About  page of Prepare Tomorrow's Parents.org, About  page of Prepare Tomorrow's Parents.org, resources & links what exprets, students, parents, teachers, & the public say activites & lessons
 
PARENTING EDUCATION
EXTENDED PERFORMANCE TASK


Learning Experience by Laura Dombrowski, Kenmore East High School, Kenmore-Town of Tonawanda NY School District Member of the New York State Academy for Teaching and Learning


LEARNING CONTEXT
The purpose of this extended task Learning Experience is to assist local school districts in developing commencement level exit assessments to reveal a student’s knowledge and skills specific to Parenting Education. The task is used in combination with a written final exam during a 20 week parenting course or could be used as a unit assessment, or modified for intermediate level. A sample parent/guardian letter is included to explain this procedure to parents/guardians.

PROCEDURE

  1. Decide when to introduce the Performance Task Description, Checklist, and Rubric to the students (before or during the course). Inform students of their options for possible products. A list of suggestions is included in the teacher resource packet.
  2. Plan the lesson content, activities, and formative assessments that must precede the assignment of the Performance Task. The Learning Standards and Performance Indicators Chart and the Scope of Content/Understandings Chart will guide the course design.
  3. Notify parents of any changes in classroom procedures, for example, grading. If sending sample student work to the State Education Department, parents must complete a parent release form. A sample parent letter is provided in the teacher resource packet.
  4. When ready to begin the extended task, follow Sequential Plan provided in this packet.
  5. Allow students to divide into small groups based on area of concern.
  6. Each student must choose one area of the group’s campaign to be responsible for. The Parenting content information can be taught simultaneously while working through the task or taught first and then provide class time for the task.
  7. Use the graphic organizer Planning Calendar to indicate teacher checkpoints and due dates. Students may set their own goals and add their personal agenda dates for the project. Several sample graphic organizers are included in the teacher resource packet.
  8. Select graphic organizers for students to use in organizing information. The teacher may choose a few required organizers to meet the teacher’s objectives, then provide students with optional organizers to meet particular student learning styles. The use of graphic organizers is critical to the development of the task by the students. The organizers allow the students to visually identify and categorize information. They help the teacher monitor the students’ thought processes in order to provide interventions when necessary.

    1. The use of technology, from desktop publishing to Internet research to video production, is possible depending on the student’s communication choice. The teacher may decide to provide instruction on particular computer skills or uses of technology.

    2. The rubric should be given to students when the Task is assigned. Students should be given an opportunity to discuss their understanding of the dimensions and levels of performance. The Product Criteria checklist, in the teacher resource packet, summarizes the intended details to be judged upon completion of the Task.

    3. Reflection questions should be given to students periodically and upon completion of the Performance Task. The questions often display attitudes and understandings that the product doesn’t reveal.


INSTRUCTIONAL/ENVIRONMENTAL MODIFICATIONS
Cooperative learning accommodations, a library/media center, and computer laboratories would facilitate successful products. Special needs students may require extended time or consultant teacher assistance.


TIME REQUIRED
Planning and preparation for the teacher will vary depending on his/her implementation style and experience with inquiry methodology. The teacher will need to spend some class time: explaining the task, examining exemplars, discussing and editing the rubric with the students, conferencing and mentoring students, and assessing student work. A teacher may also choose to instruct students in the use of specific technology and provide collaboration time for group projects.

Planning and preparation for the student will depend on the magnitude of the task chosen and the student’s background expertise in producing the project format chosen. However, it can be assumed that the student will need to use out-of-class time.

The exemplar used for this learning experience represents one week of class time and a second week of personal time with an option of 3 personal, pre-arranged, conferencing sessions with the teacher the second week.

See “Learning Experience Sequential plan” and student graphic organizers titled “Planning Calendar” and “Progress Check Points”.


RESOURCES
Computers and access to the Internet are a must. Students will also need to explore community resources for information. Other possible resources include:

  • Guest speakers
  • Sample pamphlets
  • Student work packets
  • Teacher resource packet

ASSESSMENT PLAN

  • A basic rubric is provided. Teachers may add and/or design dimensions according to an individual teacher’s objectives.
  • Formative evidence of meeting the Learning Standards’ performance indicators will be achieved through the use of graphic organizers, checklists, observation, reflection questions, testing, conferencing, etc.

STUDENT PACKET/TEACHER RESOURCES

EXTENDED TASK FOR: Family and Consumer Sciences

TASK TITLE:

PARENTING CAMPAIGN
ROLE TITLE:

You are a Community Health Director

SITUATION: Many parents are searching for strategies, methods, and resources to promote positive health behaviors in their children. You have been selected as the director of a parenting education campaign to address this issue.
ROLE DESCRIPTION: You have been asked to create and present an awareness campaign, which addresses parenting responsibilities and skills that impact the well being of the child, the parent, and the family.


CHECK LIST

Project Procedure
(Suggested order for working through the task)

  • Review extended performance task.
  • Review and discuss rubric.
  • Review graphic organizers.
  • Complete time management with student calendar.
  • Discuss elements of in a campaign and what influences behavior.
  • Brainstorm parenting issues to be researched.
  • Brainstorm responsibilities of parents in dealing with all the dimensions of health.
  • Brainstorm traits of a healthy family.
  • Select parenting issue for product or service.
  • Design a management plan to produce the product
  • Attend and learn from class time lesson.
  • Research topic.
  • Create product.
  • Complete reflection questions.
  • Complete project rubric.

Product Criteria
(Some suggestions to be used when judging the product)

  • Uses correct terminology accurately.
  • Demonstrates professional quality.
  • Demonstrates an understanding of concepts and skills concerning: Description of health issues, parenting strategies, and resources for help and information.
  • Uses academic skills in development of project requiring research skills, the use of Standard English, and time management.
  • Provides “work cited” information, using proper form.
  • Uses time management skills.

POSSIBLE PRODUCTS/SERVICES

Advertisement

Album

Anagram

Animated movie

Biography

Block picture story

Book

Book jacket

Booklet

Bookmark

Brochure

Bullet chart

Bulletin board

Campaign speech

Cartoon

Chart

Children's book

Collage

Comic book

Comic strip

Commercial script

Computer program

Creative writing

Demonstration

Design proposal

Dialogue

Display

Documentary

Dramatization

Editorial

Editorial cartoon

Epitaph

Essay

Fairy tale

File

Finger-puppet play

Flip chart

Flow chart

Games/puzzles

Graphics

Group discussion

Hand puppet

Handbook/handout

Information cards

Information chart

Information table

Interview script

Learning center

Letter to editor

Magazine article

Movie script

Music video

Newscast

Newspaper ad

Newspaper story

Pamphlet

Photo essay

Pie chart

Radio announcement

Radio commentary

Radio commercial

Rap

Role play

Scrap book

Short story

Skit

Slide show

Slogan

Speech

Survey

TV commercial

TV script

Video tape

Web page

Workshop

 



EXPLORING OUTCOMES & PRODUCTS

List below potential goal alternatives:
What might you want to accomplish
in your campaign?

For each goal alternative suggest
a possible product.
What could you develop/create/produce
to accomplish these goals?


























EXPLORING

LIST BELOW POTENTIAL SOURCES FOR INFORMATION GATHERING:

HUMAN
Who could you get information from?

PRINT/MEDIA
Where could you get written information?


























Evaluating Alternatives & Making Choices

FOCUS GOAL:


DECIDING


Our problem is:



We think that:




We'll find out by:




We found out that:




Conclusions:



GOAL SPECIFICATION

CLARIFY AND DEFINE YOUR GOAL.
Set parameters for expectations/results/impact.
Write a statement of your goal:






Write the pieces of your goal in short phrases:












Describe the Product/Process:

I/We will develop/create/produce. . .



Describe how you will anticipate using the product:

I/We will . . .





PLANNING CALENDAR

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY




           
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY




           


TASK “TO DO” BRAINSTORM LIST

Priority Ratings:

  1. Important and Urgent - there are major and immediate consequences if this is not completed in the time frame.
  2. Important - this is of major importance from a maintenance and preparation for the future perspective. If this is not done, there will be major consequences down the road.
  3. Urgent - this has a feeling of urgency and importance, but the consequences of not getting to it are not really significant.

Tentative Sequence # “To Do” Action

Anticipated
Due Date

Person Responsible Possible
Assistance
From


       


       


       


       


       


       


       


       


       


       


       


       


       


       













Family and Consumer Sciences
Commencement Extended Task Rubric

Criteria

4
Extended task
at this level:

3
Extended task
at this level:

2
Extended task
at this level:

1
Extended task
at this level:

Score

Application of Standards
The extent to which extended task demonstrates an understanding of personal health, a safe environment, and resource management.

FCS 2A,D,3A
H 1A,D,2A,B,C,3B
ELA 1.1A,B,D,E

· Demonstrates an in depth understanding of child development, by identifying parenting strategies that establish and maintain the personal health and safety needs of children with concise, accurate, pertinent information concerning the topic.
· Demonstrates the ability to access community resources by using an exhaustive investigation to explore a wide variety of helpful resources that lead to thoughtful conclusions in addressing the task.

· Demonstrates a surface understanding of child development by identifying parenting strategies to establish and maintain personal health and safety needs of children with accurate information concerning the topic.
·
Demonstrates the ability to access community resources by using a variety of helpful resources to fulfill the task

· Demonstrates some confusion in understanding child development and parenting strategies that establish and maintain the personal health and safety needs of children by using some inaccurate information concerning the topic.
· And/or demonstrates the ability to access only a limited amount of helpful community resources to fulfill the task.

· Demonstrates a vague understanding in child development and parenting strategies that can establish and maintain the personal health and safety needs of children by continuously using inaccurate information concerning the topic.
· And/or uses a single community resource which may or may not be helpful.

 

 

Parenting Skills
The extent of which the extended task incorporates the skills:

Advocacy, Communication, Decision Making, Planning and Goal Setting, Stress Management

· Provides evidence of extensive knowledge of the scope of skills through behaviors that consistently demonstrates understanding, application and the thinking required to utilize them.
· Demonstrates seamless integration of skills in the developmental stages of the work.

· Provides evidence of ample knowledge of the scope of skills through behaviors that routinely demonstrates understanding, application and the thinking required to utilize them.
·
Demonstrates intentional integration of skills in the developmental stages of the work.

· Provides evidence of limited knowledge of the scope of skills through behaviors that occasionally demonstrates understanding, application and the thinking required to utilize them.
·
Demonstrates intermittent integration of skills in the developmental stages of the work. May require reminders.

· Provides evidence of minimal knowledge of the scope of skills through behaviors that rarely demonstrates understanding, application and the thinking required to utilize them.
·
Demonstrates random integration of skills in the developmental stages of the work. Requires assistance.

 

 

Product
The extent to which the extended task conveys a message of healthy choices matched to the target audience.

FCS 2A,D
H 1A,D
ELA 1.2D,F
CDOS 3a.1A
SS 5.4C,E,F

· Communicates a strong message to the target audience that encourages healthy choices.
· Professional quality is evident.

· Communicates a clear message to the target audience that encourages healthy choices.
·
Quality meets the standards expected.


· Communicates a weak message to the target audience that may or may not encourage healthy choices.
· Quality is inferior making it difficult to understand

· Sends no message that encourages healthy choices.
·
Poor quality makes the product useless to the target audience.

 

 

Task
The extent to which components of the task are developed.

FCS 2A,D,3A
H 1A,D,2A,B,C,3B
ELA 1.1B,E
SS5.4C,E,F

· All components within the task design are fully developed and recognizable: description of health issues, parenting strategies, and resources. · All components within task design are present and recognizable: description of health issues, parenting strategies, and resources. · Some components within the task design are incomplete or are not recognizable. · Many components within the task are not recognizable.

 

 

Process
The extent to which procedure is established, developed, and monitored.

CDOS 3a.2A,.3A

· Adheres to detailed timeline.
·
Evaluates own efforts and self-monitors progress

· Adheres to useful timeline
· Focuses on task with outside monitoring.

· Makes little attempt to adhere to timeline.
·
Focuses on task with frequent monitoring.

· Makes no attempt to adhere to timeline.
· Focuses on task only with constant monitoring.

 

 

Reflection
The extent to which personal comments reveal depth of thought.

ELA 1.1E,1.2D

· Responds to reflection question(s) clearly with thoughtful general statements which are supported by strong, accurate evidence. · Responds to reflection question(s) clearly with thoughtful general statements which are supported by accurate evidence. · Digresses from reflection question(s) which may or may not be supported or which may sometimes contain minor, inaccurate evidence. · Reflection is vague, unclear, and contains significantly inaccurate evidence.

 

 

Mechanics
The extent to which the extended task exhibits conventional language.

ELA 1.2F

· Consistently demonstrates correct and skillful use of language conventions making response easy to understand by the target audience. · Demonstrates correct use of language conventions making response understandable by the target audience. · Use of language conventions are generally correct but interfere with the target audience’s ability to understand response. · Use of language conventions displays many errors that interfere with the target audience’s ability to understand response.

 

 



Parenting Name________________

FACS Date__________Per____

Parenting
FACS
Name_________________
Date__________Per__________
Area Possible Points Grade
Part 1: Written Exam 44
Part 2: Performance Assessment
Application of Standards 4
Skills 4
Product 4
Task 4
Process 4
Reflection 4
Mechanics 4

Subtotal Part 2

28
(Multiply by 2) (56)
Subtotal Part 1 (44)
Total 100

8. TEACHER REFLECTION
I have been using this final assessment for over one year. Since I teach semester courses rather than a full year course I am able to use this at least twice a year. I also use the general procedure in several other classes (Child Development, Human Development, and Food and the Life Cycle) adapting it to the particular curriculum. Each time I use it I refine the process a little more. Consequently the final products are of higher quality.

I have limited the number of graphic organizers. The first time I presented the project to a class I gave the students all the sheets – it was overwhelming to the students. I have included a copy of all the graphic organizers in the teacher packet, but only those I use in the student packet.

I teach several mini lessons throughout the semester using different aspects of the final project. Those sheets become references for the final assessment. Very little of the procedure is new. I find this produces a better project. For example in the parenting class we just completed a mini-unit on childbirth preparation. Each student made a pamphlet on one area of delivery and care of the newborn and post-partum are of the mother. I incorporated three of what I feel are the more important graphic organizers, in that assignment.

I find the rubric to be extremely helpful in grading the products. The expectations are clearly defined and introduced at the beginning of the assignment. I use several forms of the rubric throughout the semester so the students become very familiar with the system and grading.


PARENTING EDUCATION LEARNING EXPERIENCES SEQUENTIAL PLAN

Parenting Standard(s): Students will understand human growth and development of the child and parent.
Grade: 9-12 Discipline: Family and Consumer Sciences
Essential Question(s): How do adult choices in meeting the physical, emotional, intellectual, social, and spiritual needs of a child affect the child’s health and safety?
# of lessons: 5

Length of periods: 45 mins.


LESSON COMPONENTS DAY 1 DAY 2 DAY 3 DAY 4 DAY 5
Guiding Question(s)

· F. What are age appropriate expectations for a child’s needs and behavior in each dimension of health: physical, emotional, intellectual, social and spiritual?
· G. What are age appropriate ways for meeting a child’s healthy and safety needs in each dimension of health?

· F. What are age appropriate expectations for a child’s needs and behavior in each dimension of health: physical, emotional, intellectual, social and spiritual?
· G. What are age appropriate ways for meeting a child’s healthy and safety needs in each dimension of health?
· H. How do understanding theories of human growth and development (Maslow, Piaget, Erickson, Kohlberg) and Youth Development (Benson, Pitman, Werner) affect adult choices in relating to children?
· N. What indicators help a parent assess the effectiveness of his/her parenting skills?
· I,J,M optional for use with specific students using communication, discipline, or stressful situations as the focus of their product.

· F. What are age appropriate expectations for a child’s needs and behavior in each dimension of health: physical, emotional, intellectual, social and spiritual?
· G. What are age appropriate ways for meeting a child’s healthy and safety needs in each dimension of health?
· I,J,M optional for use with specific students using communication, discipline, or stressful situations as the focus of their product.

· N. What indicators help a parent assess the effectiveness of his/her parenting skills?

· F. What are age appropriate expectations for a child’s needs and behavior in each dimension of health: physical, emotional, intellectual, social and spiritual?
· G. What are age appropriate ways for meeting a child’s healthy and safety needs in each dimension of health?
· H. How do understanding theories of human growth and development (Maslow, Piaget, Erickson, Kohlberg) and Youth Development (Benson, Pitman, Werner) affect adult choices in relating to children?
· N. What indicators help a parent assess the effectiveness of his/her parenting skills?
· I,J,M optional for use with specific students using communication, discipline, or stressful situations as the focus of their product.

Activities

· Class discussion to define: campaign, target audience, purpose of a campaign, professional presentation criteria.
·
Teacher explains Task sheet and Checklist and Possible Products handouts.
· Teacher and students discuss rubric and score sheet, edit rubric as necessary.
· Students fill in Progress Check Points and Planning Calendar.
· Small groups of 3-4 brainstorm possible themes for their group campaign using Exploring Outcomes and Products graphic organizer. May use Cloud graphic organizer in addition to required graphic organizer.

· Small groups from Monday select group campaign topic.
· Each person researches 3 sources of information on group campaign topic and records information on Data Sheets.

· Each student in small group gives overview of their Data Sheets.
· Together, small group completes Campaign Worksheet.
· Evaluating Alternatives and Making Choices may be used as a group, or individually, to further define each person’s contribution to the total group campaign.

· Each student’s topic and product must be selected and approved by teacher by end of day. Each student completes personal Goal Specification, and Deciding graphic organizers.
· Students select additional graphic organizers, that suit their learning style, to help them accomplish task.
· Students work independently with mini-conferences with teacher and/or other students as needed.

· Continue independent work.
· Students set conferencing schedule with teacher for next week. Times will be before or after school, and during school at teacher selected times. Teacher and student will use rubric to define strengths and improvements needed.
· Remind: Really rough draft due day 6 at beginning of period.
· Remind: Final product due day10 at beginning of period.
· Remind: Final exam will be administered day 10 during class.

Skills Assessed

Advocacy AD.C
.1, .3, .8
Communication CM.C
.1, .4, .8
Planning & Goal Setting PG.C
.7

Advocacy AD.C
.5, .8
Decision-Making DM.C
.2, .3, .5, .11


Advocacy AD.C
.5, .8
Decision-Making DM.C
.2, .3, .5, .11


Advocacy AD.C
.4, .5
Decision-Making DM.C
.2, .5
Planning & Goal Setting PG.C
.12

For Product:
Advocacy AD.C
.4, .5, .6, .7
During Process leading to product:
Communication CM.C
.1
Decision-Making DM.C
.2, .11, .12
Planning and Goal Setting PG.C
.1, .3, .12
Stress Management ST.C
.2, .7, .12

Learning
Standards &
Performance Indicators

FCS 2A,D
H 1A,D,2A,B,C,3B
ELA 1.1A

FCS 2A,D, 3A
H 1A,D,2A,B,C,3B
ELA 1.1A,B,D,E
CDOS 3a.1A,.2A

FCS 2A,D
H 1AD,2A,B,C,3B
CDOS 3a.2A

FCS 2A,D,3A
H 1A,D,2A,B,3B
CDOS 3a.1A,.2A,.3A

FCS 2A,D,3A
H 1A,D,2A,B,C,3B
ELA 1.1B,E, 1.2D,F
CDOS 3a.1A,.2A,.3A
SS 5.4C,E,F

Assessment Tool(s)

Class discussion

  • Teacher Observation
  • Graphic Organizers
  • Oral reflection
  • Data Sheets
  • Student Discussion
  • Teacher Observation
  • Graphic Organizers
  • Oral reflection
  • Graphic Organizers
  • Mini-conferencing
  • Written reflection
  • Conferencing
  • Rough Draft (day 6)
  • Final Product (day 10)
  • Rubric
  • Written reflection
Reflection question(s)

Students orally respond to:

  • What task do you need to do?
  • Why are you doing it?
  • So what? Why do it?
  • Star the resource you found to be most valuable for your topic.

Students respond to their group:

  • How was I most helpful to the group today?

Written response:

  • What are the strengths and weaknesses of your work so far?

Written response:

(from the scope of instruction)

A. What contradictions exist between my perception of parenthood and the realities of parenthood?

B. How ready am I for parenthood?

  • If you were asked to judge your work, what you find its strengths and weaknesses to be?
  • If you could keep working on this what would you do?

New York State Learning Standards and Performance Indicators -
Commencement Level

Family and Consumer Sciences and Health Education

 

Discipline Area
Learning Standard Performance Indicator

Family and Consumer Sciences

 


Standard 2
A Safe and Healthy Environment
A) Understand the stages of child development and apply this knowledge to activities designed to enrich the social, physical, intellectual, emotional, and spiritual development of a young child.
D) Apply basic rules of health and safety to a variety of home and community situations.
Family and Consumer Sciences


Standard 3
Resource Management

A) Analyze a wide range of factors related to managing personal resources to balance obligations to work, family and self.
Health

Standard 1
Personal Health and Fitness

A) Understand human growth and development throughout the life cycle.

D) Evaluate how the multiple influences which affect health decisions and behaviors can be altered.

Health

Standard 2
A Safe and Healthy Environment

A) Recognize hazardous conditions in the home, school, work place, and community and propose solutions to eliminate or reduce them.

B) Evaluate personal and social skills which contribute to health and safety of self and others.

C) Recognize how individual behavior affects the quality of the environment.

Health

Standard 3
Resource Management

B) Analyze how cultural beliefs influence health behaviors and the use of health products and services.


OTHER RELATED LEARNING STANDARDS AND PERFORMANCE INDICATORS:

Discipline Area: # Performance Indicator(s)

ENGLISH
LANGUAGE ARTS



.

1

.1A) Interpret and analyze complex informational texts and presentations, including technical manuals, professional journals, newspaper and broadcast editorials, electronic networks, political speeches and debates, and primary source material in their subject area courses.
.1B)Synthesize information from diverse sources and identify complexities and discrepancies in the information.
.1D) Make distinctions about the relative value and significance of specific data, facts, and ideas.
.1E) Make perceptive and well developed connections to prior knowledge.
.2D) Support interpretations and decisions about relative significance of information with explicit statement, evidence, and appropriate argument.
.2F) Use standard English skillfully, applying established rules and conventions for presenting information and making use of a wide range of grammatical constructions and vocabulary to achieve and individual style that communicates effectively.

CAREER DEVELOPMENT AND OCCUPATIONAL STUDIES

 

3a.

.1A) Use a combination of techniques to read or listen to complex information and analyze what they hear or read; convey information confidently and coherently in written or oral form; [and analyze and solve mathematical problems requiring use of multiple computational skills.]
.2A) Demonstrate the ability to organize and process information and apply skills in new ways.
.3A) Demonstrate leadership skills in setting goals, monitoring progress, and improving their performance.

SOCIAL STUDIES
5

.4C) Take, defend, evaluate positions about attitudes that facilitate thoughtful and effective participation in public affairs.
.4E) Participate in school/classroom/community activities that focus on an issue or problem.
.4F) Prepare a plan of action, define issues or problem, suggests alternative solutions or courses of action, evaluates the consequences for each alternative solution or course of action, prioritizes the solutions based on established criteria and proposes an action plan to address the issue or to resolve the problem.

Note: [ ] section indicates the exclusion of that portion of the performance indicator in the assessment.


SCOPE OF CONTENT / UNDERSTANDING

Area:
Knowledge, & Skills and Inquiry

Parenting Standard II: Human Growth and Development

 

· Students will understand human growth and development of the child and the parent.

Key idea for understanding:


· Knowledge of human growth and development and parenting skills provide guidelines for behavior and promote healthy physical, emotional , intellectual, social and spiritual child growth and development.

Skills:


Advocacy AD.C
.1 Explores the concept of advocacy as it relates to health issues.
.3 Identifies, and supports community agencies that advocate for healthy individuals, families and communities.
.4Adapts health messages to the characteristics of a particular audience.
.5 Gathers, assesses, and synthesizes evidence to support a health-enhancing position.
.6 Takes a clear health-enhancing stand for personal, family, and community issues
.7 Demonstrates the ability to persuade others in making personal, family, and community health choices.
. 8 Works cooperatively and collaboratively to advocate for the health of self, families, and communities.

Communication CM.C
.1 Employs active listening and response skills.
.4 Demonstrates strategies for overcoming communication barriers.
.8 Applies collaboration skills to address a complex health issue.

Decision-Making DM.C
.2 Recognizes personal capabilities and limitations as they relate to possible solutions.
.3 Gathers, synthesizes and evaluates available information.
.5 Analyzes perceptions of peer, family, and community normative behavior.
.11 Assumes responsibility for personal decisions.
.12 Evaluates personal decisions and makes necessary changes.

Planning and Goal Setting PG.C
.1 Assesses personal characteristics that could affect planning and goal-setting (skills).
.3 Evaluates short & long-term expectations of self and others.
.7 [Maintains] and accesses healthy-enhancing support systems at home, in school, and/or in the community.
.12 Makes a personal commitment to achieve a short-term goal.

Stress Management ST.C
.2 Analyzes the impact of physical, emotional, social, family, school, and environmental stressors on personal health.
.7 Recognizes personal capabilities and limitations.
.12 Demonstrates the ability to access school and community resources for assistance.

Essential Question from Parenting Scope of Instruction Parenting Standard II:

  • How do adult choices in meeting the physical, emotional, intellectual, social, and spiritual needs of a child affect the child’s health and safety?

Guiding Questions from Parenting Scope of Instruction Parenting Standard II:


  • F. What are age appropriate expectations for a child’s needs and behavior in each dimension of health: physical, emotional, intellectual, social and spiritual?
  • G. What are age appropriate ways for meeting a child’s healthy and safety needs in each dimension of health?
  • H. How do understanding theories of human growth and development (Maslow, Piaget, Erickson, Kohlberg) and Youth Development (Benson, Pitman, Werner) affect adult choices in relating to children?
  • N. What indicators help a parent assess the effectiveness of his/her parenting skills?
  • I,J,M optional for use with specific students using communication, discipline, or stressful situations as the focus of their product
Reflection Questions:

  • A. What contradictions exist between my perception of parenthood and the realities of parenthood?
  • B. How ready am I for parenthood?


Return to Activities and Lessons Index
 
 

© 2009 Prepare Tomorrow's Parents. All Rights Reserved.