use?) |Activities |(The actual assignments, projects, and learning activities you use to |

| | | |teach the bundle. Also, list the assessments for the Bundle here by |

| |Text, computer, resource books, curriculum books | |Title) |

| | | |Read text |

| | | |Complete vocabulary activity |

| | | |Plan an activity supporting cognitive development |

| | | |Collect activities for resource file |

Early Childhood Education II Bundle 6

|Essential Outcome: Students use effective written and oral communication. |

|Standards & Indicators: 1.2 |

|Declarative Knowledge (What they will know) |Procedural Knowledge (What they will do) |

|Learning Goals |(What the students should be learning) |Processes |(The actions the students will perform) |

| |Students will write in weekly journals. | | |

| |Create a parent letter. | |Respond to journal weekly |

| |Create forms necessary for communication with staff and parents. | |Given a topic write a parent letter |

| | | |Collect or create forms used for daily reports |

|Organizing |(The Concepts taught) | | |

|Ideas |Communication | | |

|Details |(Activities or actions -write, use, identify) |Skills |(Applied knowledge the student will execute) |

| |Write journal entries | | |

| |Develop a parent letter | |Respond to journal entries weekly |

| |Write daily reports | |Write a parent letter |

| | | |Develop daily report forms |

|Vocabulary |(Words essential to this bundle) | | |

| | | | |

| |Verbal communication; non-verbal communication; parent letter; sunshine | | |

| |calls; daily news flash | | |

Quarter 2: 2 Weeks

|Resources |(What Materials do you use?) |Activities |(The actual assignments, projects, and learning activities you use to |

| | | |teach the bundle. Also, list the assessments for the Bundle here by |

| |Text, workbook, computer, resource materials | |Title) |

| | | |Develop a parent letter |

| | | |Collect forms for communicating with parents |

| | | |Assessment items in student resource file |

Early Childhood Education II Bundle 7

|Essential Outcome: Students develop activities that promote social interaction. |

|Standards & Indicators: 4.2 |

|Declarative Knowledge (What they will know) |Procedural Knowledge (What they will do) |

|Learning Goals |(What the students should be learning) |Processes |(The actions the students will perform) |

| |1. Students will be able to develop a lesson plan incorporating social | |Identify importance of room arrangement |

| |interaction among children. | |Identify learning centers |

| | | |Create a lesson plan encouraging social development |

|Organizing |(The Concepts taught) | | |

|Ideas |Social interaction among children | | |

|Details |(Activities or actions -write, use, identify) |Skills |(Applied knowledge the student will execute) |

| | | | |

| |Identify stages of emotional/social development | |Develop learning centers in a classroom |

| | | |Develop activities within the centers to encourage social development |

|Vocabulary |(Words essential to this bundle) | | |

| |Social-emotional development; motivation; language; feelings; attachment; | | |

| |empathy; compassion; dramatic play; self-concept; self-esteem | | |

Quarter 2: 2 ½ Weeks

|Resources |(What Materials do you use?) |Activities |(The actual assignments, projects, and learning activities you use to |

| | | |teach the bundle. Also, list the assessments for the Bundle here by |

| |Text, workbook, computer, graph paper, resource materials, video on room | |Title) |

| |arrangement | |Draw floor plan including learning centers |

| | | |Write a lesson plan for social development |

Early Childhood Education II Bundle 8

|Essential Outcome: Students recognize and respect individual differences of child and family. |

|Standards & Indicators: 4.3 |

|Declarative Knowledge (What they will know) |Procedural Knowledge (What they will do) |

|Learning Goals |(What the students should be learning) |Processes |(The actions the students will perform) |

| |1. Students will be able to create culturally diverse lessons for children. | |View cultural video |

| | | |Identify culture within a community |

| | | |Design lesson and classroom to incorporate various cultures |

|Organizing |(The Concepts taught) | | |

|Ideas | | | |

| |Cultural diversity | | |

|Details |(Activities or actions -write, use, identify) |Skills |(Applied knowledge the student will execute) |

| | | |Awareness of various cultures |

| |Identify ways to include cultural diversity in the classroom | |Identify cultural holidays |

| | | |Plan activities for children including various cultures |

|Vocabulary |(Words essential to this bundle) | | |

| | | | |

| |Respect; cultural diversity; comparison; pride; differences; similarities; | | |

| |celebration | | |

Quarter 2: 2 Weeks

|Resources |(What Materials do you use?) |Activities |(The actual assignments, projects, and learning activities you use to |

| | | |teach the bundle. Also, list the assessments for the Bundle here by |

| |Text, computer, puzzles, story books, art materials, poster board, and video | |Title) |

| |“Everybody’s Ethnic” | |View video |

| | | |Research cultures in our community |

| | | |Create a lesson including various cultures |

| | | |Design props to use in classroom including various cultures (i.e. |

| | | |posters) |

Early Childhood Education II Bundle 9

|Essential Outcome: Students develop strategies to strengthen school and family partnerships. |

|Standards & Indicators: 7.6 |

|Declarative Knowledge (What they will know) |Procedural Knowledge (What they will do) |

|Learning Goals |(What the students should be learning) |Processes |(The actions the students will perform) |

| |1. Students will be able to communicate with parents and coworkers. | |List objectives for parent involvement |

| | | |Cite advantages and disadvantages of parent involvement |

|Organizing |(The Concepts taught) | | |

|Ideas |Parent Involvement | | |

|Details |(Activities or actions -write, use, identify) |Skills |(Applied knowledge the student will execute) |

| | | | |

| |Describe the process of recruiting parent volunteers and the parent volunteer| |Troubleshooting techniques |

| |orientation process | |Lead a discussion group |

| | | |Use community resources |

|Vocabulary |(Words essential to this bundle) | | |

| | | | |

| |Parent involvement; newsletters; daily new flash; traveling backpack; theme | | |

| |bags | | |

Quarter 3: 2 Weeks

|Resources |(What Materials do you use?) |Activities |(The actual assignments, projects, and learning activities you use to |

| | | |teach the bundle. Also, list the assessments for the Bundle here by |

| |Text, resource materials, phone book, student resource files, computer | |Title) |

| | | |Role play discussion groups |

| | | |Hold items to resource files |

| | | |Chapter 31 test on Parent Involvement |

Early Childhood Education II Bundle 10

|Essential Outcome: Students support ongoing program needs. |

|Standards & Indicators: 7.2 |

|Declarative Knowledge (What they will know) |Procedural Knowledge (What they will do) |

|Learning Goals |(What the students should be learning) |Processes |(The actions the students will perform) |

| |Students will be able to identify necessary program needs. | |Read text |

| |Students will participate in program development and implementation. | |Complete research on professional organizations |

| | | |Listen to guest speakers |

| | | |Debate concepts of childcare centers |

| | | |Interview childcare personnel |

|Organizing |(The Concepts taught) | | |

|Ideas |Program development | | |

|Details |(Activities or actions -write, use, identify) |Skills |(Applied knowledge the student will execute) |

| |Identify programs and their needs | |Research programs |

| |Practice interviewing staff | |Interviewing practice |

| | | |Discussion |

| | | |Decision making |

|Vocabulary |(Words essential to this bundle) | | |

| |Childcare centers, Montessori approach, head start, Goddard schools, | | |

| |check-in-in-services, laboratory schools, accredited, sponsorship | | |

Quarter 3: 3 ½ Weeks

|Resources |(What Materials do you use?) |Activities |(The actual assignments, projects, and learning activities you use to |

| | | |teach the bundle. Also, list the assessments for the Bundle here by |

| |Text, Internet, supplementary materials, periodicals, professional | |Title) |

| |organizations, guest speakers | |Read test |

| | | |Class discussion |

| | | |Guest speakers |

| | | |Debate |

| | | |Interviewing |

Early Childhood Education II Bundle 11

|Essential Outcome: Students conduct program evaluations. |

|Standards & Indicators: 7.2 |

|Declarative Knowledge (What they will know) |Procedural Knowledge (What they will do) |

|Learning Goals |(What the students should be learning) |Processes |(The actions the students will perform) |

| |1. Students will conduct evaluations of various programs in the community. | |Explain advantages and disadvantages of the various program types |

| | | |Describe various types of early childhood programs |

| | | |List the components of center accreditation |

|Organizing |(The Concepts taught) | | |

|Ideas |Evaluation of Programs | | |

|Details |(Activities or actions -write, use, identify) |Skills |(Applied knowledge the student will execute) |

| |Identify program types | | |

| | | |Learn evaluation techniques |

| | | |Know types of childcare available |

|Vocabulary |(Words essential to this bundle) | | |

| | | | |

| |Evaluation; childcare centers; accredited; NAYCE; family childcare; custodial| | |

| |care; Montessori, Goddard; Head Start | | |

Quarter 3: 1 ½ Weeks

|Resources |(What Materials do you use?) |Activities |(The actual assignments, projects, and learning activities you use to |

| | | |teach the bundle. Also, list the assessments for the Bundle here by |

| |NAYCE standards, textbook, computer, resource library | |Title) |

| | | |Research assigned program |

| | | |Oral report on research |

Early Childhood Education II Bundle 12

|Essential Outcome: Students demonstrate professional behavior. |

|Standards & Indicators: 8.7 |

|Declarative Knowledge (What they will know) |Procedural Knowledge (What they will do) |

|Learning Goals |(What the students should be learning) |Processes |(The actions the students will perform) |

| |Students will be able to identify professional organizations and what is | | |

| |needed to be members. | |Create a résumé |

| |Students will demonstrate professional behavior at the work site and in | |Write a cover letter |

| |class. | |Collect information from professional organizations |

| | | |Identify professional behavior |

|Organizing |(The Concepts taught) | | |

|Ideas |Professional behavior | | |

|Details |(Activities or actions -write, use, identify) |Skills |(Applied knowledge the student will execute) |

| |Research professional organizations | | |

| |Practice professional behavior | |Résumé writing |

| | | |Professional organization requirements |

| | | |Interviewing process |

| | | |Proper way to leave a job position |

| | | |Letter of resignation |

|Vocabulary |(Words essential to this bundle) | | |

| | | | |

| |Terminating employment; self-assessment; personal priorities; networking; | | |

| |attitude; confidentiality; cover letter; résumé; professional appearance | | |

Quarter 4: 3 Weeks

|Resources |(What Materials do you use?) |Activities |(The actual assignments, projects, and learning activities you use to |

| | | |teach the bundle. Also, list the assessments for the Bundle here by |

| |Textbook, computer, resource materials, guest speakers, video | |Title) |

| | | |Add information from professional organizations to resource file |

| | | |Add résumé to resource file |

| | | |Write a cover letter |

| | | |Practice interviews |

Early Childhood Education II Bundle 13

|Essential Outcome: Students develop behaviors that maintain confidentiality about the child and family. |

|Standards & Indicators: 7.6 |

|Declarative Knowledge (What they will know) |Procedural Knowledge (What they will do) |

|Learning Goals |(What the students should be learning) |Processes |(The actions the students will perform) |

| |Students will identify need for confidentiality. | | |

| |Students will read and sign the “Code of Ethical Behavior” from NAYCE. | |Identify the need for confidentiality |

| | | |Read the “Code of Ethical Behavior” orally |

|Organizing |(The Concepts taught) | | |

|Ideas |Confidentiality | | |

|Details |(Activities or actions -write, use, identify) |Skills |(Applied knowledge the student will execute) |

| | | | |

| |Identify the need for confidentiality | |Students will be able to explain the need for confidentiality |

| | | |Students will be able to summarize information contained within the” |

| | | |Code of Ethical Behavior” from the NAYCE |

|Vocabulary |(Words essential to this bundle) | | |

| | | | |

| |Attitude; confidentiality; professionalism | | |

Quarter 4: 3 Days

|Resources |(What Materials do you use?) |Activities |(The actual assignments, projects, and learning activities you use to |

| | | |teach the bundle. Also, list the assessments for the Bundle here by |

| |Text, workbook, computer, NAYCE guidelines, “Code of Ethical Conduct” video | |Title) |

| | | |Read and discuss the “Code of Ethical Behavior” from the NAYCE. |

| | | |Read about and discuss the need for confidentiality |

| | | |View video |

Early Childhood Education II Bundle 14

|Essential Outcome: Students utilize professional organizations to advocate for early childhood issues. |

|Standards & Indicators: 7.1 |

|Declarative Knowledge (What they will know) |Procedural Knowledge (What they will do) |

|Learning Goals |(What the students should be learning) |Processes |(The actions the students will perform) |

| |Students will research professional organizations on the internet. | | |

| |Students will choose one organization and obtain membership information. | |Identify various professional organizations |

| | | |Research membership requirements |

| | | |Choose on the research more thoroughly |

|Organizing |(The Concepts taught) | | |

|Ideas |Professional organizations | | |

|Details |(Activities or actions -write, use, identify) |Skills |(Applied knowledge the student will execute) |

| | | | |

| |Research professional organizations | |Understand the importance of membership in a professional organization |

|Vocabulary |(Words essential to this bundle) | | |

| |NAYCE; ethics; colleagues; membership; legislation; trends; continuing | | |

| |education | | |

Quarter 4: 3 Weeks

|Resources |(What Materials do you use?) |Activities |(The actual assignments, projects, and learning activities you use to |

| |Textbook, phone book, computer, resource materials | |teach the bundle. Also, list the assessments for the Bundle here by |

| | | |Title) |

| | | |Read text |

| | | |Vocabulary activity |

| | | |Computer research |

| | | |Collect items for resource file |

2/16/12

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