Course Discipline and



GAVILAN cOLLEGE

CURRICULUM DEVELOPMENT

|form C |

|Modify or Inactivate an Existing Course |

|Date: |9/10/2010 |Prepared & Submitted by: |M. Bumgarner |

|Department: |CTE/CDES |Course Discipline and Number: |CD18 |

|1. |What is the effective term? |

| |Fall Spring Summer Year: 2011 |

|2. | Inactivate Course(s): (Inactivating a course will remove it from the course catalog. Courses may be re-activated by updating the course |

| |and bringing it back to the Curriculum Committee for approval. Transferable courses will need to be re-articulated, should you decide to |

| |reactivate the course.) |

| |           |

| |Reason for inactivation:       |

|3. | Modification of the following: (Attach existing course outline, note changes as appropriate. Update Prerequisite/Advisory Form, if |

| |appropriate ) |

| Number | Hours | Prerequisite/Advisory | Discipline |

| Title | Units | Description | Content |

| Grading | GE Applicability | Repeatability | Transferability |

| General Update | Reinstate Course | Cross list course with       |

| Update Textbook | Other (please describe.)       |

|FROM: |CD18 |Outdoor Environments for Childre |3.0 |3.0 |      |

| |Discipline & Number |Course Title |Units |Lec |Lab |

| | | | |Hours per |Hours per |

| | | | |week |week |

|TO: |CD18 |The Outdoor Classroom |3.0 |3.0 |      |

| |Discipline & Number |Course Title |Units |Lec |Lab |

| | | | |Hours per |Hours per |

| | | | |week |week |

|Reason for modification: Update content and add SLOs |

|4. |Will this course be offered via distance education? Yes No |

| |If yes, fill out Form D – Distance Education form. |

|5. |Routing/Recommendation for Approval |

| | |Signatures | | |Approval |

| |Dept. Approval (Chair Sign) | |Date | |Yes ___ |No ___ |

| |Area Dean | |Date | |Yes ___ |No ___ |

| |Curriculum Committee Chair | |Date | |Yes ___ |No ___ |

| |VP of Instruction | |Date | |Yes ___ |No ___ |

| |Superintendent/President For District | | | |Yes ___ |No ___ |

| |Board | | | | | |

| |CCC Chancellor’s Office | | Date | |Yes ___ |No ___ |

| |(if applicable) | | | | | |

GAVILAN COLLEGE

CURRICULUM DEVELOPMENT

|COURSE OUTLINE | |

|DISCIPLINE: |CD18 |DEPARTMENT: |CTE/CDES |

| |(Discipline and Number) | | |

|COURSE TITLE: |The Outdoor Classroom |

(Maximum of 58 spaces)

|ABBREVIATED TITLE: |OUTDOOR CLASSROOM |

(Maximum of 28 spaces)

|SEMESTER UNITS: 3.0 |LEC HOURS PER WEEK: 3.0 |LAB HOURS PER WEEK:       |

|Classification: |Non Credit Category: |Occupational Code (SAM): |

|TOP Code: 1305.00 |LEH Factor:       |FTE Load:       |

CATALOG DESCRIPTION:

No Change Change

In light of the evidence linking the lack of nature in children's lives to the rise in obesity, attention disorders, and depression, this course will teach participants how to create developmentally appropriate outdoor play and nature learning experiences for children from birth to age eight, ensure that outdoor environments are accessible and safe, and methodically observe and assess children's outdoor play.

COURSE REQUISITES:

List all prerequisites separated by AND/OR, as needed. Also fill out and submit the Prerequisite/Advisory form.

No Change

Replaces existing Advisory/Prerequisite

In addition to existing Advisory/Prerequisite

Prerequisite:      

Co-requisite:      

Advisory:      

GRADING SYSTEM:

Select only one: No Change

Standard Letter grade

Pass/ No Pass

Option of a standard letter grade or pass/no pass

Non Credit

REPEATABLE FOR CREDIT:

(Note: Course Outline must include additional skills that will be acquired by repeating this course.)

No Change

Credit Course Yes No If yes, how many times? 1 2 3

Non Credit Course Yes No If yes, how many times? 1 2 3 Unlimited

(Noncredit only)

STAND ALONE:

No Change

Yes (Course is NOT included in a degree or certificate program)

No (Course is included in a degree or certificate program)

METHODS OF INSTRUCTION:

No Change

     

RECOMMENDED OR REQUIRED TEXT/S:

(The following information must be provided: Author, Title, Publisher, Year of Publication, Reading level and Reading level verification)

Required Recommended N/A

|Author: Wellhousen |Title: Outdoor Play Every Day |Publisher: Delmar |Year of Publication: 2002 |

|or other appropriate college level text. |

|ISBN: 0766840611 (if available) |Reading level of text: 10th grade |Verified by: Microsoft Word |

|Other textbooks or materials to be purchased by the student: no |

STUDENT LEARNING OUTCOMES:

1. Complete this section in a manner that demonstrates student’s use of critical thinking and reasoning skills. These include the ability to formulate and analyze problems and to employ rational processes to achieve increased understanding. Reference Bloom's Taxonomy of action verbs.

2. List the Type of Measures that will be used to measure the student learning outcomes, such as written exam, oral exam, oral report, role playing, project, performance, demonstration, etc

3. Identify which Institutional Learning Outcomes (ILO) apply to this course. List them, by number, in order of emphasis. For example: "2, 1" would indicate Cognition and Communication.

(1) Communication, (2) Cognition, (3) Information Competency, (4) Social Interaction, (5) Aesthetic Responsiveness, (6) Personal Development & Responsibility, (7) Content Specific.

4. For GE courses, enter the GE Learning Outcomes for this course. For example "A1, A2". GE Learning Outcomes are listed below.

|1) Student Learning Outcomes |2) Measure |3) Institutional |4) GE Learning Outcome |

| | |Learning Outcome |(only required if GE |

| | | |applicable) |

|Summarize current research regarding the relationship of the absence of |Measure: Written or oral |ILO: 7, 2, 1 |GE-LO:       |

|nature in children's lives and the rise in obesity, attention disorders, and|exam; written or oral | | |

|depression. |report. | | |

|Describe the evolution of outdoor play experiences in early education and |Measure: Class discussion,|ILO: 7, 2, 1 |GE-LO:       |

|relate to the goals of the kindergarten movement in each decade since the |written exam | | |

|Froebelian model appeared. | | | |

|Analyze the movement needs of infants and toddlers and explain the role of |Measure: Role play, |ILO: 7, 2, 1 |GE-LO:       |

|the teacher in responding to those needs. |written report | | |

|Develop and evaluate an integrated thematic preschool unit that can take |Measure: Written project, |ILO: 7, 2, 1 |GE-LO:       |

|place entirely out of doors. |oral report | | |

|Compare and contrast appropriate outdoor environments for infants/toddlers, |Measure: Group project, |ILO: 7, 2,1 |GE-LO:       |

|preschoolers, kindergarten and primary aged children. |oritten project, oral | | |

| |report | | |

|Synthesize and critically analyze research on the importance of observing |Measure: Written Report, |ILO: 7, 2,1, 3, 4 |GE-LO:       |

|and assessing children's outdoor play. |Exam | | |

|Develop an assessment and evaluation plan for the curriculum developed in |Measure: Written Report, |ILO: 7, 2, 1 |GE-LO:       |

|#4. |Oral presentation | | |

|      |Measure:       |ILO:       |GE-LO:       |

|      |Measure:       |ILO:       |GE-LO:       |

|      |Measure:       |ILO:       |GE-LO:       |

GENERAL EDUCATION LEARNING OUTCOMES

AREA A Communications in the English Language

After completing courses in Area A, students will be able to do the following:

1. Receive, analyze, and effectively respond to verbal communication.

2. Formulate, organize and logically present verbal information.

3. Write clear and effective prose using forms, methods, modes and conventions of English grammar that best achieve the writing’s purpose.

4. Advocate effectively for a position using persuasive strategies, argumentative support, and logical reasoning.

5. Employ the methods of research to find information, analyze its content, and appropriately incorporate it into written work.

6. Read college course texts and summarize the information presented.

7. Analyze the ideas presented in college course materials and be able to discuss them or present them in writing.

8. Communicate conclusions based on sound inferences drawn from unambiguous statements of knowledge and belief.

9. Explain and apply elementary inductive and deductive processes, describe formal and informal fallacies of language and thought, and compare effectively matters of fact and issues of judgment and opinion.

AREA B Physical Universe and its Life Forms

After completing courses in Area B, students will be able to do the following:

1. Explain concepts and theories related to physical and biological phenomena.

2. Identify structures of selected living organisms and relate structure to biological function.

3. Recognize and utilize appropriate mathematical techniques to solve both abstract and practical problems.

4. Utilize safe and effectives laboratory techniques to investigate scientific problems.

5. Discuss the use and limitations of the scientific process in the solution of problems.

6. Make critical judgments about the validity of scientific evidence and the applicability of scientific theories.

7. Utilize appropriate technology for scientific and mathematical investigations and recognize the advantages and disadvantages of that technology.

8. Work collaboratively with others on labs, projects, and presentations.

9. Describe the influence of scientific knowledge on the development of world’s civilizations as recorded in the past as well as in present times.

AREA C Arts, Foreign Language, Literature and Philosophy

After completing courses in Area C, students will be able to do the following:

1. Demonstrate knowledge of the language and content of one or more artistic forms: visual arts, music, theater, film/television, writing, digital arts.

2. Analyze an artistic work on both its emotional and intellectual levels.

3. Demonstrate awareness of the thinking, practices and unique perspectives offered by a culture or cultures other than one’s own.

4. Recognize the universality of the human experience in its various manifestations across cultures.

5. Express objective and subjective responses to experiences and describe the integrity of emotional and intellectual response.

6. Analyze and explain the interrelationship between self, the creative arts, and the humanities, and be exposed to both non-Western and Western cultures.

7. Contextually describe the contributions and perspectives of women and of ethnic and other minorities.

AREA D Social, Political, and Economic Institutions

After completing courses in Area D, students will be able to do the following:

1. Identify and analyze key concepts and theories about human and/or societal development.

2. Critique generalizations and popular opinion about human behavior and society, distinguishing opinion and values from scientific observation and study.

3. Demonstrate an understanding of the use of research and scientific methodologies in the study of human behavior and societal change.

4. Analyze different cultures and their influence on human development or society, including how issues relate to race, class and gender.

5. Describe and analyze cultural and social organizations, including similarities and differences between various societies.

AREA E Lifelong Understanding and Self-Development

After completing courses in Area E, students will be able to do the following:

1. Demonstrate an awareness of the importance of personal development.

2. Examine the integration of one’s self as a psychological, social, and physiological being.

3. Analyze human behavior, perception, and physiology and their interrelationships including sexuality, nutrition, health, stress, the social and physical environment, and the implications of death and dying.

AREA F Cultural Diversity

After completing courses in Area F, students will be able to do the following:

1. Connect knowledge of self and society to larger cultural contexts.

2. Articulate the differences and similarities between and within cultures.

|HOURS |Content, Student Performance Objectives, and Out-of-Class Assignments |

| |Hours - Total number of hours should be based on an 18 week term, even though we are on a 16 week calendar. For example, a 3 |

| |unit course should have 54 hours, less 2 for the final. |

| |Out of Class Assignments: essays, library research, problems, projects required outside of class on a 2 to 1 basis for Lecture |

| |units granted. |

|6 Hours |CONTENT: Introduction to the Course and the Evolution of Outdoor Play in Early Childhood |

| |STUDENT PERFORMANCE OBJECTIVES (SPO): |

| |1. List a major contribution of each of these people: Rousseau, Pestalozzi, Froebel, Dewey, Hill, the McMillan Sisters |

| |2. Describe the similarities and differences between the Froebelian kindergartens, the kindergartens of the progressive |

| |movement, and contemporary kindergartens. |

| |3. Describe social, political, and economic trends of the mid-20th century that have influenced education. |

| |Out-of-Class Assignments: |

| |1. Write a personal philosophy for teaching young children. |

| |2. Recall childhood play experiences; discuss in a group and compare with contemporary children's experiences. |

|8 Hours |CONTENT: Outdoor Pay for Infants and Toddlers |

| |SPO: |

| |1. Describe the development of infants and toddlers in each domain (physical, cognitive, socioemotional, language). |

| |2. Explain the necessary elements in an outdoor environment for infants and toddlers. |

| |3. Describe the role of the teacher in responding to the challenging disposition of toddlers in an outdoor environment. |

| |Out-of-Class Assignments: |

| |1. Locate, read, and summarize an article that includes recent findings about the relationship between outdoor play in nature |

| |and social emotional development |

| |2. Observe toddlers outdoors engaged in pretend play and write at least three anecdotal records. In small groups, review |

| |observation notes, discuss the behaviors observed why they could be identified as pretend play.. |

|8 Hours |CONTENT: Outdoor Play in the Preschool and Kindergarten years. |

| |SPO: |

| |1. Compare developmental differences of infants/toddlers with preschoolers and kindergarte children in all domains. |

| |2. Define and provide examples of pretend play and constructive play. |

| |3. Develop an argument that defends the need for outdoor play by identifying relevant curriculum goals. |

| |4. Develop and evaluate an integrated thematic preschool unit that can take place entirely out of doors. |

| |Out-of-Class Assignments: |

| |1. Locate two quality children's books that relate to outdoor play and learning. Report on each book, explaining the main |

| |concept addressed by the author. |

| |2. Observe two preschool or kindergarten playgrounds (or view photographs, slides, or video provided by the instructor) and |

| |analyze the complexity and variety of play opportunities. Work together in groups to make a plan for increasing the complexity |

| |and variety of play opportunities and variety and share with the entire class. |

|7 Hours |CONTENT: Outdoor Play in the Elementary Grades |

| |SPO: |

| |1. Explain dramatic developmental shifts during the primary and intermediate grades. |

| |2. Compare the roles that can be played by outdoor experiences in each domain. |

| |3. Introduce competitive as well as cooperative games to groups of children |

| |Out-of-Class Assignments: |

|7 Hours |CONTENT: Observing and Assessing Children's Outdoor Play |

| |SPO: |

| |1. Describe current research regarding the relationship between the presence or absence of nature in children's lives and |

| |eating habits, obesity, attention disorders, and depression. |

| |2. List and describe the components of the "assessment of learning" cycle. |

| |3. Give reasons for evaluating children in an outdoor setting.. |

| |Out-of-Class Assignments:       |

| |1 Visit an outdoor play envronment and observe a group of children for 30 - 60 minutes. Keep a running record during the |

| |observation. Transcribe and summarize. |

| |2. Develop an assessment and evaluation plan for the curriculum developed earlier. |

| |3. Prepare a power point presentation that combines the thematic unit curriculum plan and the assessment and evaluation plan |

| |and deliver it in class. |

| 8  |CONTENT: Playground Safety and Accessibility |

|Hours |SPO: |

| |1. List the four categories for playground safety identified by the National Program for Playground Safety. |

| |2. Explain what Playscapes designer Rusty Keeler means by "as safe as necessary" rather than "as safe as posssible" |

| |3. Evaluate natural playscapes and built playgrounds for safety by examining the use zones and surfacing materials. |

| |4. Explain how to prevent injuries from the five most common playground hazards. |

| |Out-of-Class Assignments: |

| |1. Read and summarize one article about natural playscapes. |

| |2. With a partner, visit two child care centers or schools. Sketch the outdoor play areas, identifying use zones and |

| |identifing surfacing materials. |

| |3. Evaluate and compare the two play areas for safety and complexity & variety of play experiences. Share with the class. |

| 8   |CONTENT: Residential and Community Outdoor Play Areas |

|Hours |SPO: |

| |1. Transfer understanding of child care and school outdoor safety to community and residential play areas. |

| |2. Describe the steps necessary for initiating, designing, and building a community playground. |

| |3. Compare the unique advantages of residential play environments and community playgrounds. |

| |4. Identify outdoor family activities typical to local geographical region. |

| |Out-of-Class Assignments:   |

| |1. Observe several community play areas; photograph or videotape those to share with the class. |

| |2. Bring to class newspaper advertisements and catalogs with pictures and prices of residential play systems. In groups, create|

| |a display by cutting and pasting the ads to a large piece of posterboard in order from least to most expensive. Under each |

| |picture, list the features of the play system and the price. |

| |3. Surf the internet to locate different manufacturers of playground equipment or architects who specialize in playground |

| |design. Determine the various methods of working with communities to establish public playgrounds. Discuss the advantages and|

| |didsadvantages of the various approaches. |

| |4. In small groups, select an outdoor activity typical for the geographic region. Develop three discrete family learning |

| |experiences associated with the activity.      |

|2 Hours |CONTENT: Final Examination |

| |SPO:       |

| |Out-of-Class Assignments:       |

|      Hours |Final |

METHODS OF EVALUATION:

|CATEGORY 1 - The types of writing assignments required: |

|Percent range of total grade: 40 % to 50 % |

| Written Homework |

| Reading Reports |

| Lab Reports |

| Essay Exams |

| Term or Other Papers |

| Other:       |

|If this is a degree applicable course, but substantial writing assignments are not appropriate, indicate reason: |

| Course is primarily computational |

| Course primarily involves skill demonstration or problem solving |

|CATEGORY 2 -The problem-solving assignments required: |

|Percent range of total grade: 10 % to 20 % |

| Homework Problems |

| Field Work |

| Lab Reports |

| Quizzes |

| Exams |

| Other: Evaluating safety according to a rubric |

|CATEGORY 3 -The types of skill demonstrations required: |

|Percent range of total grade: 20 % to 25 % |

| Class Performance/s |

| Field Work |

| Performance Exams |

|CATEGORY 4 - The types of objective examinations used in the course: |

|Percent range of total grade: 5 % to 10 % |

| Multiple Choice |

| True/False |

| Matching Items |

| Completion |

| Other:       |

|CATEGORY 5 - Any other methods of evaluation: |

|Percent range of total grade:       % to       % |

|      |

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