Child Development 2_Plan & Materials_Unit 10_Interest Centers
Unit 10: Interest Centers
Child Development 2 Curriculum
Page
Contents
2
Unit bubble map
3
Benchmarks
4
Products plan
5
Daily schedule
6-7
Teacher notes
8
Materials
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Child Development 2_Plan & Materials_Unit 10_Interest Centers
Child Development 2
Unit 10: Interest Centers
Activity Product 2
* Notes on ELTM
lecture
Activity Product 3
* CDA reading
worksheet
*
Activity Product 1
* Volunteer
assignment
Activity Product 1
* Verbal responses
to quotes about
play and learning
Section Product 1
* Interest Center shopping
list and price comparison
Final Product:
* Floor plan for a child
care program, with
completed evaluation
rubric
Activity Product 2
* 10-point rubric
for evaluation of
child care floor
plan
Section Product 2
* Evaluation of sample
floor plan for toddler
room
Activity Product 4
Activity Product 3
* Classroom
expectations selfevaluation
Activity Product 4
* Document
organizing selfevaluation
Activity Product 5
*
Activity Product 6
*
Elizabeth Andress_St. Paul ABE_10/21/11
Activity Product 6
*
Activity Product 5
* CASAS/TABE online practice
exercises
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Child Development 2_Plan & Materials_Unit 10_Interest Centers
Unit Benchmarks
Final Unit Product (Description): Floor plan for a child care program, with completed evaluation rubric
Section Product:
Reading
Study skills
 Learners will
produce…
 Interest Center
 Read select
shopping list and price quotes for
comparison
comprehension –
direct and
inferred meaning
 Notate provided
lecture notes to
mark key ideas,
additional info,
own thoughts
 Evaluation of sample  Self-evaluate on
floor plan for toddler
classroom
room
expectations
 Organize
documents for
effective use in
class and at home
Elizabeth Andress_St. Paul ABE_10/21/11
Writing
Grammar
Speaking
Listening
Critical thinking
Technology
 Write short phrases  Express opinions
 Describe
 Shop on-line for
for Do/Don’t
about select quotes
connections
select items
guidelines
between play and
 Enter price info
learning
into a spreadsheet,
 Use imperative for
writing guidelines
use “sum”
 Compare vendor
pricing
function to
 Recommend vendor calculate total
(optional)
based on price,
other criteria
 Write evaluation
 Ask open-ended
criteria
questions
 Form wh- questions  Summarize
responses in notes
 Design floor plan
 Use on-line
based on established practice exercises
criteria
to prepare for
CASAS/TABE
 Evaluate others’
tests
floor plans per
criteria with rubric
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Child Development 2_Plan & Materials_Unit 10_Interest Centers
Products Plan
Section Product 1 (S1)
Description: Interest Center
shopping list and price
comparison
Materials
 ELTM Module 3, Lesson 4,
pp. 123-132
 CDA pp. 162-186
 CDA reading worksheet
Materials: Shopping list chart
Section Product 2 (S2)
Description: Evaluation of
sample floor plan for toddler
room
Materials:
Sample floor plan (ELTM p.
126)
Typed evaluation rubric (from
S2-A2)
Final Product (FP)
Floor plan for a child care
program, with completed
evaluation rubric
Materials
Activity Product 1 (S1-A1) Activity Product 2 (S1-A2) Activity Product 3 (S1-A3)
Verbal responses to
quotes about play and
learning
Notes on ELTM lecture
CDA reading worksheet
Activity Product 4 (S1-A4) Activity Product 5 (S1-A5) Activity Product 6 (S1-A6)
Activity Product 1 (S2-A1) Activity Product 2 (S2-A2) Activity Product 3 (S2-A3)
 Volunteer assignment sheet Volunteer assignment –
10-point rubric for
Classroom expectations
 Evaluation rubric form
observation, interaction, evaluation of child care
self-evaluation
 Classroom expectations rubric reflection
floor plan
 Document organizing rubric
Activity Product 4 (S2-A4) Activity Product 5 (S2-A5) Activity Product 6 (S2-A6)
 Student computers
Document organizing
CASAS/TABE on-line
 CASAS/TABE practice
self-evaluation
practice exercises
websites
Materials
 Grid paper x 2
 Evaluation rubric (from S2A2)
Elizabeth Andress_St. Paul ABE_10/21/11
Final Product Description
Ss will create a floor plan on grid paper for a child care setting (a home or
center) based on the principles covered in this unit. They will use the (S2-A2)
rubric to evaluate their own and classmates’ designs.
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Child Development 2_Plan & Materials_Unit 10_Interest Centers
Daily Schedule Teacher create
Day
1
Time
Activities
Homework
2
3
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Child Development 2_Plan & Materials_Unit 10_Interest Centers
Teacher Notes
S1-A1 – Use ELTM Module 3, Lesson 4 Icebreaker, pp. 123-124. Prep: Write quotes large in
marker on large paper, post around room. Guide brief discussion about meaning and opinions on
the quotes. This is a set-up for thinking about creating learning centers where children play and
learn simultaneously.
S1-A2 – ELTM lecture with slides. Give Ss a copy of pp. 127- 132 as valuable reference for rest
of unit activities. Teach how to take additional notes when provided with the lecture content in
print (how to notate key points with circles/stars/etc.; add own thoughts to what’s provided; etc.).
S1-A3 – Assign CDA reading and worksheet as homework. For question #1, demonstrate how
to use imperative verbs for do / don’t guidelines. Discuss in class next day. Use as reference in
section products and final product.
S1 – This can be an individual, pair or team exercise.
Before you begin – poll students publicly on their experience and skills in shopping online [lots of experience/easy for me – some experience/so-so for me – little/no
experience/difficult for me]. Encourage those more adept to help those who are less adept. If
most students are low-skilled, simplify the exercise to just 3-5 items.
Step 1 in regular classroom or as homework: Have Ss decide on 5-10 things they would
like to buy to enhance one interest center if they received a grant of $500 for this purpose. Fill
out the first 2 columns in the chart for these items. ELTM and CDA are helpful references for
choosing items for specific interest centers and naming the value of each in helping children
learn. (Ss may need to go on-line to come up with ideas.)
Step 2 with computers: Have Ss go to Google, search for childcare toys (and/or other
key words) to identify on-line vendors. Guide Ss through process of completing the chart and
the questions that follow. Students can work in pairs to speed up the process of looking for
prices from two different vendors.
Some options: www.schooloutfitters.com, www.discountschoolsupply.com,
www.lakeshorelearning.com, www.discoverytoys.com, www.constructiveplaythings.com,
www.toysrus.com.
Technology option – Have Ss enter data into Excel spreadsheet, use “Sum” function to
calculate total, calculate differences in price, sort items by price or alphabetically, etc.
S2-A1 – Give volunteer assignment for completion this week.
S2-A2 – Give a copy of ELTM p. 126 sample floor plan and project on board. Hand out blank
rubric. Orient Ss to understanding a floor plan. Work in pairs and then come to consensus as a
class on ten key points for evaluating a child care floor plan. Ss should draw from CDA reading
worksheet and ELTM Slide 16 (p. 132).
After class, type up and copy the consensus rubric for use in S2 and FP.
S2-A3 – Have Ss re-evaluate themselves on the Workplace and Classroom Expectations rubric.
Students use the same form they filled out earlier, reflect on their previous evaluation and fill out
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Child Development 2_Plan & Materials_Unit 10_Interest Centers
a new column. Have Ss reflect on how these expectations are / are not present in their volunteer
setting. Address any issues as necessary.
S2-A4 – Have Ss re-evaluate themselves on the Document Organization rubric. Students use the
same form they filled out earlier, reflect on their previous evaluation and fill out a new column.
Have there been challenges in keeping their materials organized over the course of ten weeks?
How could they address those now or avert them in the future? Have Ss share strategies /
methods / tools with one another. Have Ss reflect on if/how document organizing is important in
their volunteer setting. Address any issues as necessary.
S2-A5 – Orient students to on-line CASAS and TABE practice websites. Assign completion of
some exercises outside of class in preparation for upcoming testing. See
 CASAS – http://hubbs.spps.org/casas_test_practice_websites.html (path = Hubbs Center
Home > Students > Educational Web Sites > ELL Web Sites > CASAS Test Practice
Websites )
 TABE – http://www.testprepreview.com/tabe_practice.htm (path = Hubbs Center
Home > Students > Educational Web Sites > Reading-Writing Web Sites )
S2 – Use the evaluation rubric created in S2-A2 and the sample floor plan (ELTM p. 126).
Model evaluating the first two points for the full group. Have Ss continue and evaluate the floor
plan individually, then compare with a partner, then discuss as a full group.
FP – Type in criteria on the evaluation form. Copy and hand out. Copy CDA p. 165-166 grid
paper, one for sketching, the other for final version. When completed, have Ss self-evaluate their
plans using the S2-A2 rubric; then ask a classmate to evaluate their plan. They should hand in
the floor plan and evaluation form to teacher for formal assessment.
This can go in their portfolio.
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Child Development 2_Plan & Materials_Unit 10_Interest Centers
CDA Reading (S1-A3)
Unit 10: Interest Centers
Read Essentials for CDAs… pages 162-186. Think about the topic before you start. What do
you know about arranging and decorating space in a childcare setting to maximize student
learning and enjoyment? What do you want to know?
Take notes using a method that works well for you. Use the Vocabulary grid to record and learn
new words from the reading. Then answer these questions.
1. List five “Do’s” and five “Don’ts” for decorating a childcare space (see p. 169).
DO:
DON’T:
2. Which of these is a principle for effective use of space?
a. Put quiet activities and noisy near each other so children can easily move between
them as they choose.
b. Label areas and objects in English only so all children are sure to know the proper
name for things.
c. Create pathways in the interest center area to allow children to run so they can use
their large motor skills.
d. Interest centers are arranged so you can monitor children’s activity in every area.
3. From the checklists for Use of Space, Furniture & Storage, make your own list of the top
eight things you think are most important when designing a childcare environment.
1.
2.
3.
4.
5.
6.
7.
8.
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Child Development 2_Plan & Materials_Unit 10_Interest Centers
Interest Center – Shopping Activity (S1)
Instructions:
a. Imagine that you have received a $500 grant to spend on materials to enhance your
childcare setting.
b. Select one interest center you want to create or improve.
c. In the chart on the next page, list 5-10 items you would like to purchase.
d. Next to each item, note how the item is valuable for children’s learning.
e. Use the internet to find companies that sell quality toys and equipment for childcare
settings.
f. Find the items you want to buy and record notes and price from two vendors.
After you fill in the chart:
1. Look over the chart. Decide how you will spend your $500.
2. Circle the items you will buy and the best vendor and price for each, so the total is at or
below $500. My total $____________.
3. Look at the prices from the two vendors. Is one consistently less expensive than the
other? What advice do you have for classmates/colleagues about the vendors you looked
at?
4. What internet skills did you learn or improve in this activity?
5. What else did you learn through this activity?
List the vendor website URLs you used, for future reference:
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Child Development 2_Plan & Materials_Unit 10_Interest Centers
Interest Center – Shopping Activity (S1, cont’d)
Item
Value for learning
Elizabeth Andress_St. Paul ABE_10/21/11
Vendor 1
Price / notes
Vendor 2
Price / notes
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Child Development 2_Plan & Materials_Unit 10_Interest Centers
Volunteer Assignment (S2-A1)
Child Development 2
Unit 10: Interest Centers
Name ____________________________________________
Due Date ______________
1. Observation (from ELTM p. 125)
Yes
No
1. Are all electrical outlets covered?
2. Are there any easily breakable items within children’s reach?
3. Is the carpeting padded to cushion falls?
4. Is the carpeting low-pile so small objects can’t hide?
5. Are materials and furnishings nontoxic?
6. Are walkways clear and unobstructed?
7. Are there gates in front of stairwells?
8. Is the play area fenced?
9. Is there sand or grass under all outdoor climbing equipment?
10. Does all equipment meet consumer safety standards?
11. Are any poisonous or dangerous plants out of children’s reach?
12. Are all corners on furnishings or interior structures rounded and smooth?
13. Are diapering, food preparation, and feeding areas separate?
14. Do adult sinks in changing/feeding areas have both hot and cold water?
15. Are food preparation/feeding/toileting areas cleaned after each use?
16. Can pillow and cushion covers be washed?
17. Are couches or mattresses easy to clean?
18. Can the sleeping mats be fitted with washable covers?
19. Are all light bulbs covered to avoid hurting infants’ eyes?
20. Is there a regular schedule for cleaning walls, floors, and rugs?
21. Is there a regular schedule for cleaning bedding?
22. Have the furnace filters been replaced this year?
23. Do the children get fresh air every day?
24. Has any peeling paint or broken floor tiles been removed?
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Child Development 2_Plan & Materials_Unit 10_Interest Centers
2. Interaction
Talk with five children. Ask a series of open-ended questions (what, who, how, why,
etc.) about which interest areas they like most and least. Describe your interactions here:
3. Reflection
A. What should you do if you identified any health or safety concerns in the observation (#1
above) at your volunteer site? Write your ideas, then discuss with your classmates and
teacher.
B. Reflect on your interactions (#2 above). What did you learn from the children about the
interest centers that are most and least popular? What does this mean for what you would
change or keep the same in this childcare setting?
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Child Development 2_Plan & Materials_Unit 10_Interest Centers
Child Care Floor Plan – Key Criteria (S2-A2)
Review the CDA reading and the class lecture on effective arrangements for a childcare setting.
Work alone, then with a partner to decide on 5-10 criteria that should be met in a quality floor
plan arrangement. Finally, pool your ideas with classmates and agree upon ten criteria that you
will use to evaluate floor plans.
Criterion
Space is organized into interest centers
that promote specific types of activity
(CDA p. 163).
Elizabeth Andress_St. Paul ABE_10/21/11
Why it matters
Give children choice of activities and
clear expectations in each area.
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Child Development 2_Plan & Materials_Unit 10_Interest Centers
Floor Plan – Evaluation Rubric (S2)
Teacher fills in 10 criteria from S2-A2 class process.
Look at the Sample Floor Plan for a toddler room. Evaluate the floor plan on each criterion.
Then answer the questions that follow.
Yes
No
A. What are the key positives in this floor plan?
B. What problems are there with this floor plan?
C. What suggestions do you have for improving the plan?
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Child Development 2_Plan & Materials_Unit 10_Interest Centers
Floor Plan – Evaluation Rubric (FP)
Create your own floor plan for a childcare setting. It can be a home-based childcare or a
childcare center. It can be based on the design at your volunteer site, another site you’ve seen, or
on your own ideas. Sketch it out on grid paper. Then make a final version.
Evaluate your own floor plan below. Circle Yes or No for each criterion. Then ask a classmate
to evaluate your floor plan. Finally, submit your floor plan and this form for teacher evaluation.
Teacher fills in 10 criteria from S2-A2 class process.
Self
Peer
Tchr
Y/N
Y/N
Y/N
Y/N
Y/N
Y/N
Y/N
Y/N
Y/N
Y/N
Y/N
Y/N
Y/N
Y/N
Y/N
Y/N
Y/N
Y/N
Y/N
Y/N
Y/N
Y/N
Y/N
Y/N
Y/N
Y/N
Y/N
Y/N
Y/N
Y/N
SELF-EVALUATION
Key positive:
Problem:
Suggestion for improvement:
PEER (classmate) EVALUATION
Key positive:
Problem:
Suggestion for improvement:
TEACHER EVALUATION
Key positive:
Problem:
Suggestion for improvement:
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