East Detroit Public Schools
Lesson Design

Author: Deb Hadley
Subject: Life Management Education
Grade: 9 - 12th grades
Course: Child Development/Parenting II
Title: Planning Preschool Curriculum

Length of Unit: Approximately two weeks
Materials Needed:
scanner
printers
digital camera
Guide to Good Food (textbook, 1992)
Print Shop Ensemble (software, 1996)
Encarta Encyclopedia (software)

Standards-Based Outcomes (MDE):

Life Management Education:

I. Balancing Work and Family

Content Standard I, 1: All students will demonstrate skills necessary to function in family roles and relationships which are transferable to roles and responsibilities within the workplace and community.

1. Evaluate the factors which affect the successful balance between work and family.

2. Evaluate the interrelationship of career and family roles.

3. Demonstrate positive patterns of communication used at work and home.

4. Demonstrate life management skills necessary to be effective in personal/family, career, and community roles.

II. Nurturing

Content Standard II, 2: All students will apply nurturing behaviors across the family life cycle.

1. Describe and analyze the needs and responsibilities of caregivers throughout the family life cycle.

2. Determine support systems to assist individuals in their roles as nurturer, caregiver, and parent.

3. Demonstrate skills necessary in the physical, social, and emotional
care and nurturing of family members.

4. Analyze characteristics of a nurturing environment.

III. Human Development

Content Standard III, 3: All students will analyze factors which influence human development.

1. Assess relationships of personal aptitudes, interests, abilities, and personal development.

2. Assess personal aptitudes, interests, and abilities.

3. Perform an assessment of personal growth and development.

4. Demonstrate responsible attitudes and actions when caring for self and others.

5. Manage problems and crisis.

6. Internalize others’ and personal expectations.

IV. Decision-Making

Content Standard IV, 4: All students will apply ethics in the practice of personal and family decision making responsibilities.

1. Practice implementing a personal plan of action.

2. Evaluate the impact of decisions on individuals, families, and communities.

3. Evaluate the influence and impact of various decisions on individual and family lifestyles.

5. Employ ethics in the practice of personal and family decision-making responsibilities.

6. Practice emancipative decision-making.

V. Responsibility

Content Standard V, 5: All students will practice family, social, and civic responsibility.

2. Affirm individual and cultural diversity.

3. Demonstrate an understanding of the legal rights and responsibilities pertaining to individuals and families in a simulated situation.

VI. Wellness

Content Standard VI, 6: All students will develop a plan for personal and family wellness.

1. Demonstrate providing a safe and healthy environment.

2. Share the responsibility of maintaining a living environment.

IX. Impact of Technology

Content Standard IX, 9: All students will assess the effects of technology on the family.

1. Demonstrate use of technologies that have an impact on the family.

X. Using Community Resources

Content Standard X, 10: All students will demonstrate the use of community resources to solve family issues.

4. Use personal and community resources to solve a family problem.

Prior Knowledge:

• Students must be familiar with the developmental stages of preschoolers.
• Students must have basic computer skills and be familiar with the Inspiration and word processing software programs.

Cue Set:

• The teacher begins a discussion by posing two questions:

  - How do children learn best?
  - What do you want preschool children to know and be able to do?
  

• The teacher then brainstorms with students about what they have to do before they can actually begin working with the children in a preschool setting. (For example: What is it they want the child to know or be able to do? What activity do they plan to use to teach the concept to the child? Is the activity developmentally appropriate for the child? How do they find suitable activities for children? How do they organize themselves to be effective teachers?)

Best Shot Instruction:

• The students plan and develop preschool units of instruction. They choose themes that are developmentally appropriate and aligned with the preshool children’s interests.
• Using the Inspiration software program, the students organize and develop the themes into possible subconcepts. Under each subconcept, the students list the ideas which could be included. The students may use the CD-ROM encyclopedia as a resource.
• Using the idea webs they have created, the students then write theme goals. From these theme goals, they write concept statements. (Concept statements are more specific than goals and are written in simple forms that children can understand.) The students then use word processing programs to list goals and concept statements.
  The students use their goals and concept statements when choosing developmentally appropriate activities for the preschoolers. They use a variety of preschool activity books which are available in the classroom to find activities in the following curriculum areas: art, storytelling, fingerplays, music/movement, math, science, and snacks. Students then use word processing programs to list the chosen activities.
• Each student selects one activity from his/her list and develops a lesson plan around it. Students then use the word processing program again to prepare their lesson plans.
• Finally the students teach their lessons to the preschoolers in the on-site preschool lab.

Reteaching and Enrichment:

The students peer-edit each section of the assignment.

Review and Closure:

The students teach their lesson plans to the preschoolers in the on-site preschool lab.

Assessment:

• Students are evaluated, with a predetermined rubric, on the following:

  1) the web of their theme,

  2) their theme goals,

  3) their concept statements,

  4) the chosen activities,

  5) and their written lesson plans.

• Authentic assessments are made when the students teach their lessons to the preschool children in the on-site preschool lab.

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