Lesson Plan

Exploratory FCS
Lecture/Group Activities Unit 3 - Lesson 11: Family, Home & 50 Minutes
6th -7th Grade Community Date:

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Special instructions for the day:
Materials Needed: Reserved Computer Lab, Posters, glue, markers

Time Description/Activity Objective

Content Standard 2.04 Identify the developmental stages of children.

Objectives Students will

1. Differentiate physical and intellectual development in children of different ages.

Purpose: As students come to know stages of development in children, they will become understanding of children and
how they view the world. They will be able to help guide the child to their potential. With this knowledge,
students can better identify, interpret, and respond to each childs individual differences. As students will
someday become parents, aunts, uncles, and/or babysitters, it is becoming increasingly important for them to
understand these concepts.

Anticipatory Set: Bell Ringer Polleverywhere.com

5 min Students answer bell ringer question on their phone.

Question: What is development?

Discuss students responses and teach what it means to develop /the definition of child
development, to put into context before discussing both cognitive and physical development.

3 min Discuss with students the meaning of cognitive/intellectual and physical and gives some
examples of each. Provide students with an overview of what we are talking about. Ex: by age 3,
children will be running/kicking a ball, which is an example of physical development, because a
small baby would not be able to do that.
Demonstration 25 min Students will use class time to research and complete the child development project. Attached
below.

Divide class into groups. Have computer lab reserved for students to do their research and
plan/print out their graphics and information they want for their posters.
15 Students will design and put together their posters and prepare for presentations tomorrow.
Conclusion: 5 min Students will clean up materials and put them away. Students were previously asked to find a child,
ages 3-5, one who is not in school, and to talk to their parents about bringing them to the
classroom for one hour on Friday, for students to implement the activities that they will be creating
this week.

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Resources

Lesson Plan
Exploratory FCS
Lecture/Group Activities Unit 3 - Lesson 12: Family, Home & 50 Minutes
6th -7th Grade Community Date:

Page 3 of 12
Special instructions for the day:
Materials Needed: cereal, plastic bowl, plastic spoon, shaving cream, blindfold, crayons, paper, worksheet,

Time Description/Activity Objective

Content Standard 2.04 Identify the developmental stages of children.

Objectives Students will

2. Differentiate physical and intellectual development in children of different ages.

3. Analyze what it is like to be a toddler.

Purpose: As students come to know stages of development in children, they will become understanding of children and
how they view the world. They will be able to help guide the child to their potential. With this knowledge,
students can better identify, interpret, and respond to each childs individual differences. As students will
someday become parents, aunts, uncles, and/or babysitters, it is becoming increasingly important for them to
understand these concepts.

Anticipatory Set: Bell Ringer Polleverywhere.com

3 min Students answer bell ringer question on their phone.

Question: What things do toddlers/children view differently than you?

Presentations Groups will present their posters from yesterday, and explain the information they found about
10 min cognitive and physical development for their assigned age group.
Demonstration Simulation Students will be doing a simulation in class today, simulating what it is like to be a toddler, and how
30 min it feels. Teacher will go around the room, and add to simulation, by doing suggestions from
worksheet (attached below) such as patting on the head, and overall helping the experience.

Students will be in groups of 4-5 for each station.

They will fill out the worksheet as they go. After the simulation, students will be given about 5
minutes to write a paragraph answer the question, What does the term walk a mile in his shoes
mean to you? And tell about their overall experience, what they learned and how they will apply
what they learned.

Differentiated Design: for exceptional students, they might add to the worksheet, a
suggestion for adults, to eliminate the feelings a child might have in these scenarios.

Students will help clean up stations, before returning to seats.

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 Discuss Discuss the experience with the students.
5min
How did you feel?
What did you learn? What might we do differently for children, now that we know a
child might feel this way?
From todays experience, in what ways do children still need to develop to be able to
accomplish some of the tasks you did.

Conclusion: 2 min What is child development?

Today we focused, on physical and cognitive development. Tomorrow, we will be learning about
emotional development. Thanks for your efforts today!

Resources

Name:________________________________________________________________________Period:______
Child Development
Toddler Simulation Day

Complete each of the following tasks and record your answers, then attach 1-Your colored picture, 2-Your cut out picture
3- your cut on the line paper.

Situation #1: Crawl around the room with head at 2 foot level and observe what you can see. Have one person come along and pat
you on the head and mess up your hair and say How are you doing, kid?
a. What do you see? How do you feel about the way you are treated?

Situation #2: Put the puzzle together with your eyes blind folded. Try it again with eyes open but only give yourself one minute to
finish it.
a. Tell me about the frustration you felt.

Situation #3: Color a picture with a crayon between your toes

a. When small muscles arent developed enough to be skillful, what should adults do?

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Situation #4: Color a picture with your non dominant hand. Cut out your picture with your left hand if your are right handed or vice
versa? Glue the pieces together with your non dominant hand
a. Describe your finished product. How could you help a child with an art project without helping too much?

Situation #5: Sit at the ironing board. Pour a bowl of cereal. Using a soup spoon, eat the cereal from where you are sitting.
a. How messy was this?

Situation #6: Squirt shaving cream onto the desk. With your non dominant hand, practice making letters of the alphabet.
a. What did you like about this activity?
b. What did you not like about this activity?

What does the term, Walk a mile in his shoes mean to you?
(write one paragraph answering this question)

Lesson Plan
Exploratory FCS
Lecture/Group Activities Unit 3 - Lesson 13: Family, Home & 50 Minutes
6th -7th Grade Community Date:

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Special instructions for the day:
Materials Needed: Felt, buttons, foam letters, glue, shoe laces, yarn, velcrow,

Time Description/Activity Objective

Content Standard 2.04 Identify the developmental stages of children.

Objectives Students will

1. Explain age appropriate and creative play.
2. Create quiet book for an age-appropriate toddler activity.

Purpose: As students come to identify and implement age-appropriate play for children and apply their knowledge of
child development and child safety, they will be better prepared to become parents, babysitters, and caretakers
of young children, and will help children to maintain satisfaction and safety while in their care, and also
encourage a positive relationship between adult and child.
Anticipatory Set: Bell Ringer Polleverywhere.com

3 min Students answer bell ringer question on their phone.

Question: What does the term age-appropriate mean.

Discuss and clarify definition.
Discuss Discuss and teach about what creative play is, and what it means to be age-appropriate.
4 min
What is creative play?
How does Age-appropriate and creative play fit together?
Why are they important?

Demonstration Quiet Books Go through several stages, and help students identify what is appropriate for different ages.
5 min What is age appropriate play for infants and toddlers?
What is age appropriate play for preschool and kindergarten children?
35 min Students will be creating quiet books.
Who knows what a quiet book is?
What age might this book be appropriate?
Explain what a quiet book is, and hand-out worksheet (attached below). Have different materials
ready. Students will be put into groups, so that there is around 15 groups of 2. Each group will be
creating 1 page. This book will then be combined with all other group pages, compiled and donated
to a family crisis center.
Conclusion: 3 min The quiet books we made, are a great age-appropriate activity for toddlers. Fun, creative and
simple art projects, science, and math activities are also great activities for preschool aged
children, so that it encourages development of the fine motor muscles and critical thinking skills.
Remind students about bringing a child (neighbor, niece/nephew etc.) to class on Friday.

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Resources

Name: ______________________________ Period:________ Due Date: ________

Directions: You will research, design and create a page for an infant quiet book. Quiet books are interactive books that help toddlers to
learn by playing. Together as a class, we will be able to make 2 books!
Your page should meet the following criteria:
1. Well thought out. You should research quiet book examples to get ideas: pinterest (click here , internet searches, parenting
magazines, etc.
2. Be designed by you (its ok to use templates or patterns, but somehow make them your own).
3. Include a pattern (you can draw on cardstock or use print version if available)
4. Provide a lesson/learning for the child.
5. Be interactive. (Fine motor skill development for this age group)
6. Use hand sewing or machine sewing.
7. Your page should be sturdy & provide a storage place for components of the page if required.
Should you need supplies that are not provided by the classroom, you will be responsible to purchase them yourself. Felt, fabric,
buttons, and basic sewing supplies will be available. Check with me for specific project needs prior to purchase!

Lesson Plan
Exploratory FCS
Lecture/Group Activities Unit 3 - Lesson 14: Family, Home & 50 Minutes
6th -7th Grade Community Date:

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Special instructions for the day:
Materials Needed: Many materials for student activities, resource books of children activities. FCCLA planning method,

Time Description/Activity Objective

Content Standard 2.04 Identify the developmental stages of children.

Objectives Students will

3. Compile creative activities for children.

Purpose: As students come to identify and implement age-appropriate play for children and apply their knowledge of
child development and child safety, they will be better prepared to become parents, babysitters, and caretakers
of young children, and will help children to maintain satisfaction and safety while in their care, and also
encourage a positive relationship between adult and child.
Anticipatory Set: Bell Ringer Polleverywhere.com
10 min Students answer question on their phone.
Question: What is one creative activity for a 3-5 year old?
Go through these activities and ask students which ones they want to use for Monday. Write a list of
8-10 activities that can be implemented.
25 min Divide students into 8-10 groups (as many as activities there are). Assign each group one of the
activities. They are in charge of planning it, coming up with materials, crafting anything that needs
to be made, discussing what potential problems could come up and how to handle them? Since this
activity is for tomorrow, students can set up their activities today and leave them set up to save
time.
Demonstration 10 min Hand-Out the positive child guidance worksheet. (attached below) In their groups, have students
go through this worksheet and figure out what they could stay instead of saying NO.
Why is this method more effective than saying no?
Conclusion: 3 min Remind students about having the child they chose, coming to class tomorrow, and to remind and
check with the childs parents one last time.
The things we have done today are all things we are going to be applying on tomorrow. Remember
to interact, play and ask questions to the children you are playing with tomorrow. Try to apply the
positive child guidance principle that we talked about.
Resources

Name __________________________ Date ______________________Score _____/20

Directions: Tell children what you WANT them to do rather than what you DO NOT want them to do. Also, be direct. If you want them to
do something, tell them; do not ask them. (If you ask them, you might get a NO answer as a result and will need to honor that answer).

EXAMPLE: Do not say, Dont stand up when you slide.

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 Instead, say, Sit down when you slide.

1. Do not say, Dont throw the sand.

Instead, say, ________________________________________________________________

2. Do not say, Dont stand in the swing.

Instead, say, ________________________________________________________________

3. Do not say, Dont jump off the ladder.

Instead, say, ________________________________________________________________

4. Do not say, Do not shout!

Instead, say, ________________________________________________________________

5. Do not say, Shall we go outside?

Instead, say, ________________________________________________________________

6. Do not say, Dont you want to drink your milk?

Instead, say, ________________________________________________________________

7. Do not say, No, I dont like your picture. What is it?

Instead, say, ________________________________________________________________

8. Do not say, Dont tear the book

Instead, say, ________________________________________________________________

9. Do not say, Dont rock on the chair.

Instead, say, ________________________________________________________________

10. Do not say, Dont you want to put on the apron?

Instead, say, ________________________________________________________________

Lesson Plan
Exploratory FCS
Lecture/Group Activities Unit 3 - Lesson 15: Family, Home & 50 Minutes
6th -7th Grade Community Date:

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Special instructions for the day:
Materials Needed: Student activities set up, children.

Time Description/Activity Objective

Content Standard 2.04 Identify the developmental stages of children.

Objectives Students will

4. Conduct child lab day, and practice creative activities with children.

Purpose: As students come to identify and implement age-appropriate play for children and apply their knowledge of
child development and child safety, they will be better prepared to become parents, babysitters, and caretakers
of young children, and will help children to maintain satisfaction and safety while in their care, and also
encourage a positive relationship between adult and child.
Anticipatory Set: 5 min Children are dropped off to the classroom
(overlapping
with class
time)
Application Students will interact, play, apply concepts and keep children safe while children participate in the
45 min activities that the students planned for them.

Demonstration 5 min Children will be picked up from the classroom by their parents.

(overlapping
with class
time
Conclusion: 5 min What did you learn?
Did any of the children say something funny?
Did you apply any concepts weve learned this week? What was your experience?
Did you enjoy yourself?
What developmental stages were the children at?

HOMEWORK: WRITE 1 PAGE PAPER ABOUT YOUR EXPERIENCE. LIKES, DISLIKES, WHAT
WORKED, WHAT DID NOT WORK ETC.
Resources