Scope and Sequence
Cluster:
Education and Training
Course Name:
§130.143 Human Growth and Development (One Credit)
Course Description:
Human Growth and Development is an examination of human development across the lifespan with emphasis
upon research, theoretical perspectives, and common physical, cognitive, emotional, and social developmental
milestones. The course covers material that is generally taught in a postsecondary, one-semester introductory
course in developmental psychology or human development.
Course Requirements:
This course is recommended for students in Grades 10-12. Recommended prerequisite: Principles of Education
and Training. Curriculum Guide, textbooks, and Internet access are critical for enriched instructional effectiveness,
relevance, and retention.
Units of Study
Knowledge and Skills
Student Expectations
Resources
I. Historical, Theoretical, and Research Perspectives
A. Major theorists
B. Explanation of major theories
using real world examples
C. Critique of major theories
D. Use of theory to predict and
explain individual and group
behavior and guidance
techniques
E. Pedagogy vs. andragogy
(1) The student understands
historical, theoretical, and
research perspectives of human
growth and development.
(A) explain the role of theories in
understanding human development
• CDCC
• CDTIG
•
CEY
(B) describe theoretical perspectives
•
DC
that influence human development
• HPPP
throughout the lifespan
• IP
(C) summarize historical influences on • UP
modern theories of human
development
(D) compare and contrast the research
methods commonly used to study
human development
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1
D. Use of theory to predict and
explain individual and group
behavior and guidance
techniques
Units
of Study vs. andragogy
E. Pedagogy
Knowledge and Skills
Student Expectations
Resources
(E) compare and contrast pedagogy
and andragogy
II. Child Development
A. Nutritional needs before and
during pregnancy
B. Impact of nutrition on the
development of the fetus
(2) The student understands the (A) describe nutritional needs prior to
importance of prenatal care in the and during pregnancy
development of a child.
(B) analyze reasons for medical care
and good health practices prior to and
during pregnancy
C. Nutritional guidelines
(C) outline stages of prenatal
development
D. Safety and wellness
1. Childhood illnesses
2. Immunizations
3. Fitness
(D) discuss the role of genetics in
prenatal development
(E) determine environmental factors
affecting development of the fetus
• PPCC
• PPTIG
• PTC
• American Academy of Pediatrics
www.aap.org
• American Pregnancy Association
americanpregnancy.org/index.htm
• BabyCenter www.babycenter.com
• Centers for Disease Control and
Prevention www.cdc.gov
• KidsHealth
kidshealth.org/parent/firstaid_safe/
• March of Dimes
www.marchofdimes.com
• Mayo Clinic
www.mayoclinic.com/health/FirstAidInd
ex/FirstAidIndex
• Parenting www.parenting.com
• WebMD – Health and Pregnancy
www.webmd.com/baby/default.htm
• WomensHealth womenshealth.gov
• www.womenshealth.gov/pregnancy/
III. Care and Protection of Children
A. Major economic factors
(7) The student understands the (A) determine agencies and services
affecting learning and
importance of care and protection that protect the rights of children
educational practice
of children.
(B) summarize various resources
1. Explaining factors using real
focusing on children
world examples
(C) predict the impact of changing
2. Relating factors to local
demographics
and cultural diversity on
funding issues
the health and welfare of children
• CEY
• CDCC
• CDTIG
• DC
• Prevent Child Abuse America
www.preventchildabuse.org/index.shtml
• Texas Council on Family Violence
www.tcfv.org/
B. Family structures
• Texas Department of Family and
Protective Services
C. Child Abuse
www.dfps.state.tx.us/
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D. Health care and safety of
2
children
affecting learning and
importance of care and protection
educational practice
of children.
1. Explaining factors using real
world examples
2. Relating factors to local
funding issues
Units of Study
Knowledge and Skills
Student Expectations
B. Family structures
C. Child Abuse
D. Health care and safety of
children
(D) analyze forms, causes, effects,
prevention, and treatment of child
abuse
• CDCC
• CDTIG
• DC
• Prevent Child Abuse America
www.preventchildabuse.org/index.shtml
• Texas Council on Family Violence
Resources
www.tcfv.org/
• Texas Department of Family and
Protective Services
www.dfps.state.tx.us/
(E) explain the impact of appropriate
health care and safety of children
(F) discuss responsibilities of citizens,
legislation, and public policies affecting
children
IV. Newborn to Two Years
A. Physical milestones
B. Nutritional guidelines
(3) The student understands the (A) analyze the physical, emotional,
development of children ages
social, and cognitive development of
newborn through two years.
infants and toddlers
(B) analyze various developmental
theories relating to infants and toddlers
C. Safety and wellness
1. Childhood illnesses
2. Immunizations
3. Fitness
(C) discuss the influences of the family
and society on the infant and toddler
D. Child abuse and prevention
1. SIDS
2. Shaken baby syndrome
(D) summarize strategies for optimizing
the development of infants and
toddlers, including those with special
needs
E. Family structure changes
F. Brain structure
G. Major theorists
H. Explanation of major theories
using real world examples
(E) determine techniques that promote
the health and safety of infants and
toddlers
• CDCC
• CDTIG
• CEY
• DC
• PRR
• PTC
• American Academy of Pediatrics
www.aap.org
• BabyCenter www.babycenter.com
• Centers for Disease Control and
Prevention www.cdc.gov/ncbddd/child/
• KidsHealth www.kidshealth.org
• Mayo Clinic
www.mayoclinic.com/health/FirstAidInd
ex/FirstAidIndex
• MyPyramid www.mypyramid.gov
• Nutrition.gov www.nutrition.gov
• Parenting www.parenting.com
• Shaken Baby Syndrome
aboutshakenbaby.com/
• Zero to Three www.zerotothree.org
I. Critique of major theories
J. Use of theory to predict and
explain individual and group
behavior and guidance
techniques
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Others interested in use of these materials, please contact: copyrights@tea.state.tx.us
3
1. SIDS
2. Shaken baby syndrome
E. Family structure changes
F. Brain structure
Units of Study
G. Major theorists
H. Explanation of major theories
using real world examples
Knowledge and Skills
Student Expectations
(F) determine developmentally
appropriate guidance techniques for
children in the first two years of life
Prevention www.cdc.gov/ncbddd/child/
• KidsHealth www.kidshealth.org
• Mayo Clinic
www.mayoclinic.com/health/FirstAidInd
ex/FirstAidIndex
• MyPyramid www.mypyramid.gov
Resources
• Nutrition.gov www.nutrition.gov
• Parenting www.parenting.com
• Shaken Baby Syndrome
aboutshakenbaby.com/
• Zero to Three www.zerotothree.org
I. Critique of major theories
J. Use of theory to predict and
explain individual and group
behavior and guidance
techniques
V. Three to Five
A. Physical milestones
B. Nutritional guidelines
C. Safety and wellness
D. Physical fitness
E. Impact of social factors on
learning
F. Stages of emotional
development
G. Child abuse and prevention
H. Family structure changes
I. Brain structure
J. Major theorists
K. Explanation of major theories
using real world examples
(4) The student understands the (A) analyze the physical, emotional,
development of children ages
social, and cognitive development of
three through five years.
preschoolers
• CDCC
• CDTIG
• CEY
• DC
(B) analyze various developmental
• American Academy of Pediatrics
theories relating to preschoolers
www.aap.org
(C) discuss the influences of the family • BabyCenter www.babycenter.com
and society on preschoolers
• Centers for Disease Control and
Prevention
www.cdc.gov/ncbddd/child/
(D) summarize strategies for optimizing
•
KidsHealth
www.kidshealth.org
the development of preschoolers,
•
Mayo
Clinic
including those with special needs
www.mayoclinic.com/health/FirstAidInd
ex/FirstAidIndex
(E) determine techniques that promote • MyPyramid www.mypyramid.gov
the health and safety of preschoolers
• Nutrition.gov www.nutrition.gov
• Parenting www.parenting.com
• Prevent Child Abuse America
www.preventchildabuse.org/index.shtml
• Texas Council on Family Violence
www.tcfv.org/
• Texas Department of Family and
Protective Services
www.dfps.state.tx.us/
• Zero to Three www.zerotothree.org
L. Critique
This
material of
is major
© andtheories
available at no cost or at cost for use by Texas Public School Districts, TEA approved Charter Schools and Texas Regional ESCs.
Others interested in use of these materials, please contact: copyrights@tea.state.tx.us
M. Use of theory to predict and
4
explain individual and group
behavior and guidance
techniques
learning
F. Stages of emotional
development
Units
of Study
G. Child
abuse and prevention
H. Family structure changes
I. Brain structure
Knowledge and Skills
Student Expectations
(F) determine developmentally
appropriate guidance techniques for
preschoolers
J. Major theorists
K. Explanation of major theories
using real world examples
• KidsHealth www.kidshealth.org
• Mayo Clinic
www.mayoclinic.com/health/FirstAidInd
ex/FirstAidIndex
• MyPyramid www.mypyramid.gov
Resources
• Nutrition.gov www.nutrition.gov
• Parenting www.parenting.com
• Prevent Child Abuse America
www.preventchildabuse.org/index.shtml
• Texas Council on Family Violence
www.tcfv.org/
• Texas Department of Family and
Protective Services
www.dfps.state.tx.us/
• Zero to Three www.zerotothree.org
L. Critique of major theories
M. Use of theory to predict and
explain individual and group
behavior and guidance
techniques
VI. Six to Ten Years
A. Physical milestones
(5) The student understands the (A) analyze the physical, emotional,
development of children ages six social, and cognitive development of
through ten years.
children in the early to middle childhood
stage of development
• CDCC
• CDTIG
B. Nutritional guidelines
• CEY
• DC
C. Safety and wellness
• HPPP
(B) analyze various developmental
•
theories relating to children in the early IP
D. Impact of social factors on
• UP
to middle childhood stage of
learning
•
American Academy of Pediatrics
development
www.aap.org
(C) discuss the influences of the family • BabyCenter www.babycenter.com
E. Stages of emotional
and
society on children in the early to • Centers for Disease Control and
development
middle childhood stage of development Prevention www.cdc.gov/ncbddd/child/
F. Child abuse and prevention
(D) summarize strategies for optimizing • KidsHealth www.kidshealth.org
the development of children in the early • Mayo Clinic
G. Family structure changes
www.mayoclinic.com/health/FirstAidInd
to middle childhood stage of
ex/FirstAidIndex
development, including those with
H. Brain structure
• MyPyramid www.mypyramid.gov
special needs
1. Optimizing developmental
• Nutrition.gov www.nutrition.gov
stages
• Parenting www.parenting.com
2. Addressing special needs
• Prevent Child Abuse America
www.preventchildabuse.org/index.shtml
This material is © and available at no cost or at cost for use by Texas Public School Districts, TEA approved Charter
Schools and Texas Regional ESCs.
I. Major theorists
•
Texas Council on Family Violence
Others interested in use of these materials, please contact: copyrights@tea.state.tx.us
www.tcfv.org/
5
J. Explanation of major theories
• Texas Department of Family and
using real world examples
Protective Services
www.dfps.state.tx.us
F. Child abuse and prevention
G. Family structure changes
H. Brain structure
Units1.ofOptimizing
Study
developmental
stages
2. Addressing special needs
I. Major theorists
J. Explanation of major theories
using real world examples
K. Critique of major theories
Knowledge and Skills
Prevention www.cdc.gov/ncbddd/child/
• KidsHealth www.kidshealth.org
• Mayo Clinic
www.mayoclinic.com/health/FirstAidInd
ex/FirstAidIndex
• MyPyramid www.mypyramid.gov
Student Expectations
•Resources
Nutrition.gov www.nutrition.gov
(E) determine techniques that promote • Parenting www.parenting.com
the health and safety of children in the • Prevent Child Abuse America
www.preventchildabuse.org/index.shtml
early to middle childhood stage of
• Texas Council on Family Violence
development
www.tcfv.org/
(F) determine developmentally
• Texas Department of Family and
appropriate guidance techniques for
Protective Services
children in the early to middle childhood
www.dfps.state.tx.us
stage of development
L. Use of theory to predict and
explain individual and group
behavior and guidance
techniques
VII. Eleven to Nineteen Years
A. Physical development
• CDCC
• CDTIG
B. Nutritional guidelines
• CEY
• DC
C. Safety and wellness
• HPPP
(C) discuss various theoretical
1. Drugs
• IP
perspectives relevant to adolescent
2. Alcohol
• UP
growth and development
3. Fitness
• American Academy of Pediatrics
(D) discuss the influences of the family www.aap.org
D. Impact of social factors on
• Centers for Disease Control and
and society on adolescents
learning
Prevention www.cdc.gov/ncbddd/child/
• D.A.R.E.
E. Stages of emotional
www.dare.com/home/default.asp
development
• KidsHealth www.kidshealth.org
• Mayo Clinic
F. Family structure changes
www.mayoclinic.com/health/FirstAidInd
ex/FirstAidIndex
G. Brain structure
• MyPyramid www.mypyramid.gov
1. Optimizing developmental
• National Institute on Drug Abuse
stages
www.nida.nih.gov/NIDAHome.html
2. Addressing special needs
• NIDA for Teens
teens.drugabuse.gov/index.php
H. material
Major theorists
• Nutrition.gov
www.nutrition.gov
This
is © and available at no cost or at cost for use by Texas Public School Districts, TEA approved Charter
Schools and
Texas Regional ESCs.
•
Parenting
www.parenting.com
Others interested in use of these materials, please contact: copyrights@tea.state.tx.us
I. Explanation of major theories
6
using real world examples
J. Critique of major theories
(6) The student understands the (A) analyze the biological and cognitive
development of adolescents ages development of adolescents
11 through 19 years.
(B) analyze the emotional and social
development of adolescents
C. Safety and wellness
1. Drugs
2. Alcohol
3. Fitness
Units
of Study
D. Impact
of social factors on
learning
E. Stages of emotional
development
Knowledge and Skills
Student Expectations
(E) determine appropriate guidance
techniques for adolescents
F. Family structure changes
G. Brain structure
1. Optimizing developmental
stages
2. Addressing special needs
H. Major theorists
• HPPP
• IP
• UP
• American Academy of Pediatrics
www.aap.org
Resources
• Centers for Disease Control and
Prevention www.cdc.gov/ncbddd/child/
• D.A.R.E.
www.dare.com/home/default.asp
• KidsHealth www.kidshealth.org
• Mayo Clinic
www.mayoclinic.com/health/FirstAidInd
ex/FirstAidIndex
• MyPyramid www.mypyramid.gov
• National Institute on Drug Abuse
www.nida.nih.gov/NIDAHome.html
• NIDA for Teens
teens.drugabuse.gov/index.php
• Nutrition.gov www.nutrition.gov
• Parenting www.parenting.com
I. Explanation of major theories
using real world examples
J. Critique of major theories
K. Use of theory to predict and
explain individual and group
behavior and guidance
techniques
VIII. Twenty to Thirty-Nine
A. Physical and cognitive
development
(8) The student understands the (A) analyze various development
development of adults ages 20
theories relating to early adults,
through 39 years.
including biological and cognitive
development
• HPPP
• IP
• UP
B. Nutritional guidelines
• Centers for Disease Control and
Prevention
(B) analyze various development
C. Safety and wellness
www.cdc.gov/NCCDPHP/sgr/sgr.htm
theories relating to early adults,
1. Drugs
•
MyPyramid www.mypyramid.gov
including emotional, moral, and
2. Alcohol
•
National Institute on Drug Abuse
psychosocial development
3. Physical fitness
www.nida.nih.gov/NIDAHome.html
(C) discuss the influences of society
• Nutrition.gov www.nutrition.gov
and culture on early adults
D. Stages of emotional, moral,
• The President's Challenge Adult
and social development
Fitness
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Schools and Texas Regional ESCs.
www.presidentschallenge.org/home_ad
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E. Family and social relationships
ults.aspx
7
F. Societal and cultural
awareness in early adulthood
C. Safety and wellness
1. Drugs
2. Alcohol
3. Physical fitness
Units
of Study
D. Stages
of emotional, moral,
and social development
E. Family and social relationships
Knowledge and Skills
Student Expectations
(D) discuss the importance of family,
human relationships, and social
interaction for early adults
www.cdc.gov/NCCDPHP/sgr/sgr.htm
• MyPyramid www.mypyramid.gov
• National Institute on Drug Abuse
www.nida.nih.gov/NIDAHome.html
• Nutrition.gov www.nutrition.gov
Resources
• The President's Challenge Adult
Fitness
www.presidentschallenge.org/home_ad
ults.aspx
F. Societal and cultural
awareness in early adulthood
G. Major theorists
H. Explanation of major theories
using real world examples
I. Critique of major theories
J. Use of theory to predict and
explain individual and group
behavior and guidance
techniques
IX. Forty to Sixty-Five
A. Physical and cognitive
development
B. Safety and wellness
1. Nutrition
2. Physical fitness
C. Stages of emotional, moral,
and social development
D. Family and social
relationships
E. Societal and cultural
awareness in late adulthood
(9) The student understands the (A) analyze various development
development of adults ages 40
theories relating to middle adults,
through 65 years.
including biological and cognitive
development
(B) analyze various development
theories relating to middle adults,
including emotional, moral, and
psychosocial development
(C) discuss the influences of society
and culture on middle adults
• HPPP
• IP
• UP
• SOACG
• AARP www.aarp.org/
• Centers for Disease Control and
Prevention
www.cdc.gov/NCCDPHP/sgr/sgr.htm
• MyPyramid www.mypyramid.gov
• Nutrition.gov www.nutrition.gov
• The President's Challenge Adult
Fitness
www.presidentschallenge.org/home_ad
ults.aspx
This
material
is © and available at no cost or at cost for use by Texas Public School Districts, TEA approved Charter Schools and Texas Regional ESCs.
F. Major
theorists
Others interested in use of these materials, please contact: copyrights@tea.state.tx.us
8
G. Explanation of major theories
using real world examples
1. Nutrition
2. Physical fitness
C. Stages of emotional, moral,
and social development
Units
of Study
D. Family
and social
relationships
E. Societal and cultural
awareness in late adulthood
Knowledge and Skills
Student Expectations
(D) discuss the importance of family,
human relationships, and social
interaction for middle adults
• AARP www.aarp.org/
• Centers for Disease Control and
Prevention
www.cdc.gov/NCCDPHP/sgr/sgr.htm
• MyPyramid www.mypyramid.gov
• Nutrition.gov www.nutrition.gov
Resources
• The President's Challenge Adult
Fitness
www.presidentschallenge.org/home_ad
ults.aspx
F. Major theorists
G. Explanation of major theories
using real world examples
H. Critique of major theories
I. Use of theory to predict and
explain individual and group
behavior and guidance
techniques
X. Sixty-Six Plus
A. Physical and cognitive
development
B. Safety and wellness
1. Nutrition
2. Physical fitness
C. Stages of emotional, moral,
and social development
D. Family and social
relationships
E. Societal and cultural
awareness in late adulthood
(10) The student understands the (A) analyze various development
development of adults ages 66
theories relating to those within the
years and older.
stage of late adulthood, including
biological and cognitive development
• HPPP
• IP
• UP
• SOACG
• AARP www.aarp.org/
(B) analyze various development
• Centers for Disease Control and
theories relating to those within the
Prevention
stage of late adulthood, including
www.cdc.gov/NCCDPHP/sgr/sgr.htm
emotional, moral, and psychosocial
• MyPyramid www.mypyramid.gov
development
• Nutrition.gov www.nutrition.gov
•
The President's Challenge Adult
(C) discuss the influences of society
Fitness
and culture on those within the stage of
www.presidentschallenge.org/home_ad
late adulthood
ults.aspx
F. Major theorists
G. Explanation of major theories
This material is © and available at no cost or at cost for use by Texas Public School Districts, TEA approved Charter Schools and Texas Regional ESCs.
using real world examples
Others interested in use of these materials, please contact: copyrights@tea.state.tx.us
9
H. Critique of major theories
I. Use of theory to predict and
C. Stages of emotional, moral,
and social development
D. Family and social
relationships
Units of Study
Knowledge and Skills
E. Societal and cultural
awareness in late adulthood
F. Major theorists
Student Expectations
www.cdc.gov/NCCDPHP/sgr/sgr.htm
• MyPyramid www.mypyramid.gov
• Nutrition.gov www.nutrition.gov
• The President's Challenge Adult
Fitness
Resources
www.presidentschallenge.org/home_ad
ults.aspx
(D) discuss the importance of family,
human relationships, and social
interaction for those within the stage of
late adulthood
G. Explanation of major theories
using real world examples
H. Critique of major theories
I. Use of theory to predict and
explain individual and group
behavior and guidance
techniques
XI. Career Preparation
A. Synthesizing multiple sources (11) The student understands the
of information
skills necessary for career
preparation.
B. Strategies for effective human
relationship and communication
skills
(A) demonstrate skills, characteristics,
and responsibilities of leaders and
effective team members
• CC
• CCCC
• CF
• CICC
(B) demonstrate effective methods and
• CSCC
obligations for securing, maintaining,
• CSTIG
and terminating employment
• EC
C. Careers found in the
(C) practice human-relation skills
• FSW
Education and Training Cluster
(D) demonstrate effective verbal, non- • LE
• SWW
verbal, written, and electronic
D. Exploring career descriptions
•
Achieve Texas www.achievetexas.org
communication skills
• America’s Career Infonet
E. Job skills and responsibilities
www.acinet.org/acinet/
• FCCLA www.texasfccla.org
F. Work ethic
• Labor Market and Career Information
(LMCI) www.lmci.state.tx.us
G. Advancement opportunities
• National Research Center for Career
and Technical Education
H. Salary and fringe benefits
www.nccte.org
• Texas Workforce Commission
I. Impact on lifestyle
www.twc.state.tx.us
• Occupational
Outlook
This material is © and available at no cost or at cost for use by Texas Public School Districts, TEA approved Charter
Schools and
TexasHandbook
Regional ESCs.
www.bls.gov/oco
Others interested in use of these materials, please contact: copyrights@tea.state.tx.us
• U.S. Department of Labor
10
www.dol.gov
(D) demonstrate effective verbal, nonverbal, written, and electronic
communication skills
D. Exploring career descriptions
E. Job skills and responsibilities
Units
of Study
F. Work
ethic
Knowledge and Skills
Student Expectations
G. Advancement opportunities
H. Salary and fringe benefits
I. Impact on lifestyle
• SWW
• Achieve Texas www.achievetexas.org
• America’s Career Infonet
www.acinet.org/acinet/
• FCCLA www.texasfccla.org
•Resources
Labor Market and Career Information
(LMCI) www.lmci.state.tx.us
• National Research Center for Career
and Technical Education
www.nccte.org
• Texas Workforce Commission
www.twc.state.tx.us
• Occupational Outlook Handbook
www.bls.gov/oco
• U.S. Department of Labor
www.dol.gov
XII. Opportunities in Education and Training
A. Evaluation of selfassessments
B. Job opportunities
C. Occupational Outlook
Handbook
D. Personal interests survey
E. Self assessments, aptitudes,
interests, abilities
(12) The student explores
opportunities available in
education and training.
(A) assess personal interests,
aptitudes, and abilities as related to the
various stages of human growth and
development
(B) evaluate employment and
entrepreneurial opportunities and
education requirements in the
educational field of interest
(C) propose short- and long-term
education and career goals
• Achieve Texas www.achievetexas.org
• America’s Career Infonet
www.acinet.org/acinet/
• Labor Market and Career Information
(LMCI) www.lmci.state.tx.us
• National Research Center for Career
and Technical Education
www.nccte.org
• Texas Workforce Commission
www.twc.state.tx.us
• Occupational Outlook Handbook
www.bls.gov/oco
• U.S. Department of Labor
www.dol.gov
Resources: Books
CC
CCCC
CDCC
CF
CDTIG
CEY
Career Choices (text with online access), Academic Innovations, 2003
Career Connections Curriculum Caddy, CEV Multimedia, Ltd., 2004
Child Development, Curriculum Caddy, CEV Multimedia, Ltd., 2004
Careers in Focus, Goodheart-Willcox, 2003
Child Development Teacher’s Instructional Guide, Curriculum Center for FCS, 2008
Children: The Early Years, Goodheart-Willcox Company, 2006
1878787004
1569186936
1569186731
1566378826
9781590705858
This material is © and available at no cost or at cost for use by Texas Public School Districts, TEA approved Charter Schools and Texas Regional ESCs.
Others interested in use of these materials, please contact: copyrights@tea.state.tx.us
11
Units of Study
Knowledge and Skills
CICC
CSCC
CSTIG
DC
EC
FSW
HPPP
IP
LE
LMCI
PPCC
PPTIG
Career Investigations Curriculum Caddy, CEV Multimedia, Ltd., 2004
Career Studies Curriculum Caddy, CEV Multimedia, Ltd., 2004
Career Studies Teacher’s Instructional Guide, Curriculum Center for FCS, 2001
The Developing Child, Glencoe/McGraw-Hill Division, 2004
Exploring Careers, Glencoe/McGraw-Hill Division, 2004
From School to Work, Goodheart-Willcox Company, 2006
Holt Psychology: Principles in Practice, Holt McDougal, 2003
Introduction to Psychology 6/E, Holt McDougal, 2002
Learning for Earning, Goodheart-Willcox Company, 2006
Labor Market and Career Information
Preparation for Parenting Curriculum Caddy, CEV Multimedia, Ltd., 2004
Preparation for Parenting Teacher's Instructional Guide, Curriculum Center for FCS, 2001
Parenting: Rewards and Responsibilities, Glencoe/McGraw-Hill Division,
2003
PRR
PTC
SOACG
SWW
UP
Student Expectations
Parents and Their Children, Goodheart-Willcox, 2004
Services for Older Adults Curriculum Guide, Reference Book, Student
Activity Book, Curriculum Center for FCS, 2004
Succeeding In The World of Work, Glencoe/McGraw-Hill Division, 2003
Understanding Psychology, Glencoe/McGraw-Hill Division, 2003
Resources
1569186456
1569186499
0078462568
0078456444
9781590705599
0030646383
0534580262
9781590705513
1569186723
0078298334
159070116X
0078280338
0078285712
Resources: Web Sites
AARP
Achieve Texas
America’s Career Infonet
American Academy of Pediatrics
American Pregnancy Association
BabyCenter
Centers for Disease Control and Prevention
Centers for Disease Control and Prevention
Centers for Disease Control and Prevention
D.A.R.E.
FCCLA
KidsHealth
Labor Market and Career Information (LMCI)
www.aarp.org
www.achievetexas.org
www.acinet.org/acinet/
www.aap.org
http://americanpregnancy.org/index.htm
www.babycenter.com
www.cdc.gov
www.cdc.gov/NCCDPHP/sgr/sgr.htm
www.cdc.gov/ncbddd/child/
www.dare.com/home/default.asp
www.texasfccla.org
http://kidshealth.org/parent/firstaid_safe/
www.lmci.state.tx.us
This material is © and available at no cost or at cost for use by Texas Public School Districts, TEA approved Charter Schools and Texas Regional ESCs.
Others interested in use of these materials, please contact: copyrights@tea.state.tx.us
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Units of Study
Knowledge and Skills
March of Dimes
Mayo Clinic
MyPyramid
National Institute on Drug Abuse
National Research Center for Career and Technical Education
NIDA for Teens
Nutrition.gov
Occupational Outlook Handbook
Parenting
Prevent Child Abuse America
Shaken Baby Syndrome
Texas Council on Family Violence
Texas Department of Family and Protective Services
Texas Workforce Commission
The President's Challenge Adult Fitness
U.S. Department of Labor
WebMD – Health and Pregnancy
WomensHealth
WomensHealth
Zero to Three
Student Expectations
Resources
www.marchofdimes.com
www.mayoclinic.com/health/FirstAidIndex/FirstAidIndex
www.mypyramid.gov
www.nida.nih.gov/NIDAHome.html
www.nccte.org
http://teens.drugabuse.gov/index.php
www.nutrition.gov
www.bls.gov/oco
www.parenting.com
www.preventchildabuse.org/index.shtml
http://aboutshakenbaby.com/
www.tcfv.org/
www.dfps.state.tx.us/
www.twc.state.tx.us
www.presidentschallenge.org/home_adults.aspx
www.dol.gov
www.webmd.com/baby/default.htm
http://womenshealth.gov
www.womenshealth.gov/pregnancy/
www.zerotothree.org
This material is © and available at no cost or at cost for use by Texas Public School Districts, TEA approved Charter Schools and Texas Regional ESCs.
Others interested in use of these materials, please contact: copyrights@tea.state.tx.us
13