LESSON 1

Topic: Early Childhood Education 1A

Title of Lesson: Safety, First Aid, Neglect and Abuse

Materials and Preparation (including technology)

Toilet policy quiz. Copied notes
First Aid PPT Video clips
Example of Safety layered foldable

Content Core Standards, Objectives, Indicators: State Standard 3

Students will identify and/or demonstrate how to maintain a healthy environment
for young children.

College and Career Readiness Standards, Objectives (if reading and/or writing
is required): Describe how a text presents information.

Purpose: x Mastery x Conceptual x Interpersonal x Self-expression

Objective(s): Students will summarize safety and first aid in the classroom by
creating a resource foldable.

Assessment(s): Both formative and summative. Toilet policy Quiz

Time Learning Activities (including technology) Vary according to strategy

15 Have students explain their get-to-know-you gingerbread cut out from the class
before.
10 Display Toilet policy PPT as students complete the Toilet policy note sheet.
10 min Give quiz on Toilet policy. Correct.
5 min Discuss a time when you were hurt as a child. What happened, what did it take to
get better?
10 Have student’s complete Safety notes while teacher discusses Safety PPT.
20 min Create a First-aid layered foldable with terms and definitions. Give students time
to work on the foldable. (This is a combination of Chapter 4 with verbal and visual
associations with vocabulary by creating a simple graphic organizer in Chapter 9).
10 Show the short first-aid video clips
Closure: Students will need to hand in foldable for a grade, to be returned to
students next class period. This foldable will be placed in their resource file.
Differentiation Strategies: quiz, foldable, notes, video

Reflection
 What I did well
 What I should change if I teach this lesson again
 What I did differently than planned
 What I learned
 LESSON 2
Topic: Early Childhood Education 1A
Title of Lesson: Kitchen and Food Safety

Materials and Preparation (including technology)

Left over foldable paper
Extra notes
Kitchen Equipment

Content Core Standards, Objectives, Indicators: State Standard 1:

Students will identify and/or demonstrate how to maintain a healthy environment
for young children.

College and Career Readiness Standards, Objectives (if reading and/or writing
is required): Describe how a text presents information.

Purpose: x Mastery x Conceptual Interpersonal x Self-expression

Objective(s): Students will summarize kitchen hazards and essential safety kitchen
precautions by identifying what in the kitchen can be dangerous.

Assessment(s): Both formative and summative. Discussion summative

Time Learning Activities (including technology) Vary according to strategy

10 Journal Time: Describe a time when you were allowed to help out in the kitchen.
min If you have not been able to help in the kitchen, what would you have liked to try?
Review: Toilet policy, safety, abuse, neglect and our responsibility
15 Discuss: Children who help plan and prepare meals will be more likely to eat those foods
min they helped prepare. Ask: Share some of the ways that children can help you in the
kitchen.
The point will cover kitchen involvement with children of varying ages and how to create
a positive/safe environment.
For the activity in the slide show, divide the class into groups of 3-4. Give a kitchen
30 appliance to each group. Each group will determine the hazards associated with each
min appliance. Students will record those hazards on a piece of chart paper. Groups will share
the hazards with the rest of the class. (Combine chapter 8 and 9 with a writing activity and
simple graphic organizer).
10 Groups will now develop safety precautions for each of the hazards identified. These
min precautions are now listed next to the hazards on the chart paper and shared with the
class.
10 Closure: Students will finish their safety/first aid foldables
min Tour of the child care center
Differentiation Strategies: Journal time, kitchen hazards activity, child care tour
Reflection
 What I did well:
 What I should change if I teach this lesson again:
 What I did differently than planned:
 What I learned
 LESSON 3
Topic: Early Childhood Education 1A
Title of Lesson: Kitchen Safety Continued and Getting Acquainted

Materials and Preparation (including technology)

Kitchen and food safety PPT and notes
Getting Acquainted copies

Content Core Standards, Objectives, Indicators: Objective 2: Identify current

childcare licensing standards and laws. a. Qualifications for directors and teachers.

College and Career Readiness Standards, Objectives (if reading and/or writing
is required): Describe how a text presents information.

Purpose: x Mastery x Conceptual x Interpersonal x Self-expression

Objective(s): Students will recognize the needs and operations of the child care
center by taking a tour and spending time with the children. Students will identity
safety and sanitation procedures in the kitchen.

Assessment(s): Both formative and summative. Kitchen safety quiz

Time Learning Activities (including technology) Vary according to strategy

5 min Journal Time: Tell me about your craziest babysitting experience

5 min Give quiz on kitchen and food safety.

5 min Explain the Observation assignments. (This assignment will have students writing about
their own experimental events as mentioned in Chapter 8 as they work with the children in
child care).
5 min Have Jeri come in and talk to students about the center.

Send ½ of the students to observe children playing in center or outside to start the
55 Observation assignments. The other half will stay in class to complete their kitchen notes.
min Switch groups.
Closure: Students will turn in their Observation assignments and put their notes in their
folders.
Differentiation Strategies: journal, kitchen notes, being with the child care children.

Reflection
 What I did well:
 What I should change if I teach this lesson again:
 What I did differently than planned:
 What I learned
 LESSON 4
Topic: Early Childhood Education 1A
Title of Lesson: Intro to Developmentally Appropriate Practices

Materials and Preparation (including technology)

DAP How Children Learn PPT Apples, paper apples, Styrofoam balls
Notes Knives and cutting boards
Sample ABC Cards Numbers Handout
Window Notes

Content Core Standards, Objectives, Indicators: Students will identify and/or

demonstrate Developmentally Appropriate Practices (DAP).

College and Career Readiness Standards, Objectives (if reading and/or writing
is required): Describe how a text presents information.

Purpose: x Mastery x Conceptual x Interpersonal x Self-expression

Objective(s): Students will identify what DAP’s are and how to create child care
curriculum starting with large motor skills.

Assessment(s): Both formative and summative. Make sure everyone has passed
all tests with 80% efficiency.

Time Learning Activities (including technology) Vary according to strategy

5 min Journal Time: Tell me about your favorite teacher, why are they your favorite.
10 Complete the apple activity: what can we teach children about apples? 5 senses etc. serve
min samples.
Explain and have students dig into the textbook about how that Developmentally
20 appropriate practice (or DAP) is a perspective within early childhood education whereby a
min teacher or child caregiver nurtures a child's social/emotional, physical, and cognitive
development by basing all practices and decisions on (1) theories of child development, (2)
individually identified strengths and weaknesses of each child uncovered through authentic
assessment, and (3) the child's cultural background as defined by his community, family
history, and family structure. It’s basically a theory of how to teach a child. (Students will be
using reading techniques discussed in Chapters 6-7, but will also use window notes as they read,
which is a graphic organizer similar to the others discussed in Chapter 9).
Ask, which of the previous apple activities would take into account DAP practices? Hand out
10 “Numbers” handout. Have students as quickly as they can circle the numbers in order from
min 1-50. Explain to them that now there is a trick. Show them how the numbers go in order
from top left, top right, bottom right, and bottom left, then on the back, let them try the
exercise again. Explain that it’s easier when you know how it works, just as it’s easier for
children to understand when it’s on their level.
 Discuss DAP with students from DAP/How Children Learn PPT while students complete the
20 DAP notes. Discuss how we as caregivers can make life a little easier for a child when we
min practice DAP by knowing the theories of child development which you learned in child
development, knowing of a child’s individual strengths, and understanding a child’s history
and background.
5 min Hand out an example alphabet card and explain how the card assignment is completed.
Students will be given computer time in class while certain groups will be working in the
child care center. Go through 3 examples of creating an alphabet card. (Combine chapter 8
and 9 with a writing activity and simple graphic organizer).
5 min Closure: Split the students into their groups and explain how the next few weeks will work
while completing the ABC cards or working in the Child care center.
Differentiation Strategies: apple activity, abc book, numbers hand out

Reflection
 What I did well:
 What I should change if I teach this lesson again:
 What I did differently than planned:
 What I learned