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Human Development I II Course Description

Human Development 1 & 2
Course Description/Overview
Human Development 1-No prerequisites
Human Development 2-Successful completion of Human Development 1
Human Development one and two are half-year classes. Human Development one is the first class taken in the development of children. Both courses will cover the physical, social and emotional development of children. Human Development one covers the development from Birth to three years old, while Human Development two will cover the development from 4-12 years old. These courses provides academic rigor by: providing activities and High frequency vocabulary words that correlate to State and National standards as well as Common Core standards, Integrating learning resources throughout each unit at point-of-use and Includes projects and activities that create a relevant framework for student learning.  These courses are also designed to develop critical thinking skills needed for 21st century skills.
Human Development 1 & 2
Curriculum-Course Content
Overview-Some possibilities:
               Step by Step projects for all learners
Each thematic project integrates child development and academic skills at point-of-use. Step –by-step directions allow all learners to gain independence by completing the project at their own pace. All activities include a self-evaluation rubric that students can use to plan their projects.
               Chapters build study skills
Each chapter includes reading guides and reading checks to help promote comprehension, the chapters also include writing activities to help students preview and focus on chapter content. It is also important for all students to be able to identify the standards are clear and concise.
               Chapter review and applications:
Questions throughout the review are correlated to national academic standards. Observational skills measure students understanding of Child Development.
  • Review- students can demonstrate an understanding of the most important vocabulary and key concepts from each chapter.
  • Critical thinking –If students can respond to the critical thinking tasks, so that they may glean the most important ideas in each chapter.
  • Observation skills-help students to learn the importance of good observation skills by completing these activities related with each chapters content.
  • Real-world relevance-this criteria will help students apply what they have learned in each chapter to situations they might encounter in daily life.
Reading guides enable successful learning:
This strengthens students’ reading success; each section of our textbook “The Developing Child” begins with a reading guide to preview section content. Visuals and reading strategies are offered before, during, and after each chapter covered to help enrich your students’ reading skills. In addition to utilizing readied guiding we will have a variety of strategies located during class time throughout each section to ensure successful learning.
  • Reading checks- students can make a quick comprehension self-check
  • Vocabulary- students can easily identify high-lighted high frequency vocabulary terms and check the definitions of each vocabulary word before and during reading.
  • Visuals- figures and photos add additional information to related self to text, text to text and text to world. These strategies are designed to actively engage the student and connect the content to the students’ lives.
Chapter Section reviews to check comprehension:
After the students’ read and review they will be tested for the understanding of the content taught. Key concepts will consist of questions that are directly related to the main topics of the sections.
  • Review- students can organize and process their understanding of the key concepts found using each section of the text.
  • Practice- student will be able to connect the text chapters and classroom content to academic skills with cross-curricular activities.
  • Chapter and classroom enrichment activities: both will contain several academic features that connect the content to students’ mathematics and science learning.  We will also design features to help students see the relevance between the classroom and their daily lives.
Math in Action-students will be able to connect information with mathematical concepts they have learned or are learning
Science in Action-students will have the opportunity to learn and understand how science affects their daily lives.
Culture Matters-learns how cultural diversity and cultural sensitivities works within child care settings.
Human Development 1 &2
Course Requirements
Grading Assessments
Grading Policy
Course Requirements:
Human Development 1-in/out class reading of “A Child Called IT
Human Development 2-in/out class reading of “Lost Boy”
Writing utensil
Notebook- 3 ring binder for notes and handouts
Assigned literacy book
Assigned Edmodo online hybrid account
Grading Assessment:
Students will have an active role in the grading process. Each student’s diverse ability level is different and therefore is graded based on how well they met the Project’s criteria.  If absent students are expected to make up any missed work given within the guidelines of BOE.  Late work will be accepted. Students need to inform me of their intention to complete late work however; points will be deducted for late assignments that are either classroom based or homework based.
Grading Policy:
Human Development -1
Class Participation and test -20pnts
Literacy reading (hybrid activity- online discussion)- 50pnts
Egg project-Egg activity-30 pnts
Human Development-2
Classroom Participation and test-40pnts
Literacy reading (hybrid activity-online discussion)- 50pnts
Beginner Care Baby- 10pnts




Brian Pulvino, Superintendent
129 Curtis Street
Fulton, New York 13069
Phone: (315) 593-5500

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