Claire Greenlee FACS Behavioral Objectives FACS course: Child Development Course Objective: Child Development focuses on the

he emotional, intellectual, social, and physical development of children from birth to age 12, with the primary emphasis on early childhood. A study of birth, pre-natal, and neo-natal development will be included. Nurturing skills will be included and viewed as a means of meeting physical needs, as well as the education and moral training which maximizes individual growth and development. Students will examine theories and developmental milestones, discovering appropriate practices for early childhood care, education, and services. Studies will provide a foundation for parenting or careers in working with children. Cognitive Objectives: (FCS 3.1) After reading the chapter about family structures in The Developing Child; Glencoe/McGrawHill 1994 (reference), students will determine and analyze the characteristics of strong families regardless of the family structure. Class discussion will be assessed.

Task Description: Students must speak their opinions about what makes a successful family regardless of structure and we will discuss these characteristics as a class. Students must exemplify that they have read the chapter and have evidence to prove their spoken statements.
weight

Criteria

Exceptional Contributes to class activities by offering quality ideas and asking appropriate questions Supportive of other students ideas Always prepared for class with assignments and required materials Minimal absences; none unexcused Arrives to class on time

Accomplished Contributes to class activities by offering ideas and asking questions Usually supportive of other students ideas

Developing Occasionally contributes to class activities by offering ideas and asking questions Occasionally supportive of other students ideas Sometimes unprepared for class regarding assignments and required materials Several absences; one unexcused Tardy to class 2-3 times

Unsatisfactory Rarely offers ideas; rarely asks questions Discounts/ laughs at/ mocks other students ideas

Level of Engagement

50%

Preparedness

50%

Often prepared for class with assignments and required materials Some absences; none unexcused Tardy to class 1-2 times

Usually unprepared for class regarding assignments and required materials Numerous absences; more than one unexcused Tardy to class more than 3 times

Final Score ________________

(FCS 4.0) Analyze roles and responsibilities of parenting. Students will be put into groups that I will call their families and each will be assigned a role within that family. Based on the gender ratio of the class, some females may have to play the dad or vice versa. With knowledge of all roles they should be able to perform regardless of their gender anyway. In my hand I will have note cards upside down and each family will choose a card. On the flip side of that card will have a situation that families may face and the families will discuss how to resolve the situation together. On the blank side of the card each family member will write their responsibility and role in the situation in a short statement. Groups will hand me back all of the cards and I will present what they have written and the class can discuss if what they did in the situation was best or what could be improved.

Task Description: Families were given a situation they must conquer together and describe their roles and responsibilities accordingly. 4 Exemplary Cooperation
Does a full share of work or more Assigns a clearly defined role; group members perform roles effectively Always considers all views and helps team to reach fair decision Does an equal share of work Assigns roles, but roles are not clearly defined or consistently adhered to Usually considers all views and helps team to reach fair decision Does almost as much work as others Assigns roles, but roles are not adhered to Group settles problems and gives up easily Does less work than other group members Acts as cliques or individuals rather than group Arguments within group Little attempt to solve problems; gives up easily

3 Accomplished

2 Developing

1 Beginning

Research
Collects and contributes accurate content Communicates and shares all information with the group Always does the assigned work without having to be reminded Collects and contributes mostly accurate content Shares information with the group Usually does the assigned work; rarely needs reminding Collects and contributes somewhat accurate content Uses only materials provided Shares some information with the group Rarely does the assigned work; often needs reminding Collects and contributes inaccurate content Keeps information to self; does not share with group Relies on others to do the work

Member Responsibility
Provides many ideas for the assignment Clearly communicates desires, ideas, personal needs and feelings Listens and speaks a fair amount Each team member is treated with respect and is encouraged Participates in discussions about the assignment Usually shares opinions and thoughts with other partner(s) Often encourages and respects team members Listens to others; on some occasions, makes suggestions Rarely expresses feelings or preferences Some members are not encouraged or respected Seems bored with conversations about the assignment Never/almost never spoke up Monopolized conversation; does not allow others to speak Does not respect or encourage other members

(FCSNS 12.0) Analyze factors that impact human growth and development. After reading the chapter text, students will be assigned to visit a place of less fortunate people. This could range from Childrens Hospitals to nursing homes for the elderly, as long as it associates with human growth and factors (disease, illness, aging, FAS) that impact development. After their visit students will write in a journal about their experience and take us through their experience, what they learned, and what they felt.

Task Description: Students will complete a journal entry describing their visiting experiences.
Criteria Exemplary Yes Detailed explanation of experience Specific descriptors of observations during experience Writing is highly organized with logical sequence Reflects well on own work Provides many examples Student listens well in different contexts; relates observations to classroom concepts and/or personal experiences Makes many inferences Comprehends deeper meanings High level of critical thinking expressed Obvious, detailed effort on assignment Neat, legible handwriting
+

Accomplished Yes, but Clear explanation of experience Objective observation of experience Organization is clear and easy to follow

Developing No, but Somewhat clear explanation of experience Somewhat objective observation of experience Minimal organization Some reflection on own work Provides few examples Makes minimal reference to what is heard in class or to personal experience

Beginning No Vague explanation of experience Non-objective observation of experience No organization evident; confusing Little reflection on own work Provides very few or no examples Makes no reference to what is heard in class or personal experiences

Retelling of Experience

20%

Reflections/ Personal Response Relevance to Classroom Concepts or Personal Experience

20%

Reflects on own work Provides examples

20%

Student listens in class; relates some observations to classroom concepts and/or personal experiences Makes inferences most of the time Usually comprehends deeper meanings Some critical thinking expressed Acceptable effort on all parts of the assignment Legible handwriting
=

Analysis of Experience

20%

Some inferences are made Comprehends surface level meaning Minimal critical thinking expressed Some effort on assignment Readable handwriting

Few or no inferences are made No comprehension or reflection on assignment Little or no evidence of critical thinking Little or no effort on assignment Illegible handwriting

Effort on Assignment

20%

Assignment Score ______________

Beyond/Bonus ______________

Final Score ________________

Affective Objectives: Course Objective: Parenting/Pregnancy Decision The learner will explore factors related to beginning the parenting process, which may include but not be limited to physical and emotional factors, personal values and beliefs, expectations and responsibilities, cultural differences, alternatives to biological parenthood, fertility and birth issues, etc. (FCS 3.0.2) Examine the multiple functions of the family, including developing self-forming individuals, transmitting culture and traditions, communicating societal expectations, and maintaining intergenerational connectedness. I will ask the students to read the chapter as well as select a text or article that emotionally appeals to them and exemplifies societal expectations/pressures and trends happening with parenting.
Rubric for Article Review Task Description: Students will review an article of their choice that emotionally appeals to them and describes the societal expectations or pressures on parents. Exemplary Effective Minimal Unsatisfactory Criteria In depth and well organized content Meets length requirement with quality content Excellent summary Content is adequately organized and comprehensive Length requirement is met with adequate content Adequate summary Relevant to assigned subject matter Article content meets expectations Content is minimally organized Length requirement is not met; minimal content Basic summary Minimal relevance to assigned subject matter Article content fails to meet all requirements Article has little significance Summary meets minimal expectations Little understanding of articles relevance to topic Article attached to summary Partial documentation of article Content is not organized Length requirement is not met; poor content Incomplete summary Evidence of plagiarism

Content of Review

50 %

Appropriat e Topic

25 %

Relevant to assigned subject matter and peer interest Article content exceeds requirements Article has great significance Student summary exceeds average peer perspective and understanding Student displays understanding of articles relevance to topic Article printed/copied and effectively displayed on 8 x 11 paper Display of article includes correct citation

Not relevant to assigned subject matter Fails to meet content requirements

Significan ce to Class / Relativity to Class

15 %

Article has some significance Student summary meets project expectations Some understanding of articles relevance to topic Article printed/copied and displayed on 8 x 1 paper Display of article includes correct citation

Article has no significance Summary does not meet minimal expectations No understanding of articles relevance

No article

Article Submissio n

10 %

Final Score ________________

(FCS 5.1.2) Examine the effects of life events on individuals physical and emotional development. I thought of my friend Kirsten Barraclough, who has overcome many of lifes obstacles and is a great inspiration to me and many others. I used to peer tutor Kirsten who suffers from muscular dystrophy but managed to conquer her disabilities and is a UofL graduate with a teaching and English degree. Physically, Kirsten has had to overcome a lot and continues to in daily life and has had to be strong emotionally as well. I will ask her to be a guest speaker for our class with the expectations of class participation, questions, and ideas. Rubric based grading below.

Task Description: Guest Speaker evaluation, points also go for in class discussion therefore students must also prepare a response about the speaker.
Criteria Prepared Questions % Exceptional Open ended questions Questions draw information from speaker Listens well; participates when appropriate Takes notes Relates information in classroom discussion Information used in follow-up Admirable Some open ended questions Draws some information from speaker Listens well, without interrupting Takes some notes Relates some information in classroom discussion Some information used in follow-up Acceptable Few questions are open ended Little information gained from questions Listens well but appears distracted Few notes Relates little information in classroom discussion Little information used in follow-up Unacceptable All questions are yes/no No information gained from questions Does not listen No notes

15%

Listening

15%

Adapting Information Learned

15%

Does not participate in classroom discussion No information used in follow-up

Assignment Score ______________

Final Score ________________

(FCSNS 15.1.5) After reading the chapter text, students will be able to explain cultural differences in roles and responsibilities of parenting. This objective involves recognizing cultural differences and differences in gender roles in accordance to parenting presently. For class, I will have prepared different scenarios that can occur between parents from different cultures, genders, and family structures. I will then randomly call on students and assign them a role in the scenarios that they have to act out to the best of their ability using culture clues and information they shouldve read in the text that will help them to portray their characters. Professionalism is to be expected as well as a direct sign that they know the information. Role Playing Rubric below:

Task Description: Students will perform improvisational skits depicting different cultures & family scenarios.
Criteria
Understanding of Topic

Exceptional Factual information is accurate Indicates a clear understanding of topic Accepts ideas of others; able to compromise All members contribute

Admirable Factual information is mostly accurate Good understanding of topic Accepts most ideas without negative comments; able to compromise Some members contribute Shows some confidence Presents some information Engages audience Can be heard Some use of body language

Acceptable Factual information is somewhat accurate Fair understanding of topic Unwilling to compromise Few members contribute

Attempted Information is inaccurate Presentation is off topic Group does not work together One person does all the work Portrayal stalls Lacks information Audience bored Body language is lacking; inappropriate

40%

Cooperation 30%

Presentation

30%

Shows confidence Informative Engages audience Speaks loudly and clearly Appropriate use of body language

Unsure of responsibility Somewhat informative Engages audience intermittently Hard to hear Some movement

Final Score ________________

(FCSNS 15.1.4) Analyze physical and emotional factors related to beginning the parenting process. Students will watch the Planning for Parenthood video which follows multiple families as they go through their journey of becoming parents, what occurs, the emotions, biological factors, nesting, and how to be prepared. Students will be graded on how well they listen to the video and how they respond in a follow up.
Rubric for Observation of Videos, DVDs, and Other Media Task Description: Student actively watched the parenting video and responded thoroughly.

Criteria

Exemplary

Admirable

Acceptable

Attempted

Listening

10%

Listens well; participating when appropriate Takes notes Relates information in classroom discussion Uses information in follow-up

Listens well without interrupting Takes some notes Relates some info in classroom discussion Uses some information in follow-up

Listens well, but appears distracted Takes few notes Relates little information in classroom discussion Uses little information in follow-up

Does not listen Takes no notes

Adapting Info Learned

10%

Does not participate in classroom discussion Uses no information in follow-up

Assignment Score ______________

Psychomotor Objectives: Course Objective: Infant Care Techniques The learner(s) will be able to define/discuss/demonstrate terms and practices relating to infant care.

(FCSNS 4.2.5) Put into effect strategies that promote childrens growth and development. Students will participate in a Baby/Kids Day in class by bringing in a volunteer parent with their babies/toddlers/preschoolers. Extra Credit will be given as an opportunity for those who are able to bring in the participants for Baby & Kids Day as incentive. Depending on the amount of children coming, the class will split up into groups and will have at least one child in their demonstration group. Students will be given the information about the child beforehand so they can form a presentation (oral or visual) based on the childs stages of development. Emotional, intellectual, social, and physical developmental stages must be covered in the presentation as well as provide an activity that the child can do in order to improve development at their level or demonstrate where they are in their developmental stages. For example, infants brought to Baby Day can demonstrate reflexes of an infant or students can present how to decorate a room in order to enhance the babys vision and explain why. Students may also present the concept of object permanence with their baby subjects, etc. Participants will be graded based on a rubric and their overall presentation, knowledge of material, ability to demonstrate the activities, and there will be no individual grades other than whoever was able to bring in a subject for the class. Rubric is as follows:

Baby/Kids Day Evaluation

Task Description: Students will participate in groups and demonstrate developing strategies with children of different stages of development (age, etc.).
Scores
Pts.

Excellent

Good

Average

Novice

Strategies Demonstration

70

Follows instructions Always stayed on topic Relevant information Effectively demonstrates strategies Consistently motivates and assists others Consistently superior Logical presentation Fully supported and understandable Excellent interaction with children

Often follows instructions Somewhat stays on topic Good information Good demonstration Quick to volunteer and assist others Sometimes exceeds requirements Appealing presentation Good interaction with children

Sometimes follows instructions Needs help focusing Okay information Okay demonstration

Rarely follows instructions Consistently unfocused Irrelevant/no info No demonstration Seldom works well with others Often unacceptable Novice presentation Lacks necessary information Seldom interacts with group and children

Cooperation/ Teamwork Quality of Work -Productivity -Accuracy -Neatness -Thoroughness Personal Attributes

20

Generally works well with others Consistently satisfactory Lacking extra effort in presentation Makes fair impression

15

10

Assignment Score ______________

Beyond/Bonus ______________

Final Score ________________

(FCS 6.0.5) Demonstrate management of personal and financial resources to meet the goals of individuals and families across the life span. Students will break into their families in the classroom and each family will be given a budget that they must adhere to in order to pass the assignment. The families have to figure out what supplies for their family are most necessary and what they can afford. Students may get creative with this assignment however there must be a physical/visual presentation of what each family could afford within their budget. Students may go on a scavenger hunt for items to find the best prices and take pictures of each item, create a power point of their items, create a grocery list, or bring it mock items to represent each one. Each family will be graded on how well they worked as a group, stayed within the budget, creatively represented each item, and proof of prices for each item. Grading will be the responsibility of each family member towards each other in order to encourage group participation. (FCSNS 15.3.1) Assess community resources and services available to families. Students will be asked to research a local service to families and attend the service they researched. Services must be approved by me in order to finish the assignment and people may go in groups and work together if they want, but no more than three people per group. Examples of community resources and services may include Parenting Classes provided by the Medical Center, Big Brothers Big Sisters, Boys & Girls Club, and Head Start Programs etc. Students must get a signature or an email from a representative to prove their attendance at the function. While at their chosen services, students must focus on one thing they

learned and that they can demonstrate to the class that pertains to skills of successful families that are derived from these services. For example, a student may demonstrate how to change a diaper properly, how to bathe an infant, or steps to potty training at a preschool level. Students are able to use their creativity in this assignment and enhance their presentation skills while informing others of useful Family and Consumer Science information. Students will be given points for having proof of attendance as well as relevant information pertaining to the subject and the overall demonstration. Task Description: Presentation of Resource and Family Service Information
Criteria Exemplary 4 Accurate Appropriate Detailed Organized Full understanding of topic Accomplished 3 Mostly accurate Mostly appropriate Mostly detailed Mostly organized Good understanding of topic Developing 2 Partially accurate Partially appropriate Partially detailed Partially organized Fair understanding of topic Speaks somewhat clearly Projects voice somewhat Pronounces some words incorrectly 6-9 vocalized pauses Rarely uses eye contact Very few facial expressions Very few appropriate hand gestures Poor posture most of the time Beginning 1 Inaccurate Inappropriate Not detailed Unorganized Does not understand topic Speaks unclearly Weak voice projection Incorrect pronunciation 10 or more vocalized pauses (uh, um, well)
wght

Content

50%

Verbal Skills

20%

Speaks clearly Projects voice Pronounces all words correctly No vocalized pauses (uh, um. well) Utilized eye contact well Appropriate facial expressions (smiles, appears interested) Appropriate hand gestures Exhibits good posture; stands up straight with both feet on the ground Correct grammar; usage Correct spelling Graphics and pictures are attractive and support theme +

Speaks clearly most of the time Projects voice most of the time Pronounces words correctly most of the time Some eye contact Some appropriate facial expressions Some appropriate hand gestures Exhibits good posture most of the time

Non-Verbal Skills

20%

Does not look at audience Expressionless No hand gestures shown Sits, slumps, sways

Mechanics/ Visual Aids

10%

Correct grammar most of the time 1-2 spelling errors A few graphics are unattractive

Sometimes uses poor grammar 3-5 spelling errors Graphics and pictures are unattractive

Uses poor grammar 6 or more spelling errors Graphics and pictures detract from presentation

Assignment Score ______________

Beyond/Bonus _____________

= Final Score ________________