Course Profile Parenting, Grade 11, Open, Public

Unit 1: Preparation for Parenthood

Time: 32 hours

Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5

Unit Description

Students will increase their knowledge of the importance of preparing for parenthood, and they will explore the various factors that influence the parenting process. As well, students will identify the responsibilities parents have for their children. They will investigate the importance of communication in family relationships and demonstrate their understanding of effective communication techniques to use with young children. By participating in an infant simulation experience, students will demonstrate their knowledge of infant needs. Research skills required for the preparation, administration, and tabulation of a survey on parenting skills will be introduced. For the culminating activity, students will explore career opportunities as they relate to families in various stages of the family life cycle.

Strand(s) & Learning Expectations

Strand(s): Personal and Social Responsibilities, Research and Inquiry Skills

Overall Expectations: PRV.01, PRV.02, PRV.03, ISV.01. ISV.02, ISV.03.

Specific Expectations: PR1.01, PR1.02, PR1.03, PR1.04, PR2.01, PR2.02, PR2.03, PR2.04, PR3.01, PR3.02, PR3.03, PR3.04, PR3.05, PR3.06, IS1.01, IS2.01, IS2.02, IS3.04.

Unit Planning Notes

The teacher should:

· incorporate school policies on standardized writing format;

· review school policies on computer/Internet use (safety/censorship);

· book computer lab, Library/Resource Centre and guidance resources; (Activities 1, 2, 5)

· book audio-visual materials and equipment; (Activities 2, 3, 4)

· preview videos and prepare required materials; (Activities 2, 3, 4)

· book guest speaker(s); (Activity 3)

· purchase (repair) infant simulators, batteries, and supplies; (Activity 4)

· be aware of school policies regarding student distribution of surveys, safety concerns, etc.;

· be sensitive to the gender, ethno/cultural, and religious diversity within the class in the selection and preparation of resources.

Resources

Resources that pertain to the entire unit are listed below. Activity specific resources are listed with each activity. The writers have tried to offer a variety of suggested resources that could be used in the activities of this unit.

Print

Textbooks

Brisbane, Holly E., The Developing Child, Understanding Children and Parenting, 8th ed. Glencoe McGraw-Hill Publishing, 2000. ISBN 0-02-642708-7

Hildebrand, Verna. Parenting: Rewards & Responsibilities. 6th ed. Glencoe McGraw-Hill Publishing, 2000. ISBN 0-02-647385-2

Teacher/Student Resources: (see specific activities)

Children’s Literature

Teacher/Student/Children Resources: (see Activity 3)

Periodicals/Articles

Special 2000 Edition. “Your Child.” Newsweek, (Fall/Winter 2000)

Guy, Christine Fisher. “Home Safe Home: test your childproofing prowess with own quiz.” Today’s Parent, (February 2001): 74-79

Games/Kits: (see Activity 3)

Videos

Welcome to Parenting, The 1st 6 Years. Health Canada.

Websites

ABC’s of Parenting - http://www.abcparenting.com/

Canadian Living: Your Family Magazine - http://www.canadianliving.com

Canadian Parents On Line - http://www.canadianparents.com/index.htm

Chateleine Magazine - http://www.chatelaine.com

Child Development Institute - http://www.childdevelopmentinfo.com/

Dads Can - htpp://www.dadscan.org

Family Education.com: a Parenting and Education Resource -http://www.familyeducation.com/home/

Family.com - http://family.go.com/

I Am Your Child - http://iamyourchild.org

Parent HelpLine - http://www.parentsinfo.sympatico.ca/index.html

Parents Magazine - http://www.parents.com/

Parent Stages.com - http://www.parentstages.com/

The Vanier Institute of the Family - http://www.vifamily.ca

Today’s Parent - http://todaysparent.com

Activity 1: Preparing For Parenthood

Time: 9 hours

Description

Students will gain an understanding of the factors that influence a person’s decision to become a parent and the lifelong commitment involved in parenting. What individuals bring to their role as parents from their family and personal experiences will be examined. The responsibilities parents have for children will be identified, and a comparison of how parent/child roles change throughout the family life cycle will also be examined.

Strands(s) & Learning Expectations

Strands(s): Personal and Social Responsibilities and Research and Inquiry Skills

Overall Expectations

PRV.01 - demonstrate an understanding of the need for preparation to become a parent;

PRV.03 - describe the nature of and the responsibilities involved in parenting;

ISV.02 - use appropriate methods for organizing and analysing data collected.

Specific Expectations

PR1.01 - identify the factors involved in deciding whether or not to become a parent;

PR1.02 - identify what parents bring to their role from their own family background and past experiences;

PR3.01 - explain why parenting is a lifelong commitment in our society;

PR3.02 - demonstrate an understanding of factors that influence the parenting process;

PR3.03 - identify and describe the responsibilities parents have for children of different ages;

PR3.04 - summarize the lifestyle and relationship changes that parents experience when raising children;

PR3.05 - compare the changing roles of parents and children as both grow older;

IS2.02 - summarize the main points of information gathered from various reliable sources.

Prior Knowledge & Skills

· Knowledge of mind mapping as a learning strategy

· Knowledge of Jigsaw learning strategy

· Journal writing skills

· Personal reflection writing skills

· Ability to précis a resource

· Collaborative/Cooperative group skills

· Computer literacy skills

· Knowledge of Think/Pair/Share learning strategy

· Critical thinking skills

· Role playing and skit development

Planning Notes

The teacher should:

· collect supplies for poster making, magazines for cutting, chart paper, and markers (Strategy 1);

· prepare handouts: “Factors Involved in Deciding Whether or Not to Parent” and “What Parents’ Bring to Their Role From Their Background…;” (Strategy 2);

· prepare index cards identifying factors that influence the parenting process (Strategy 4);

· book computer lab where available (Strategy 5);

· collect supplies for poster/mobile materials for visual presentation (Strategy 5);

· collect resources (magazine articles, textbook information, etc.) on lifestyle and relationship changes that occur when raising children through all developmental stages. Include articles that reflect male and female nurturing styles (Strategy 6);

· develop assessment tools. (Strategies 4, 5, 7);

· be sensitive to the fact that some students may not want to discuss their personal family background and/or cannot imagine themselves ever wanting to be a parent in the future. See second option in Strategy 3. Also be aware of possible personal disclosure from students, and the possible need for guidance support.

Teaching/Learning Strategies:

1. Using a mind map, students in groups (four or five) identify and record on chart paper factors that influence the decision on whether or not to become a parent (e.g., social pressure, cultural influence, personal maturity, values, economic stability, saving a relationship, etc.). The teacher provides groups with two different coloured markers. Students use one coloured marker to identify which factors they perceive as being Reasons for Parenting and the other coloured marker to identify Reasons for Not Parenting.

2. The teacher leads class discussion on factors involved in deciding whether to become a parent by calling on each group to offer responses identified on their mind map. The teacher provides each student with a handout entitled Factors Involved in Deciding Whether or Not to Become a Parent. Students record information during class discussion from mind maps under appropriate columns: Reasons for Parenting and Reasons for Not Parenting.

3. Using a Think/Pair/Share learning strategy, students are provided with a handout with two columns: one titled What Parents Bring to Their Role from Past Experiences and the other column titled What Parents Bring to Their Role from Their Family Background. They are then asked to brainstorm five items that fit under each column. Some possibilities include: religion, traditions, vacations, etc. from family background and babysitting, coaching, etc. from past experiences. Next, they will share their ideas with a partner and add other items to their lists. The teacher leads class discussion, asking partners to share some of their ideas with the class. Students continue to add any new items to their list from the large class discussion. For homework, students select from one of the following options:

· Students record in their journals some positive things from their family background and/or personal experiences that they would like to bring to their role as a parent in the future. As well, are there any experiences that they might like to gain prior to having children to help them in their role as a parent?

· Students select five of the items discussed and support why each would have a beneficial impact on an individual who wants to work with children in the future. As well, they are to discuss any experiences that they could gain to help them in a future job working with children.

4. In groups of three or four, teacher provides students with an index card that identifies a factor that may have an influence on the parenting process (e.g., delayed parenthood, strong parenting partnerships, a love and understanding of children, personal goals, etc.). Students develop a skit and role-play the example provided on their index card. Each group leads a class discussion to identify the factor involved and describes the impact it may have on the parenting process. Note: In some cases the impact can be viewed as both positive and negative. For example, delaying the age of which a woman has her first child may help to ensure psychological maturity, completion of education, etc., but it may also interfere with the physical ability to conceive a child and/or carry a child to term.

5. Students are divided into six groups based on developmental stages of children (infants, toddlers, preschoolers, school-aged, adolescents, and young adults). Students brainstorm responsibilities parents have for children in the age group they have been assigned (e.g., meeting their needs, creating a safe environment, teaching them skills, encouraging their independence, etc.). As a group, students develop a computer-generated job description and supporting poster, mobile, or other visual representation based on the various responsibilities parents have for that age group. Students present their job description and visual representation to the class. Based on the group presentations, as a class, students compare the changing role of parents and children, as both grow older. Students write a comparison of how the roles of parents and children change, throughout the family life cycle.

6. Students remain in the same groupings as in Strategy 5 for a jigsaw activity. The teacher provides students in the expert group with a resource (articles, sections in textbook, etc) that pertains to lifestyle and relationship changes parents experience when raising children in each of the stages of the family life cycle. For example, how lifestyle and relationships change for families experiencing the ‘sandwich generation’ phenomenon. In their expert group, students précis the article and record the changes parents experience, and then they share this information with their peers in their home groups. Students record in their notes the significant changes parents experience in each of the stages involved in raising children.

7. As a final assignment for this activity, students write a two-page reflection paper discussing why parenting is a lifelong commitment in our society. As a thought motivator, students are asked to brainstorm an idea or concept that relates to each of the letters in the word PARENTING for the development of their paper. Their paper should reflect on the concepts taught in this activity, as well as any additional ideas they choose to develop.

Assessment & Evaluation of Student Achievement

Task/Product	Tool	Purpose	Category of Achievement Chart
Skit Development (Strategy 4)	Criterion Referenced Checklist	Formative	Thinking/Inquiry Communication Application
Written Comparison of Changing Roles (Strategy 5)	Criterion Referenced Marking Schemes	Summative	Knowledge/Understanding Thinking/Inquiry Communication
Reflection – “PARENTING” (life long commitment) (Strategy 7)	Anecdotal Comments	Summative	Thinking/Inquiry Communication Application

Accommodations

· Students with special needs can develop a storybook to communicate why parenting is a lifelong commitment (Strategy 4);

· Select articles for the jigsaw activity that reflect the various abilities of students (Strategy 6);

· For enrichment, students can locate current statistics on Canadian families and predict the impact these may have on the relationship and lifestyle of parents in the future (Strategy 7).

Resources

Textbooks

Brisbane, Holly E. The Developing Child, Understanding Children and Parenting, 8th ed. Glencoe McGraw-Hill Publishing, 2000. ISBN 0-02-642708-7 (Chapter 5)

Hildebrand, Verna. Parenting: Rewards & Responsibilities. Glencoe McGraw-Hill Publishing, 2000. ISBN 0-02-647385-2 (Chapter 2)

Periodicals/Articles

Papacosta, Donna. “Becoming a Family: Learning to Parent…Together.” Great Expectations Magazine, (1996): 25

Videos

Family Ties...Strengthening the Family Unit. Meridian Education Corporation. McIntyre Media Limited. 2000 #700400-61

Think Ahead. Is There A Baby In Your Future? March of Dimes

Activity 2: Researching Parenting Skills

Time: 10 hours

Description

Students gain a greater understanding of the steps involved in social science research. The development of research questions and the different methods used to gather primary data will be emphasised. This knowledge will also be applied to conduct a survey of parents with young children. Using computer applications (graphs, charts, etc.), students will prepare a class presentation to present their findings.

Strand(s) & Learning Expectations

Strand(s): Personal and Social Responsibilities and Research and Inquiry Skills

Overall Expectations

PRV.01 - demonstrate an understanding of the need for preparation to become a parent;

ISV.01 - use appropriate social science research methods in the investigation of a wide range of issues that concern parents of young children;

ISV.02 - use appropriate methods for organizing and analysing data collected;

ISV.03 - compile and present the results of their research effectively.

Specific Expectations

PR1.03 - conduct and summarize the results of a survey of parents of young children to determine the personal qualities, skills, and experience they perceive as necessary for parenting;

IS1.01 - demonstrate an understanding of social science research methods;

IS2.01 - pose appropriate research questions to frame their inquiries;

IS3.04 - effectively communicate the results of their inquiries, using a variety of methods and forms.

Prior Knowledge & Skills

· Collaborative/Cooperative group skills

· Computer literacy skills including knowledge of charting and presentation manager programs

· Some knowledge of social science research skills

Planning Notes

The teacher should:

· prepare handout with the various steps of social science research out of order (Strategy1);

· develop assessment tools (Strategies 1, 4, 7);

· develop a list of possible research topics (relating to families and children) that would relate to the different methods of collecting social science data (Strategy 3);

· prepare lessons on the development of research questions and questionnaires (Strategy 4);

· develop a sample questionnaire containing several errors commonly made in the development of questionnaires (Strategy 5);

· ensure that the diversity of parents for the survey is representative of the population within the school community (Strategy 6);

· book computer lab. Note: Alternate methods to report the results of their research may be necessary depending on the computer technology available in the school. As well, some students may need assistance with the computer programs and may benefit from the assistance of students who are familiar with the programs (Strategy 7).

Student questionnaires must be approved by teacher, department head and/or principal (depending on school policy) prior to distribution (Strategy 6).

Teaching/Learning Strategies

1. The teacher provides each student with a handout, Sorting Social Science Research Steps: From Start to Finish, outlining all the steps involved in conducting social science research, but the steps are listed out of order. Individually, students sort the steps into the logical order used to carry out research by numbering the appropriate steps in the spaces provided. The teacher leads class discussion on social science research, reviewing the appropriate order for the steps used in research.

2. As a class, students brainstorm possible ways to gather data (e.g., observation, participatory observation, personal interviews, surveys, collecting life stories, etc.).

3. Note: Students remain in groups of two or three for the remainder of the activity. The teacher provides each group with the same list of possible research topics that relate to families and children. Each group then determines the most appropriate research method(s) to use for each of the research topics provided. For example, students may choose observation to examine children’s reactions to television programs. Teacher-led class discussion as students give the supporting rationale for their group’s selection of research method(s).

4. The teacher delivers Socratic lesson on developing research questions. In their groups, students use relevant information learned in Activity 1, (e.g., T/L Strategy 3) to help them develop three possible research questions relating to: the personal qualities, skills, and experiences necessary for the parenting of young children. Group members critique their three choices and select their strongest question (to be reviewed with teacher) for this research project. Members of the group conference with teacher to review the development of research questions and the effectiveness of their choice.

5. The teacher provides Socratic lesson with class discussion on how to develop a questionnaire (title, demographic questions, etc.). The teacher distributes a copy of the sample questionnaire developed. Students critique the questionnaire for errors followed by a teacher-led class discussion of the critiqued questionnaires. In their groups, students develop a questionnaire to support their research question using the guidelines provided by teacher. Groups share their questionnaires with another group for peer editing/critiquing. Each group member is responsible for a specified number of questions to be submitted for review by the teacher.

6. Students administer the survey as per the instructions given by the teacher.

7. Once the distribution of the questionnaires is complete, each group tabulates the results of their survey and generates computer charts of the results. Students prepare a presentation using a computer-produced presentation. Groups present the results of their research to the class. Each student submits a written research report that reflects his/her individual work within the group, for assessment.

Assessment & Evaluation of Student Achievement

Task/Product	Tool	Purpose	Category of Achievement Chart
“Sorting Social Science Research Steps – From Start to Finish” (Strategy 1)	Criterion Referenced Checklist	Diagnostic	Thinking/Inquiry
Research Question (Strategy 4)	Criterion Referenced Checklist	Formative	Thinking/Inquiry Communication Application
Questionnaire Questions (Strategy 5)	Criterion Referenced Checklist	Formative	Thinking/Inquiry Communication Application
Written Research Report (using graphics) (Strategy 7)	Rubric	Summative	Thinking/Inquiry Communication Application

Accommodations

· Students with special needs could record the results of a survey on an audiotape or interview a couple on videotape (Strategy 7);

· For enrichment, students can locate current research/studies that relate to skills and qualities for effective parenting and compare the results with their findings trying to account for any discrepancies (Strategy 7).

Resources

Print

Teacher/Student Resources

Gibaldi, Joseph. MLA Handbook for Writers of Research Papers, 4th ed. New York: The Modern Language Association of America, 1995. ISBN 0-87352-565-5

Hacker, Diana. A Canadian Writer’s Reference. Scarborough: Nelson Canada, 1999.
ISBN 0-17-603515-X

Websites

Child Care Resources and Research - http://www.childcarecanada.org/research/research.html

Youth Resource Network of Canada - http://www.youth.gc.ca

Activity 3: How to Listen and Talk to Children

Time: 7 hours

Description

In this activity students gain a greater understanding of communication skills. Focusing on age appropriate communication techniques, students will examine positive ways to interact with young children both verbally and non-verbally. Students will then be able to explore how communication influences parent-child relationships.

Strand(s) & Learning Expectations

Strand(s): Personal and Social Responsibilities

Overall Expectations

PRV.02 - demonstrate an understanding of the responsibility parents have for ensuring quality communication in their family

Specific Expectations

PR2.01 - explain how communication influences parent-child relationships;

PR2.02 - demonstrate an understanding of age-appropriate communication practices;

PR2.03 - identify elements of and skills involved in communication;

PR2.04 - demonstrate an understanding of positive verbal and non-verbal interactions with young; children, based on their own interactions with children in real-life settings.

Prior Knowledge & Skills

· Some knowledge of communication techniques

· Collaborative/Cooperative group skills

· Journal writing skills

Planning Notes

The teacher should:

· design cartoons for overhead presentation or cut pictures from magazines that demonstrate communication techniques (Strategy 1);

· obtain children’s storybooks (Strategy 3);

· prepare overhead for lesson on Elements and Skills Involved in Communication (Strategy 4);

· prepare scenarios containing ineffective communication patterns (Strategy 5);

· prepare assessment tools (Strategies 5, 7, 9);

· invite guest speaker. Several suggestions have been included to provide options for the teacher (e.g., an elementary school teacher on parental leave may be available) (Strategy 6);

· develop worksheets: Effective Ways to Communicate With Young Children and How I Communicate With Young Children (Strategies 7, 8).

Resources should be selected to represent the diverse nature of family structures and backgrounds that exist in families. As well, resources should be gender balanced. (Strategy 1)

Teaching/Learning Strategies

1. The teacher displays overhead of prepared cartoons that demonstrate some aspects of communication in families. Alternately, teachers can cut and mount pictures from magazines, or have students design cartoons. As a class, students identify the aspects of communication they see evident in the cartoons/pictures (e.g., laughing, talking, hugging, facial expressions, etc.). The teacher records class responses on the board. Students take notes.

2. The teacher leads class discussion regarding the definition of verbal and non-verbal communication. Students categorize the aspects of communication identified from the cartoons as either verbal or nonverbal forms of communication. Students record definitions in their notebooks providing some examples as identified in the cartoons/pictures.

3. As an introduction to communication skills and effective ways to communicate with infants/children, teacher reads to the class from a variety of children’s books that communicate a strong message of love and/or unconditional love (e.g., Love You Forever, Guess How Much I Love You, If I Were a Moose, and/or Mamma, Do You Love Me?). Teacher leads class discussion on one of the most important messages parents can communicate: unconditional love. Note: The teacher may also invite a person who regularly participates in children’s storytelling to describe effective techniques for reading books to children, the importance of books as a way to communicate messages to children, etc.

4. The teacher provides Socratic lesson with the use of overheads on the: elements of and skills involved in communication (e.g., tone, environment, active listening, using “I” messages, sending clear messages, encouragement, communicating unconditional love, etc.). Students record notes from the overhead. Videos may be incorporated to reinforce the communication concepts.

5. In groups of two or three, students are provided with a scenario that relates to families with children. Students read the scenario provided, identify ineffective communication patterns, and make improvements/suggestions for the communication pattern presented. They should base their responses on the information learned in Strategy 3. Each group reports to the class. Each student submits a written report on the scenario provided, which includes the problem and the improvements/suggestions recommended for the communication pattern that was presented.

6. The teacher invites a guest speaker (e.g., daycare worker, nursery school teacher, primary school teacher, elementary guidance counsellor, elementary consultant, elementary administrator, or a teacher in the school who is a parent, etc.) to discuss appropriate communication techniques (e.g., Patti-cake, rhyming, talking in “Parentese,” etc.) to use with infants/children of various ages.

7. Based on Strategy 6, students are provided with a quiz titled Effective Ways to Communicate With Infants and Young Children. Students complete the quiz by matching the communication technique with the appropriate age groups provided.

8. Each student is provided with a worksheet titled How I Communicate With Young Children. In the space provided on the worksheet, students describe six to ten examples of positive verbal and non-verbal interactions they have had with children in their lives to date.

9. As a class, students share some examples from their worksheets in Strategy 8. For homework, students write a reflection in their journal based on the content covered in this activity. The focus of the reflection should be on the influence of communication on parent-child relationships. The reflections may also include communication techniques students would like to use when communicating with young children in the future (e.g., which communication techniques they may like to use with children during the practical components of this course; or with siblings, extended family, neighbourhood children, etc.). Students may also wish to comment on the communication techniques they feel they are presently using well, and the techniques they could improve upon in their everyday relationships with children (e.g., greater usage of “I” messages).

Assessment & Evaluation of Student Achievement

Task/Product	Tool	Purpose	Category of Achievement Chart
Written Report Communication Scenario (Strategy 5)	Rubric	Summative	Thinking/Inquiry Communication Application
Quiz – Effective Ways to Communicate With Young Children (Strategy 7)	Quiz	Formative	Knowledge/Understanding
Reflection – Influences of Communication on Parent-Child Relationships (Strategy 9)	Anecdotal Comments	Summative	Thinking/Inquiry Communication Application

Accommodations

· Special needs students’ work with a partner to complete worksheet Effective Ways to Communicate With Young Children.

· For student enrichment, students produce a communication game that includes general communication techniques and techniques for effectively communicating with infants and young children.

Resources

Textbooks

Brisbane, Holly E. The Developing Child, Understanding Children and Parenting, 8th ed. Glencoe McGraw-Hill Publishing, 2000. ISBN 0-02-642708-7 (Chapters 3 and 10)

Hildebrand, Verna. Parenting: Rewards & Responsibilities. Glencoe McGraw-Hill Publishing, 2000. ISBN 0-02-647385-2 (Chapter 22)

Teacher/Student Resource

Schmidt, Fran and Alice Friedman. Creative Conflict Solving for Kids. Miami: Grace Contrino Abrams Peace Education Foundation Inc., 1985. ISBN 1-878227-00-9

Children’s Literature

Teachers/Students/Children Resources

(for a more complete bibliographic annotation see the Course Overview Resources)

Aliki. Communication. New York: Mulberry Books, 1999. ISBN 0-86653-857-7

Joose, Barbara M. Mama, Do You Love Me? Vancover: Raincoast Books, 1991.
ISBN 0-87701-759-X

Kleinen, Patrick. If I Were A Moose. Martinez, California: Discovery Toys, Inc., 1995.
ISBN 0-9399790-04

McBratney, Sam. Guess How Much I Love You. Cambridge, Massachusetts: Candlewick Press, 1994.
ISBN 1-56402-473-3

Munsch, Robert. Love You Forever. Willowdale, Ontario: Firefly Books Ltd., 1986.
ISBN 0-920668-37-2

Games/Kits

Putting Words to Work: Communication Skills Game. Sunburst. #2814-QG

Periodicals/Articles

Balla, Marion. “Communication: The Road to Connection in Families.” Transition Magazine, Vol. 28. No.2, (June 1998)

Videos

Body Language: An Introduction to Non-Verbal Communication. Learning Seed. McIntyre Media. 1994. #200037-61Z1

Children Learning Language. Learning Seed. McIntyre Media Limited, 1997. #200081-61Z1

Communicating with Preschoolers. Meridian Education Corporation. McIntyre Media, 1996.
#700227-61N0

Communication: The Person to Person Skill. Sunburst. #2267-QG

Gender and Communication. Learning Seed. McIntyre Media Limited. 1994. #200036-61Z1

Reading People: The Unwritten Language of the Body. Learning Seed. McIntyre Media Limited. 1997
# 200091-61Z1

Valuing Diversity: Multicultural Communication. Learning Seed. McIntyre Media Limited. 1997 #200051-61Z1

Appendices

Appendix A – Rubric for Report on Communication Scenario (Strategy 5)

Activity 4: Caring For Infants: Meeting Their Needs

Time: 2 hours

Description

In this activity, students will be introduced to an infant simulation activity. Through the participation in this type of hands-on exercise, students will gain a greater understanding of the responsibilities involved in caring for an infant. Several simulation options that exist include: an electronic infant simulator, flour baby, egg baby, plant baby, and toy dolls.

Strand(s) & Learning Expectations

Strand(s): Personal and Social Responsibilities

Overall Expectations

PRV.01 - demonstrate an understanding of the need for preparation to become a parent;

PRV.03 - describe the nature of and the responsibilities involved in parenting.

Specific Expectations

PR1.04 - demonstrate an understanding of an infant’s needs and schedules by participating in a baby-simulation experience;

PR3.03 - identify and describe the responsibilities parents have for children of different ages.

Prior Knowledge & Skills:

· Information learned in Activities 1, 2, and 3 (e.g., readiness for parenthood, becoming parents, responsibilities of parenthood, safety/meeting needs of infants, etc.).

Planning Notes

The teacher should:

· review operating instructions for safety, as well as for the care and maintenance of the electronic infant simulator (if using);

· cover the safety issues for using the electronic infant simulator; it is essential that students have this knowledge. Examples include: safe use of the ID wristband (include discussion on workplace hazards), responding to the electronic infant simulator if the student is driving, etc. (if using);

· check for proper functioning of the electronic infant simulator, ensure an adequate supply of batteries, and that necessary supplies are on hand, (e.g., diaper bags, infant carriers, clothes, etc.) if using an electronic infant simulator (Strategy 2);

· ensure the batteries are disposed of in an environmentally responsible way if using electronic infant simulators;

· prepare handouts for infant simulation project. Note: If using an electronic infant simulator, several sample handouts are available from companies that distribute the electronic infant simulators (Strategies 3, 5);

· determine the number of days students will carry the electronic infant simulators, how they will be distributed, what programs will be used with the electronic infant simulators (depending on the generation of the electronic infant simulator);

· advise staff that the parenting students will be involved in an electronic infant simulation project. Advise staff of the particulars of the simulation via a memo or staff meeting. If staff involvement is necessary, give details;

· if students are using manipulatives other than electronic infant simulators, ensure that appropriate safety, staff, and procedural issues are also addressed;

· prepare assessment tools. Note: Assessment tools implemented are dependent upon the worksheets and handouts utilized for this activity (Strategies 4, 6);

· be aware that several options exist to offer an infant simulation experience for students. For example, electronic infant simulators, egg babies, flour babies, plant babies, or toy dolls may be used. Teacher may choose to select a combination of those listed to meet the needs of their students;

· be aware that the intent of this activity is to offer some general suggestions/options for an infant simulation experience; however, several adaptations may be necessary depending on the resources available, number of students, etc.;

· That this activity can extend over several weeks/months depending on the distribution of electronic infant simulators to students;

· be aware that for students who are unable to participate in an electronic infant simulation, caring for a child/infant for a specified period may be an option. As well, other suggestions may include volunteering at a daycare, in a playschool if available, or at an elementary school (kindergarten).

Teaching/Learning Strategies

1. As an introduction to the infant simulation experience, the teacher leads class discussion with questions:

· What is the purpose of flight simulation training for pilots?

· What is the purpose of space walking or shuttle simulations for astronauts?

· Why may medical training include the use of computer simulations for some specialities?

· What is the purpose of an infant simulation for this class?

2. The teacher introduces the infant simulation that will be used for this activity. The teacher provides demonstration of electronic infant simulator (if using). There are also videos available with the purchase of some electronic infant simulators for both teacher and student viewing.

3. The teacher provides students with an overview of the requirements for the infant simulation activity including the distribution of handouts. Some possibilities include: birth certificate, consent form for parents/guardians, student responsibility form, forms to record care of infant, etc.

4. The teachers may also choose to test the students on the use of the electronic infant simulator prior to allowing them to participate. Sample tests are included in the resource binder available with the purchase of some electronic infant simulators.

5. Other suggestions for this activity include: photographs of baby, birth announcement, and a baby book (scrapbook, journal, or diary) that includes the care provided, personal feelings during the experience, reactions from others, etc.

6. After participating in the infant simulation activity, students submit the specified handouts and/or worksheets (see Strategies 3, and 5), as well as a response to questions:

· How realistic was the simulation?

· What were the benefits and limitations?

· How are real infants different?

· How has this simulation provided you with a different perspective on infants? Or parenting?

· How did this simulation affect you personally? For example, your energy level, sleep patterns, personal time, lifestyle, etc?

· Did this simulation give you a good perspective on the lifestyle changes involved in caring for an infant?

· Has this simulation helped you make any decisions about parenting? Explain.

Assessment & Evaluation of Student Achievement

Task/Product	Tool	Purpose	Category of Achievement Chart
Infant Simulation Activities – Completed Worksheets, Reflections, etc. (Strategy 6)	Criterion Referenced Checklist and Criterion Referenced Marking Scheme	Summative	Knowledge/Understanding Communication Application

Accommodations

· Special needs students can watch a video on infant/child care and record a specified number of examples of care that was performed for the children. Alternately, they could record examples of care they did not realize infants/children required;

· For student enrichment, students can further research topics applicable to caring for infants. For example, SIDS, infant nutrition, infant health/medical care, etc.

Resources

Website

Baby Think It Over Inc. - http://www.btio.com

Videos

Childproof: Home Safety Checklist. McGraw-Hill Ryerson. #0-02-037798-5

Early Child Care and Education. Magna Systems, Inc., 1992. #13

First Days Home. “Keeping your Baby Healthy and Happy.” Illinois: The Learning Seed, 1997.

Infancy Series (4 videos). Magna Systems, Inc., 1991. #09,10,11,12

Infants Crying – The First 6 Months. Health View Library IDA Pharmacy, 1996.

Kids and Food. The Learning Seed. McIntyre Media, 1997. #200101-61N0

Observation. Magna Systems, Inc., 1993. #03

Safe Seating in the Kid Zone. Ottawa: Transport Canada, 1999.

Sudden Infant Death Syndrome: An Update. Meridian Education Corporation. McIntyre Media, 1998. #700335-61N0

Activity 5: Careers Related to Families in Society

Time: 4 hours

Description

Through the use of computer career programs, Internet searches, Library/Resource Centre and guidance resource centres, students research possible career opportunities relating to families in all stages of life. As a culminating activity, students are provided with the opportunity to reflect on the content of this unit to explore “parenting” as a career.

Strand(s) & Learning Expectations

Strand(s): Personal and Social Responsibilities and Research and Inquiry Skills

Overall Expectations

PRV.03 - describe the nature of and the responsibilities involved in parenting;

ISV.03 - compile and present the results of their research effectively.

Specific Expectations

PR3.03 - identify and describe the responsibilities parents have for children of different ages;

PR3.06 - identify and describe career opportunities related to families at all stages of the life cycle;

IS3.04 - effectively communicate the results of their inquiries, using a variety of methods and forms.

Prior Knowledge & Skills

· Collaborative/Cooperative group skills

· Developmental stages of children (Activity 1)

· Library research skills

· Computer literacy skills

Planning Notes

The teacher should:

· produce a list of information for students to research on careers (e.g., job title, job description, education required, post secondary institutions offering the program, recommended/required courses, or experience, personal skills, etc.). A search on the Internet web sites provided can help generate ideas to develop this list (Strategy 2);

· book computer lab, guidance (career centre) and/or Library/Resource Centres (Strategy 3);

· assemble binder for student generated fact sheets (Strategy 4);

· ensure groups do not research the same careers (Strategy 4);

· prepare assessment tools (Strategies 4, and 5);

· be sensitive to and provide options for students who say “they will never have children in the future” with respect to Strategy 5;

· be aware that for those students participating in the enrichment activity (research survey), they should review the school/department policies on preparing and implementing a research survey;

· be aware that Strategy 5 can serve as a culminating task for the unit as it encompasses content from all activities (e.g., research project on the personal qualities, skills, and experience perceived as necessary for parenting [Activity 2, Strategy 7]).

Teaching/Learning Strategies

1. Students are divided into groups of two or three. Each group is assigned a stage of the family life cycle (infants, toddlers, preschoolers, school aged, adolescents, young adults, midlife, and seniors). Students brainstorm possible careers related to the stage they have been provided. Then each group decides on the two or three careers they would like to research.

2. The teacher provides groups with a list of information to research for the careers they have chosen.

3. Students research careers in their guidance (career centre), Library/Resource Centre, or computer lab.

4. Groups produce computer-generated fact sheets indicating information on the careers researched by their group. Groups, present information to the class. Each individual is responsible for one career fact sheet to be submitted. All fact sheets will be assembled in a binder entitled “Career Planning Resource Binder” and will remain in the classroom to serve as a reference for students.
Note: Students who wish to use the binder for personal career planning should view it as a reference only and check all information for accuracy and updates.

5. Some people feel that one of the most important jobs in their life is that of a parent or caregiver. As a culminating task, individually, students are to write a letter to their future child/children describing their future “job” or “career” as a parent. Note: For those students who do not see themselves as being parents in the future, their letter to a child could focus on the knowledge and skills required to deal with children in various capacities (e.g., coach, aunt/uncle, volunteer [Big Brother, Girl Guides], etc.), or the relevance of children in their future career (e.g., doctor, social worker, etc). Students should reflect on the key learnings in this unit to develop their letter (e.g., Activity 1. Strategy 4, Activity 3, Strategies 3, and 6, etc).

Assessment & Evaluation of Student Achievement

Task/Product	Tool	Purpose	Category of Achievement Chart
Career Fact Sheet (Strategy 4)	Criterion Referenced Checklist	Summative	Knowledge/Understanding Thinking/Inquiry Communication
Letter to Your Future Child (Strategy 5)	Rubric	Summative	Knowledge/Understanding Communication Application

Accommodations

· Special needs students use career profiles highlighted from the textbook for their research.

· Special needs students interview a guidance counsellor in the school.

· Adjust the requirements of the career fact sheet for special needs students.

· For enrichment, students interview a professional to determine a typical day/week for that individual.

· For enrichment, students research current demographics on families and predict how the demand for the career they researched might or might not change in the future and why.

Resources

Teacher/Student Resource

Plue, Leo, Warren Pulmer, and Cheryl Karakokkinos, Careers Today and Tomorrow. Toronto: Irwin Publishing, 2000. #0-7725-2852-7

Websites

Teacher Resources

Association of Colleges and Universities of Canada -
http://www.aucc.ca/english/dcu/universities/search.html

Canada Work Info Net - http:// www.workinfonet.ca

CanLearn Interactive- http://www.canlearn.ca/

Career Cruising - http://www.careercruising.com
(available on CD-ROM or Internet for those with a paid site licence)

Globe Careers.Com - http:// www.globecareers.com

Mazemaster - http://www.mazemaster.on.ca

Ministry of Education > Career Gateway - http:// www.edu.gov.on.ca/eng/career/

Schoolfinder.com- http://www.schoolfinder.com

The Canadian Careers Page - http://www.canadiancareers.com

Top 100 Websites for employment and Learning -
http://www.utoronto.ca/innis/money-matter/100sites.htm

Welcome to Job Futures - http://www.hrdc-drhc.gc.ca/jobfutures

Youth Resource Network of Canada - http:// www.youth.gc.ca

Videos

Exploring Careers: What’s Right for You? Sunburst. #2650-QG

Your Career Search: Talking the First Step. Sunburst. #4167-QG

Appendices

Appendix B – Rubric for Culminating Activity – A Letter to a Child (Strategy 5)

Teachers may wish to adapt the rubric for A Letter to a Child, to reflect specific content covered in the unit.

Appendix A

Rubric for Report on Communication Scenario (Activity 3, Strategy 5)

Criteria	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Knowledge/Understanding - Identifies ineffective communication patterns in scenario (e.g., lack of eye contact, closed communication, not using “I” messages, etc.)	- identifies ineffective communication patterns with limited effectiveness	- identifies ineffective communication patterns with some effectiveness	- identifies ineffective communication patterns with considerable effectiveness	- identifies ineffective communication pattern with a high degree of effectiveness
Thinking/Inquiry - Uses critical and creative thinking skills to analyse and solve the scenario (e.g., using problem solving skills)	- uses critical and creative thinking skills with limited effectiveness	- uses critical and creative thinking skills with some effectiveness	- uses critical and creative thinking skills with considerable effectiveness	- uses critical and creative thinking skills with a high degree of effectiveness
Communication -Writes report with clarity (e.g., states the problem, gives the rationale, provides a solution for the ineffective communication pattern) - Uses appropriate language conventions accurately (e.g., spelling, grammar, punctuation)	- writes report with limited clarity - uses language conventions with limited accuracy	- writes report with some clarity - uses language conventions with some accuracy	- writes report with considerable clarity - uses language conventions with considerable accuracy	- writes report with a high degree of clarity - uses language conventions with a high degree of accuracy
Application - Makes connections between positive communication content in the activity and how to solve ineffective communication patterns in scenario	- applies content with limited effectiveness	- applies content with some effectiveness	- applies content with considerable effectiveness	- applies content with a high degree of effectiveness

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Teacher’s Comments/Next Steps:

Level: _________

APPENDIX B

Rubric for Culminating Activity: A Letter to a Child (Activity 5 – Strategy 5)

Criteria	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Knowledge/ Understanding - Demonstrates knowledge learned in unit pertaining to roles of parents or child caregivers e.g., positive experiences, effective parenting skills, changes occurring through the family life cycle, etc.)	- demonstrates limited knowledge pertaining to roles of parents or child caregivers	- demonstrates some knowledge pertaining to roles of parents or child caregivers	- demonstrates considerable knowledge pertaining to roles of parents or child caregivers	- demonstrates extensive knowledge pertaining to roles of parents or child caregivers
Thinking/Inquiry - Uses creative thinking skills to develop letter for a child (e.g., decision making skills)	- uses creative thinking skills with limited effectiveness	- uses creative thinking skills with some effectiveness	- uses creative thinking skills with considerable effectiveness	- uses creative thinking skills thoroughly with a high degree of effectiveness
Communication - Communicates information and ideas with clarity (e.g., identifies who, what, when, and why) - Communicates with a sense of audience and purpose (audience if for a child) - Uses appropriate language conventions accurately (e.g., spelling, grammar, and punctuation)	- communicates information and ideas with limited clarity - letter communicates with a limited sense of audience and purpose - uses language conventions with limited accuracy	- communicates information and ideas with some clarity - letter communicates with some sense of audience and purpose - uses language conventions with some accuracy	- communicates information and ideas with considerable clarity - letter communicates with considerable sense of audience and purpose - uses language conventions with considerable accuracy	- communicates information with a high degree of clarity - letter communicates with a high degree of a sense of audience and purpose - uses language conventions with a high degree of accuracy
Application - Transfers unit knowledge of parenting or child care giving roles to support their future parenting or care giving roles (e.g., using affective communication, guiding a child’s independence and responsibility, etc.)	- applies unit knowledge to support future roles with limited effectiveness	- applies unit knowledge to support future roles with some effectiveness	- applies unit knowledge to support future roles with considerable effectiveness	- applies unit knowledge to support future roles with a high degree effectiveness

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Teacher’s Comments/Next Steps:

Level: _________________

Course Overview | Course Profiles Main Menu