Jennifer Maldonado

Children’s Book Project

Published July 12, 2018 | By Jennifer Maldonado

Course Name	Grade Level	Subject Represented (highlight)
Child Development	9-12	Math Writing

GOALS

Students will write and illustrate a book or perform a children’s literature presentation that is appropriate for preschool children.

OBJECTIVE:

Students will be able to become an author, create, and express themselves by writing a children’s book or performing a literature presentation.

PRIORITY STANDARDS:

Content Standards:

4.5 Demonstrate techniques for positive collaborative relationships with children.

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

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

TIME FRAME

This lesson will last approximately 5 class periods (48 minutes each)

MATERIALS :

Document to assignment that is shared with students.
Computer

PROCEDURE:

Explain the assignment to the students.

Option 1: CREATE A STORYBOOK

Write a rough draft of a children’s book that is appropriate for preschoolers. Your story needs to be created about one of the specific emotions that preschoolers face (anger, fear, phobias, separation anxiety, jealousy, sibling rivalry, love/affection, empathy, worry). It is your job to create a story in which a preschoolers can easily walk away from the story understanding the message that you are trying to convey! Remember to keep it simple and use ideas, characters, and vocabulary words that they are familiar with.
To start:

- Before beginning to write your story, create a graphic organizer/outline to make sure that your story has a clear focus. In your graphic organizer, include your beginning, middle, end, and the overall message of the book After you have that created, get to work on filling in the details

REQUIREMENTS:

Create an original story and characters.

10-15 pages in length, not including the cover.
Words are appropriate and simple for children.
1-3 complete sentences per page using correct sentence structure.
Correct spelling, grammar and punctuation.
Colorful pictures on each page. Pictures may be computer art, public domain pictures from the Internet, or hand illustrated.
Be creative

* The final draft must be neatly typed in an appropriate font style & size.

* Use font size 14 or larger, capitalizing only the first letter of sentences and proper names. Use bold or larger print for titles.

* Can use StoryJumper website to help you create your book (take screenshots when done so it is free!)

OPTION 2: CHILDREN’S LITERATURE PROJECT

Write a rough draft of your presentation that is appropriate for preschoolers.

REQUIREMENTS:

Select a story
Complete a basic lesson plan
Demonstrate acceptable and creative techniques while presenting a book to an imaginary group of three to five year olds.
Must use teaching aids: skits, big books, posters, aprons, games, story boxes, costumes, flannel boards, puppets, etc.
When presenting you are required to interact with your imaginary audience such as: positive encouragement, short responses, and the use of children’s names.
View this video on strategies for reading aloud or this video as an example of the literature project.

2. Give the students 5 working days.

:ASSESSMENT:

Students will be graded using the rubric on the document.

Preschool: Reflection

Published July 12, 2018 | By Jennifer Maldonado

Preschool: Reflection

Course Name	Grade Level	Subject Represented (highlight)
Preschool	10-12	Math Writing

GOALS

For students to communicate effectively and reflect on their preschool experience.

OBJECTIVES:

Students will be able to clarify, express, and demonstrate their thoughts, ideas, and emotions during the modified circle reflection activity.
Students will be able to model appropriate circle protocol during the reflection activity.
Students will be able to apply concepts and ideas from the reflection circle to their upcoming lesson plans.

PRIORITY STANDARDS:

Content Standards:

4.1.6 Analyze the role of professional organizations in education and early childhood.

4.2.5 Analyze strategies that promote children’s growth and development

4.3.2 Implement learning activities in all curriculum areas that meet the developmental needs of children.

Common Core Learning Standards:

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

TIME FRAME:

This lesson will last approximately 48 minutes/1 class period

MATERIALS:

A piece of ribbon for each person
Slides Presentation

PROCEDURE:

The class will begin with students participating in a modified circle activity. During this, students will reflect on the past week with the preschoolers and how various lessons went. We also will touch on other aspects of the normal “running” of the preschool and answer any questions that need to be answered.

Opening:

Circle Questions: Presentation link here!
	Explain a specific day this year when you felt inspired/happy/joyful/proud about the work you did?
2.	What was the biggest mistake you made this year? How can you avoid making the same mistake in the future? (Write list on the board) (Form connections with peers)
3.	What is the most valuable thing you learned this year in Preschool?
4.	Give a shout out→what was something you saw when you were helping that you liked?

Closure:

Option 1:Hold up your hand with fingers raised to reflect how you’re feeling after this circle. 5 being amazing…..1 not so good.

Option 2: Distribute one piece of ribbon to each person. Turn to the person to the left. While tying your ribbon to that person’s ribbon, give some words of encouragement to that person. When you have finished, invite the person to your left to turn to the person to his/her left, tie the ribbon to the next person’s ribbon, and say something encouraging to that person. Repeat around the circle, until the ribbon is tied all the way around, and each person has both given and received encouragement.

ASSESSMENT:

Formative: Check-ins throughout the period will take place to assess student knowledge and retention.

Self-assessments that ask students to think about their own learning process, to reflect on what they do well or struggle with, and to articulate what they have learned or still need to learn to meet course expectations or learning standards.

Posted in Early Child Development, Family Consumer Science | Tagged 11

Emotional/Social and Moral Development Project

Published July 12, 2018 | By Jennifer Maldonado

Emotional/Social and Moral Development Project

Course Name	Grade Level	Subject Represented (highlight)
Human Development	9-12	Math Writing

GOALS

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

OBJECTIVES:

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

PRIORITY STANDARDS:

Content Standards:

4.5 Demonstrate techniques for positive collaborative relationships with children.

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

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

Common Core Learning Standards:

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

TIME FRAME

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

MATERIALS :

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

PROCEDURE:

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

:ASSESSMENT:

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

Posted in Early Child Development, Family Consumer Science | Tagged 11

Intellectual Development Stations

Published July 12, 2018 | By Jennifer Maldonado

Intellectual Development Stations

Course Name	Grade Level	Subject Represented (highlight)
Human Development	9-12	Math Writing

GOALS

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

OBJECTIVES:

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

PRIORITY STANDARDS:

Content Standards:

4.5 Demonstrate techniques for positive collaborative relationships with children.

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

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

Common Core Learning Standards:

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

TIME FRAME

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

MATERIALS :

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

PROCEDURE:

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

:ASSESSMENT:

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

Posted in Early Child Development, Family Consumer Science | Tagged 11

The Great Deliberation

Published July 12, 2018 | By Jennifer Maldonado

The Great Deliberation

Course Name	Grade Level	Subject Represented (highlight)
Human Development	9-12	Math Writing

GOALS

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

OBJECTIVES:

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

PRIORITY STANDARDS:

Content Standards:

4.5 Demonstrate techniques for positive collaborative relationships with children.

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

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

Common Core Learning Standards:

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

TIME FRAME

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

MATERIALS :

Document to assignment that is shared with students.
Computer

PROCEDURE:

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

:ASSESSMENT:

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

Posted in Early Child Development, Family Consumer Science | Tagged 11

Issues that Affect Middle Childhood – Common Craft Video

Published July 12, 2018 | By Jennifer Maldonado

Issues that Affect Middle Childhood – Common Craft Video

Course Name	Grade Level	Subject Represented (highlight)
Human Development	9-12	Math Writing

GOALS

For students to communicate effectively within a group and write a proper script.

OBJECTIVES:

Students will be able to clarify, express, and demonstrate their thoughts and ideas about issues that affect children while expressing them in the script they write.
Students will be able to model appropriate collaboration during the recording of the common craft video.
Students will be able to apply concepts and ideas from class in relation to issues that affect middle childhood in their common craft video.

PRIORITY STANDARDS:

Content Standards:

4.5 Demonstrate techniques for positive collaborative relationships with children.

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

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

15.3 Evaluate external support systems that provide services for parents

Common Core Learning Standards:

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

TIME FRAME

This lesson will last approximately 4 class period (48 minutes each): 2 work days, 1 recording day and 1 editing/viewing day

MATERIALS :

Document to assignment that is shared with students.
Cell phone or video recorder
Paper (amount determined by what is needed per group)
Classroom set of markers or colored pencils or crayons
Printer
Computer

PROCEDURE:

Explain to students: There are many issues that can affect a child’s development. Some of these things may not seem like detrimental issues to adults, but children can become stressed by situations or events that adults are not aware of. It is important for adults/peers to know what types of situations or events can be stressful for children so that we are able to help them through those issues in the best way possible. You are the teachers! Your group will choose one issue, from the list below, which can affect a child’s development and create a public service announcement. Your group will make a Common Craft Style Video.
Go over the requirements on the doc.
Provide your students will work time.
Link recorded presentations to the document so students can view

:ASSESSMENT:

Students will be graded on the rubic (See last page on the google doc.

Posted in Early Child Development, Family Consumer Science, Uncategorized | Tagged 11

Cookie Science

Published November 3, 2017 | By Jennifer Maldonado

Culinary Basics

Primary Subject Area and Grade Level:

Students in this class range from grade 9-12. The primary content area for this lesson is Culinary Arts, however other content areas are reflected/seen throughout the lesson.

Interdisciplinary Connections:

(1a: Demonstrating Knowledge of Content and Pedagogy)

Students will be utilizing and practicing various science based skills when evaluating and hypothesizing a cookie’s content based on an experimental variable. They also will be practicing English/Language Arts when writing and reflecting on the multiple cookies and their overall appearance and outcome.

Lesson Duration:

(1e: Designing Coherent Instruction)

This lesson will last approximately 45 minutes.

Relevance/Rationale:

(1b: Demonstrating Knowledge of Students)

Students have been learning about different ingredient functions and how they effect the overall outcome of a food product. In this 3 day lab experience, students will have learned, practiced, applied, and then evaluated a recipe as well as a final product. This lesson is the culminating activity to wrap up the concept of ingredient functions and how it effects an end product.

Outcomes/Objectives:

(1c: Setting Instructional Outcomes)

-Students will be able to identify the experimental variable in the Chocolate Chip Cookie experiment.

-Students will be able to evaluate cookies based on their physical features as well as their ingredients.

-Students will be able to hypothesize outcomes based on experimental variables.

Students will be assessed both formally and informally throughout this three day lab experience. On day one, students are planning and watching the demonstration video. This is an informal assessment of the student’s knowledge of the recipe, as well as the planning process. On day two, students are measuring all ingredients (using proper measuring techniques) and making their cookie dough to store overnight; this is an informal way to assess their knowledge of recipe flow as well as overall comprehension. Day three of this lab utilizies higher level thinking where students are applying, creating, analyzing, and evaluating to demonstrate their knowledge of the recipe as well as ingredient functions.

Content Standard(s) and/or Common Core Learning Standard(s):

(1c: Setting Instructional Outcomes)

8.2- Demonstrate food safety and sanitation procedures.

8.3- Demonstrate selecting, using, and maintaining food production equipment.

8.5- Demonstrate commercial preparation for all menu categories to produce a variety of food products.

8.5.1- Demonstrate professional skills in safe handling of knives, tools, and equipment.

8.6- Demonstrate implementation of food service management functions.

8.5.10- Prepare breads, baked goods, and desserts using safe handling and professional preparation techniques.

9.2.5- Demonstrate practices and procedures that assure personal and workplace health and hygiene.

9.3.5- Analyze recipe/formula proportions and modifications for food production.

9.5.3- Prepare food for presentation and assessment.

9.5.6- Conduct sensory evaluations of food products.

SL.11-12.1- 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.

Use of Formative Assessment to Inform Planning:

(1f: Designing Student Assessments)

The goals of the formative assessment is to assess students on their knowledge of ingredient functions, their ability to successfully carry out a three day lab, and their ability to evaluate a final product by look and taste. The formative assessment goals directly correlate with the Chocolate Chip Cookie Lab Analysis, which the students will complete on their chromebooks.

Class Information:

(1b: Knowledge of Students)

This class consists of 30 students. The class breakdown is as follows:

Male: 9

Female: 21

Freshman: 7

Sophomore: 11

Junior: 4

Senior: 8

Students w/ IEPs: 4

Overview:

(1a: Demonstrating Knowledge of Content and Pedagogy)

All students are applying the knowledge of Ingredient Functions (learned previously) and will be applying it to the Chocolate Chip Cookie Lab and analysis. Each group will be applying their knowledge of ingredient functions, as well as analyzing the different cookies from each group. After analyzing the cookies, each student will then be evaluating the cookies by sight, taste, and ingredient. All of these findings will be typed into a chart on their chromebooks. These tasks require multiple levels of thinking; they will be applying knowledge, analyzing, and evaluating.

Technologies and Other Materials /Resources:

(1d: Demonstrating Knowledge of Resources)

Students will be using a variety of equipment and resources throughout this lesson. Students will be utilizing kitchen equipment, both small and large. They also will be using their Chromebooks, as well as various supplies located around the room for each station (ex. butcher paper, markers, etc.).

Grouping Strategy:

(1e: Designing Coherent Instruction)

Students are able to pick their own groups. Students then have the chance to work with someone they feel they can work well with. This gives them the responsibility to take charge of their learning and what works best for them.

Academic Vocabulary:
(1a: Knowledge of Content and Pedagogy; 1b: Knowledge of Students)

-Leavener→ rising agent

Lesson Procedures:
(1a: Demonstrating Knowledge of Content and Pedagogy; 1e: Designing Coherent Instruction)

Students will sanitize their stations, wash their hands, and clean up their workspace. After that, students then will roll out their cookies and put them in the oven.
While cookies are in the oven, students will begin to work on their Analyzing Cookies Chart; in this chart, students will hypothesize what cookies will look and taste like, based on the experimental variable.
When all cookies are out, each group will give out one of their cookies to each table. Students then will let cookies cool and clean up their kitchens.
After all kitchens and bins have been checked out, students then will work on filling in the remainder of their chart, which encompasses: what the cookies look like and what the cookies taste like. They then will reflect on their hypotheses and the end results.

Differentiation:

(1e: Designing Coherent Instruction)

-Each kitchen will be making a different version of the Chocolate Chip Cookie

-They will be able to evaluate/analyze the cookie in multiple ways, which touches on different learning styles: by taste, by appearance, and by the different ingredients in the recipe.

Assessment Criteria for Success:

(1f: Designing Student Assessments)

Formative: Various check in with students through three day lab experience, lab planning sheet

Summative: Chocolate Chip Cookie Analysis/Evaluation assignment

Anticipated Difficulties:

(1a: Demonstrating Knowledge of Content and Pedagogy)

The students’ ability to follow and carry out the cookie recipe correctly dramatically affects the overall goal of the lesson because if a cookie does not turn out, then groups do not have the resources at their fingertips (as anticipated) to complete their assignment. To counteract this situation, I will have each group make short informational sheets about their cookies just in case they do not turn out correctly. These informational sheets will contain various answers, found on the internet.

Reflections:

(4a: Reflecting on Teaching)

How can I increase communication between students?
How can I help students make choices/decisions without doing it for them?
What are some more ways/resources I can give students to deepen conversation and force them to question their thinking?

Posted in Culinary, Family Consumer Science | Tagged 11

Child Development: Fine/Gross Motor Skills

Published November 1, 2017 | By Jennifer Maldonado

Child Development:

GOALS

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

OBJECTIVES:

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

PRIORITY STANDARDS:

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

RATIONALE/RELEVANCE:

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

MATERIALS:

Station 1:

String
Beads

Station 2:

Q-tips
Ziploc bag filled with paint
Shaving cream

Station 3:

Numbers paper

Station 4:

Tongs
Egg carton
Pom pom balls

Station 5:

Clothespin
Cotton balls
Paper
Tray
Paper plates

Station 6:

Bucket
Bean bags

Station 7:

Hula hoops

Station 8:

Balls

Station 9:

Tic tac board
Bean bags

Station 10:

3 bowls (small/medium/large)
Bean bags

PROCEDURE:

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

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

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

CLOSURE

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

ASSESSMENT:

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

Posted in Early Child Development, Family Consumer Science | Tagged 11