1
COLLIN COLLEGE
SYLLABUS Spring 2010
Course Number:
TECA 1318. XS1
Course Title:
Wellness of the Young Child
Course Credit Hours:
Lecture Hours: 3
Course Delivery Method:
Lecture, Lab, Student Projects, Group Discussion,
Guest Speakers, Instructional Demonstrations, Video
Tape Presentations, Checklists and Forms
Lab Hours: 1
Instructor’s Name:
Susy A Mathews
Office Hours:
By appointment. Will wait after class
Contact Information:
972-881-5945
Email:
smathews@ccccd.edu.
In case of emergencies, contact Social and Behavioral Science Division at 972-8815800.
CLASS TIMINGS:
MTWR 06.00PM-8:00PM-Room Number: I-111
Textbooks:
Martoz, L., Cross, M., and Rush, J. Health, Safety and Nutrition for the Young Child.
th
7 edition. U.S.A. Delmar. 2001.
American Heart Association. Basic Life Support Heartsaver Guide. American Heart
Association. 1997. (optional)
Collin County Child Development Lab Manual (Can be purchased from bookstore)
Minimum Standards for Child Care Centers (Bookstore or can be downloaded from
from:
http://www.dfps.state.tx.us/Documents/Child_Care/Child_Care_Standards_and_Re
gulations/Centers746.pdf
Supplies: As required by Instructor.
Course Description: A study of the factors that impact the well-being of the
young child including healthy behavior, food, nutrition, fitness, and safety
practices. Focus on local and national standards and legal implications of
relevant policies and regulations.
Lab Instructor: Glenda Strange E-mail: gstrange@ccccd.edu Phone: 972-881-5944 Mrs.
Strange is responsible for lab issues.
Class Meeting Times:
Scheduled Meeting Times
Type Time
Days Where
Class 6:00 pm F
- 9:50
pm
Date Range Schedule
Type
Spring Creek Feb 26,
Lecture
Campus I111 2010 - Mar
14, 2010
Instructors
Class 1:00 pm S
- 6:50
pm
Spring Creek Feb 26,
Campus I111 2010 - Mar
14, 2010
Lecture
(P)
Susy A.
Mathews
Class 1:00 pm U
- 6:50
pm
Spring Creek Feb 26,
Campus I111 2010 - Mar
14, 2010
Lecture
(P)
Susy A.
Mathews
Susy A.
Mathews
(P)
Course Learning Outcomes:
The student will be able to:
1. Describe the basic principles of healthy behavior that influence health promotion and
disease prevention for young children.
a. The student will describe the relationships between personal health behaviors and
individual well-being in young children
b. The student will identify indicators of mental, emotional, social and physical health
during childhood
c. The student will describe how the family influences a child’s health
d. The student will describe how physical, social, and emotional environments influence
a child’s well being
e. The student will describe factors in the local community affecting the well being of
children and families
f. Describe symptoms of common childhood health concerns and diseases,
communicability, prevention and reporting requirements as they relate to young children
g. Observe health appraisals of children in early childhood settings including child care
and public school.
h. Work cooperatively with colleagues and parents to meet individual/special healthneeds of children
This outcome meets the following NAEYC Standards: Standard 1: Promoting child
development and learning
2. Describe universal health precautions.
a. List circumstances requiring the use of universal health precautions
b. Demonstrate appropriate use of universal health precautions in early childhood settings
This outcome meets the following NAEYC Standards:
Standard 1: Promoting child development and learning
Standard 2: Building family and community relationships
Standard 4: Teaching and learning
3. Describe legal implications regarding health.
a. Identify agencies with legal or regulatory authority over children’s health issues
b. Identify city, county, state and federal health regulations which apply to early
childhood settings.
c. Identify state and local health guidelines affecting early childhood settings
This outcome meets the following NAEYC Standards:
Standard 4: Teaching and learning
Standard 5: Becoming a professional
4. Analyze environmental and personal hygiene.
a. Describe hygiene principles
b. Practice daily environmental and personal hygiene routines with young children
c. Provide young children with opportunities to learn about and apply personal health
practices
d. Practice communicable disease control functions in early childhood settings
This outcome meets the following NAEYC Standards:
Standard 1: Promoting child development and learning
Standard 4: Teaching and learning
5. Analyze principles of nutrition.
a. Describe the role of carbohydrates, proteins, fats, water, vitamins, and minerals in
children’s health
b. Describe the Food Guide Pyramid and its application to children’s needs
c. Identify criteria for developmentally appropriate feeding practices with children,
0-12 months; 2 months-2 years; 3-5 years; 6-12 years
d. Discuss nutritional needs of children including special dietary or cultural
considerations
e. Describe specific methods that are used for planning nutritious meals and snacks for
young children through elementary school
f. Describe how nutritional factors may affect children in one or more developmental
domains and the implications for the classroom teacher
g. Plan and implement nutrition education activities with children
This outcome meets the following NAEYC Standards:
Standard 1: Promoting child development and learning
Standard 3: Observing, documenting, and assessing to support young children and
families
Standard 4: Teaching and learning
6. Evaluate nutrition assessment.
a. Discuss the relationship between nutrition and children’s health and well being
b. Evaluate menu plans in early childhood settings for nutrients, inclusion of cultural
foods, use of food guide pyramid and amounts of foods needed for various ages
c. Observe and analyze meal/snack times for children ages 0-12 month; 12 months-2
years; 3-5 years; 6-12 years
d. Plan varied, nutritionally balanced diets for young children
e. Propose modifications for special dietary needs
f. Participate in meal/snack times with children ages 0-12 months; 12 months-2 years; 3-5
years; 6-12 years
g. Prepare appropriate nutrition information for families
h. Share appropriate nutrition information with families of children ages 0-12 months;12
months-2 years; 3-5 years; 6-12 years
This outcome meets the following NAEYC Standards:
Standard 1: Promoting child development and learning
Standard 3: Observing, documenting, and assessing to support young children and
families
Standard 4: Teaching and learning
7. Examine regulatory requirements for nutrition.
a. Identify city, county, state and federal nutritional regulations which apply to early
childhood settings
b. Identify state and local nutritional guidelines affecting early childhood settings
This outcome meets the following NAEYC Standards:
Standard 4: Teaching and learning
Standard 5: Becoming a professional
8. Describe the importance of physical fitness.
a. Discuss the relationship of health education and physical activity for young children
based on current literature.
b. Describe appropriate practices in developing, planning, teaching and assessing
physical activities for young children
c. Prepare appropriate physical activities (movement concepts and motor skills including
dance and rhythmic experiences, educational gymnastics, games, fine and gross motor
activities as well as individual expression) for young children ages 0-12 months; 12
months-2 years; 3-5 years; 6-12 years
d. Identify state and local physical education guidelines affecting early childhood settings
This outcome meets the following NAEYC Standards:
Standard 1: Promoting child development and learning
Standard 4: Teaching and learning
9. Describe principles of safety as they relate to young children.
a. List safety principles as they apply to children ages 0-12 months; 12 months-2 years; 35 years; 6-12 years
b. Apply safety principles when working with children
This outcome meets the following NAEYC Standards:
Standard 1: Promoting child development and learning
Standard 4: Teaching and learning
10. Evaluate regulations regarding child safety.
a. Identify organizations and agencies with safety regulations affecting safety in early
childhood settings
b. Compare safety guidelines and regulations
c. Evaluate early childhood settings for compliance with safety regulations and guidelines
d. Identify and describe reporting procedure when unsafe conditions exist
e. Apply regulations and guidelines which ensure the safety of children in care
f. Describe ethical and legal responsibilities for child safety
This outcome meets the following NAEYC Standards:
Standard 1: Promoting child development and learning
Standard 4: Teaching and learning
11. Evaluate safety procedures.
a. Explain the relationship between supervision and accident prevention
b. Demonstrate safety procedures and practices in early childhood settings including
specific situations related to various age groups. (e.g. transportation, field trips,
evacuation procedures, etc.)
c. Demonstrate appropriate use of first aid procedures in early childhood settings
d. Provide young children with opportunities to learn about and apply safety practices
e. Evaluate procedures, necessary for the safety of children of various ages and special
needs
This outcome meets the following NAEYC Standards:
Standard 1: Promoting child development and learning
Standard 4: Teaching and learning
Standard 5: Becoming a professional
12. Evaluate children’s environments for safety.
a. Describe most common causes and types of unintentional injuries to children and ways
of preventing such injuries
b. Describe ways to structure space and time to create safe, developmentally appropriate
indoor and outdoor learning environments for children, including those with special
needs
c. Evaluate indoor and outdoor early childhood environments for safety
This outcome meets the following NAEYC Standards:
Standard 1: Promoting child development and learning
Standard 3: Observing, documenting, and assessing to support young children and
families
Standard 4: Teaching and learning
13. Demonstrate skills in computation, record keeping, referrals and resources as they
apply to health, nutrition, fitness and safety practices.
a. Identify community resources for specific types of referrals related to health, nutrition,
fitness and safety
b. Complete health, nutrition, fitness and safety records/reports as required in various
early childhood settings
c. Use computation skills in menu analysis and planning
This outcome meets the following NAEYC Standards:
Standard 5: Becoming a professional
The assessments of this course meets the following NAEYC - The Supportive Skills
Supportive Skill 1: Self-assessment and self-advocacy
Supportive Skill 2: Mastering and applying foundational concepts from general education
Supportive Skill 3: Written and verbal communications skills
Supportive Skill 4: Making connections between prior knowledge/experience and new
learning
Supportive Skill 5: Identifying and using professional resources
Policies
*Paper Formats and Computer Programs* All assignments and papers must be double
spaced, in 12 point font for regular text, and with one-inch margins (unless they are
brochures or Powerpoints).
Student Expectations: Attendance/Involvement/Netiquette The key to success in
online courses is to work steadily and not wait until the last minute to become involved.
There is flexibility in this course in finishing early, but not in finishing late! Waiting and
trying to do all or most of your work the last week or two will result in a lowered or
failing grade. It is not fair to make allowances for those who wait until the end of the
semester to tell me of problems they have had.
Etiquette, Netiquette, Respect and Professional Conduct: You are in courses that
prepare you to be a teacher and a role model for children. You are therefore expected to
conduct yourself professionally. Respect is the cornerstone of working with children.
You are expected to act and dress in a professional manner when doing your service
learning. You are also expected to be polite in e-mail and discussions with your professor
and other students.
Course Withdrawal Policy: Students are responsible for officially withdrawing
themselves from the course; failure to do so will result in a performance grade of "F". As
stated in the CCCCD catalog, “a course in which a grade (including W) has been received
can be repeated only one time to replace the grade”. Last Day to Withdraw with a
grade of “W” is March 12, 2010. Repeat Policy: As stated in the CCCCD catalog, "a
course in which a grade (including W) has been received can be repeated only one time to
replace the grade". You must drop by the census date, February 1, 2010 in order for it
not to count as one of your opportunities to take the course.
Possible Changes to Syllabus or Course: This syllabus is intended to be a set of
guidelines for this course. Collin College and I reserve the right to make modifications in
content, schedule, and requirements as necessary to promote the most effective learning
possible within the prevailing conditions affecting the course. Changes will be announced
if they are to be made. Changes will only be made in an effort to improve the course and
allow students to be more successful.
ADA Statement: It is the policy of Collin County Community College to provide
reasonable accommodations for qualified individuals who are students with disabilities.
This College will adhere to all applicable federal, state and local laws, regulations and
guidelines with respect to providing reasonable accommodations as required to afford
equal educational opportunity. It is the student’s responsibility to contact the ACCESS
office, SCC-G200 or 972.881.5898 (V/TTD: 972.881.5950) in a timely manner to
arrange for appropriate accommodations.
Academic Ethics: The College District may initiate disciplinary proceedings against a
student accused of scholastic dishonesty. Scholastic dishonesty includes, but is not
limited to, statements, acts, or omissions related to applications for enrollment or the
award of a degree, and/or the submission as one’s own work material that is not one’s
own. Scholastic dishonesty may involve, but is not limited to, one or more of the
following acts: cheating, plagiarism, collusion, use of annotated texts or teacher’s
editions, and/or falsifying academic records.
Plagiarism is the use of an author’s words or ideas as if they were one’s own without
giving credit to the source, including, but not limited to, failure to acknowledge a direct
quotation.
Cheating is the willful giving or receiving of information in an unauthorized manner
during an examination, illicitly obtaining examination questions in advance, copying
computer or Internet files, using someone else’s work for the assignments as if it were
one’s own, or any other dishonest means of attempting to fulfill the requirements of a
course.
Collusion is intentionally aiding or attempting to aid another in an act of scholastic
dishonesty, including but not limited to, providing a paper or project to another student;
providing an inappropriate level of assistance; communicating answers to a classmate
during an examination; removing tests or answer sheets from a test site, and allowing a
classmate to copy answers.
Course Requirements:
Course Requirements:
Read assigned material
Participate in class discussions/activities
Complete lab component
Complete assignments on time
Prepare for and complete tests
Course Format:
Group projects
Classroom discussions
Media demonstrations and lectures
Interactive, experiential
Lab
Method of Evaluation:
Evaluation of each student’s progress will be the joint responsibility of the student and
professor.
Grades will be determined in the following manner:
Labs Projects*
300
Lab hour sheet and end of semester lab participation evaluation
200
Midterm and Final
200
*CPR Certification/First Aid
100
Class Participation/Discussions
100
Group Project (Safety Check)/Playground Plan
100
TOTAL
900-1000 = A
800-899 = B
700-799 = C
650-700 = D
Under 650 = F
1000 Points
CPR/First Aid Requirement
You will need to find a place where you can be CPR. Programs are offered through the
Red Cross, American Heart Association, and we will offer one opportunity here at Collin
County (we teach it and it is free) toward the end of the semester. It is YOUR
responsibility to find someone to certify you. IT IS A REQUIREMENT! You cannot
pass this course without your certification. If you have already received a certification
that is still valid, you can send me a copy. When you have your certification you can fax
it to me or you can take a picture of it and send it digitally to your instructor.
Labs
There are lab assignments for this course that can be done at the Spring Creek Campus.
We provide a required orientation with a variety of times and dates.
You MUST attend one and there you will be able to turn in lab forms, we will provide
opportunities for you to be TB tested and you can sign up for labs. You MUST bring
your lab manual which you buy before you come with you. You only fill out one set
of forms per semester and all are turned in at the lab school. You must arrange a regular
schedule with the lab school when you want to observe. If, for some reason, you are not
located near campus to attend the orientations, you MUST contact our lab instructor,
Glenda Strange right away BEFORE them. Everyone regardless of where they do their
lab must complete a student information form and get a TB test (or have a current one).
You will complete a lab hour sheet which will be signed by the lab teacher every time
you go to the lab. If you do not get it signed while you are there, you will have to repeat
the hour. If you lose your sheet you will have to redo that time, so be sure you make
copies from time to time.
Lab Projects:
Lab Project 1: Health or Safety (100 points)
Project Description: This project relates to Syllabi Student Learning Outcomes 1 a and 4
a-c and Sub-Standard 4d.
Develop a game or activity for an age group (infants, toddlers, preschool or school-age)
that will teach safety or health. You must state what you age group is. The game MUST
be developmentally appropriate (see the Bredekamp and Copple text, Developmentally
Appropriate Practice.) It can be a board game, a finger-play, song, puppet show, story
(you must write it), music and movement activity or another appropriate activity to teach
this concept. The activity will be demonstrated and evaluated in class with your peers as
well as with a classroom of children. YOU MUST USE THE ACTIVITY FORM AND
HAVE IT SIGNED BY THE TEACHER BEFORE YOU DO IT AND THEN
SIGNED AND FILLED OUT BY THEM AFTER.
A. The name of the activity.
B. Objectives indicating the outcomes of the activity as related to specific hygiene principles.
(For example, in this activity each child will demonstrate appropriate hand-washing.)
C. A list of all materials needed to conduct the activity.
D. The amount of time needed for the activity.
E. Steps involved in conducting the activity.
F. A minimum of 3 books related to this topic that would be age appropriate for the children and
has been published in the last ten years.
G. List 2 follow-up activities you can do to reinforce the concepts with the children.
H. An evaluation of your activity as it was done with children including how it went, the
children’s reactions to your activity or game, how the health behaviors you worked with
contributed to the well-being of the children, what you might change, and how it was
developmentally appropriate and which of the DAP principles to which it relates.
You must spend 2 hours in your lab site and part of this time you will be playing your game or
doing your activity with the children at the site.
TECA 1318
Name: _______________________________________
Points: ____________
Health or Hygiene Game/Activity Rubric
Develop a game or activity for an age group (infants, toddlers, preschoolers or school-agers)
that will teach personal hygiene or health concepts. It can be a board game, finger play,
song, puppet show, story (you must write your own), music and movement activity or
another appropriate activity to teach this concept. The activity will be presented in a
classroom of children and evaluated by a supervising classroom teacher.
Good
Fair
Poor
20 points
10 points
2 points
Three objectives
Three excellent
Two or three
One or no objective
objectives that begin objectives which are
with an action verb
not measurable
and are measurable
Three children’s
Three excellent
Two or three
One or no children’s
books
children’s books
children’s books
books relating to
relating to hygiene
relating to hygiene
your topic
or health published
or health published
within the past ten
within the past ten
years with author,
years.
publisher and brief
summary
Two follow-up
Two follow-up
Two follow-up
One or no follow-up
activities
activities to reinforce activities to reinforce activity to reinforce
the hygiene or health the hygiene or health
your topic
concept with the
concept
children plus a
detailed procedure
for each activity
Good
Fair
Poor
40 pts
20 pts
5 pts
Evaluation of
Evaluation of
Evaluation of
No evaluation of
Activity
presented activity
presented activity
presented activity
including how the
including how the
and/or activity was
hygiene or health
hygiene or health
not developmentally
concept contributed
concept contributed
appropriate
to the well-being of
to the well-being of
the children, how it
the children, how it
was developmentally was developmentally
appropriate, what
appropriate, what
you would do to
you would do to
change it and
change it and
teacher evaluation
teacher evaluation
with all 4 or 5’s
with two to three 1, 2
or 3’s
Comments:
Key Assessment for Capstone Project
This assignment should be completed and kept as part of your portfolio which is required
as part of the capstone course for the AAS degree. It can be kept in a portolio notebook,
file or e-portfolio.
Lab Project 2: Nutrition Instructional Packet (100 points)
NAEYC Standard 1: Promoting Child Development and Learning
b. Students know and understanding the multiple influences on development and learning.
NAEYC Standard 4: Teaching and Learning
c. Students understand content knowledge in early education
NAEYC Standard 5: Becoming a Professional
d. Students integrate knowledgeable, reflective, and critical perspectives on early education
NAEYC Supportive Skills
Supportive Skill 3: Written and verbal communications skills
Supportive Skill 4: Making connections between prior knowledge/experience and new
learning
Supportive Skill 5: Identifying and using professional resources
Syllabi Objectives:
This project relates to Syllabi Objectives 1.a, 1.c., 1.h., 5. b-g, 6.a.,e, g, h., 7.a.,b.
Project Instructions:
Develop an instructional packet, PowerPoint, video, brochure or other media that could be
used to train a new employee in working with nutrition and young children. You will need to
use a minimum of 1 article (must be from a professional journal, 1 book and 1 website that
ends in edu or .org. Specify what age group the employee will work with (infants, toddler or
other).
The training product must include:
A. Family influences and social aspects, including special dietary and cultural considerations
of child feeding practices
B. How the food guide pyramid and TDFPS Minimum Standards apply to these children’s
nutritional needs.
C. Identify criteria for DAP feeding practices as identified in your Developmentally
Appropriate Practices text.
D. Include information that this new employee could provide to families on appropriate
feeding practices.
E. How nutrition affects the different developmental domains of children in this age group
and implications for the new employee.
F. A bibliography of sources using the APA format.
Student Name:
TECA 1318 Nutrition Instruction Packet Assessment Rubric
Semester:
Levels of Mastery
Standards
Meets or Exceeds All Expectations
Meets Most Expectations
Meets Few or No Expectations
1b. Students know
and understand the
multiple influences
on development and
learning.
Student project includes clear,
thorough and complete
description of 3 family
influences; 3 social aspects; 3
special dietary considerations,
and 3 cultural considerations of
child feeding practices. Gives
age group of children (12-15
pts.)
Student project includes clear
and complete description of 2
family influences; 2 social
aspects, 2 special dietary
considerations, and 2 cultural
considerations of child feeding
practices. (9-11 pts.)
Student project includes unclear,
and/or incomplete description of
family influences social aspects;
special dietary and cultural
considerations of child feeding
practices; or these components
are missing. (0-8pts.)
4c. Students
understand content
knowledge in early
education
The student demonstrates 3
ways the food guide pyramid
applies to children’s nutritional
needs. (12-15 pts.)
The student demonstrates 2
ways the food guide pyramid
applies to children’s nutritional
needs. (9-11 pts.)
The student is unable to clearly
and/or effectively demonstrate
how the food guide pyramid
applies to these children’s
nutritional needs. (0-8 pts.)
The student explains 3 ways
Texas state minimum standards
apply to these children’s
nutritional needs. (12-15 pts.)
The student explains 2 ways
Texas state minimum standards
apply to these children’s
nutritional needs. (9-11 pts.)
The student is unable to clearly
and/or effectively explain how
Texas state minimum standards
apply to these children’s
nutritional needs. (0-8 pts.)
As part of their product, the
student is able to demonstrate 3
criteria for DAP feeding
practices. (12-15 pts.)
As part of their product, the
student is able to demonstrate 2
DAP feeding practices.
(9-11 pts.)
As part of their product, the
student is unable to clearly and/or
effectively demonstrate criteria
for DAP feeding practices.
(0-8 pts.)
Within their product, the student
has offered a minimum of 3
examples of Information that
this new employee could
provide to families regarding
appropriate feeding practices.
(12-15 pts.)
Within their product, the student
has offered 2 examples of
Information that this new
employee could provide to
families regarding appropriate
feeding practices. (9-11 pts.)
Within their product, the student
has not offered clear or effective
examples of Information that this
new employee could provide to
families regarding appropriate
feeding practices. (0-8 pts.)
The student is able to
demonstrate that their
knowledge of the developmental
domains of children in the age
group is detailed and complete,
and student cites 3 ways in
which nutrition affects EACH of
the different developmental
domains of children (social,
emotional, cognitive, and
physical). (12-15 pts.)
The student is able to
demonstrate that their
knowledge of the developmental
domains of children in the age
group is detailed and complete,
and student cites 2 ways in
which nutrition affects EACH of
the different developmental
domains of children (social,
emotional, cognitive, and
physical). (9-11 pts.)
The student is unable to
demonstrate that their knowledge
of the developmental domains of
children in the age group is
detailed and complete, and
student fails to
completely/effectively cite ways in
which nutrition affects the
different developmental domains
of children (social, emotional,
cognitive, and physical).
(0-8 pts.)
Meets or Exceeds All
Expectations
Meets Most Expectations
Meets Few or No Expectations
5d. Students
integrate
knowledgeable,
reflective, and critical
perspectives on early
education.
Supportive Skills
Supportive Skill 3.2
Technologically
literate
The technology used by the student
is user-friendly with a simple layout
and gives adequate information
The technology used by the
student is partially user-friendly
with a complicated layout and
gives only some information
The technology used by the
student is not user-friendly and
gives incomplete information
Student SelfAssessment
Instructor Points
Student SelfAssessment
Instructor
Points
Supportive Skill 5:
Identifying and using
professional
resources
(3-5 pts)
(2-3 pts)
(0-1pts)
At least 1 appropriate
professional journal article, 1
book, and 1 website that ends in
“.edu” or “.org” was used to
prepare presentation.
(4-5 pts.)
The presentation includes some
of the following: 1 appropriate
professional journal article, 1
book, and 1 website that ends in
“.edu” or “.org” was used to
prepare presentation. (2-3 pts.)
Less than one appropriate
professional journal article, 1
book and/or 1 website that ends
in “.edu” or “.org” was used to
prepare presentation. (0-1 pts.)
TOTAL (100 Points Possible ):
Professor Comments:
Lab Project 3: Food Preparation Activity (100 points)
Project Description: This project relates to Syllabi Student Learning Outcomes 6 f and
NAEYC Sub-Standard 4d.
Develop a cooking activity for an age group (infants, toddlers, preschooler or school-age)
that will teach nutrition education. The activity MUST be developmentally appropriate (see
the Bredekamp and Copple text, Developmentally Appropriate Practice.) The activity will be
demonstrated and evaluated in classroom of children. The activity will be scheduled at least a
week ahead of time with the lab school teacher.
A. The name of the activity and domain of development to which the activity relates.
B. Objectives indicating the outcomes of the activity as related to specific nutritional
principles and which nutritional concepts are being reinforced.
C. A list of all materials needed to conduct the activity.
D. The amount of time needed for the activity.
E. Steps involved in conducting the activity.
F. A minimum of three (3) books related to this topic that would be age appropriate for the
children and has been published in the last ten (10) years.
G. List two (2) follow-up activities you can do to reinforce the concepts with the children.
H. An evaluation of your activity as it was done with children including how it went, how the
nutrition concepts you presented contributed to the well-being of the children, what you
might change, and how it was developmentally appropriate and which of the DAP principles
to which it relates.
I. An evaluation by the classroom teacher of your activity including three (3) things you did
well and three (3) ways you could improve. You need to give or fax a copy of the evaluation
to your Instructor and your Instructor will give it to the Lab Instructor. The fax number is
972-881-5700.
You must spend three (3) hours at the lab site.
TECA 1318
Name: _______________________
Points: ______
Food Preparation Activity Rubric
Develop a food preparation activity for an age group (infants, toddlers, preschoolers
or school-agers) that will teach nutrition education. The activity MUST be
developmentally appropriate.
Good
Fair
Poor
20 pts
10 pts
2 pts
Three objectives
Three excellent
Two to three
One or no
objectives that
objectives which
objectives and if
begin with an
are not measurable
objective it’s not
action verb and are
measurable
measurable
Three children’s
Three excellent
Two or three
One or no
books
children’s books
children’s books
children’s books
relating to food
relating to food
relating to food
preparation or
preparation or
preparation or
nutrition published nutrition published
nutrition
within the past ten within the past ten
years with author,
years
publisher and brief
summary
Two follow-up
Two follow-up
Two follow-up
One or no followactivities
activities to
activities to
up activity to
reinforce the food
reinforce the food
reinforce the food
preparation or
preparation or
preparation or
nutrition concept
nutrition concept
nutrition concept
plus a detailed
procedure for each
activity
Good
Fair
Poor
40 pts
20 pts
5 pts
Evaluation
of
Evaluation
of
Evaluation
of
Evaluation of
presented
activity
presented
activity
presented
activity
but
Activity
including how the food
preparation or
nutrition concept
contributed to the wellbeing of the children,
how it was
developmentally
appropriate and what
you would do to
change it plus the
teacher evaluation
with all 4 or 5’s
Comments:
including how the food
preparation or
nutrition concept
contributed to the wellbeing of the children,
how it was
developmentally
appropriate and what
you would do to
change it plus the
teacher evaluation was
included with two to
three 1, 2 or 3’s
not how the food
preparation or
nutrition concept
contributed to the wellbeing of the children
or how it was
developmentally
appropriate plus no
teacher evaluation
Group Project:
Your group will develop a research project. Topics can be discussed in class. You will
conduct your research as a group and then will develop a poster presentation on it. (We
can discuss all the details in class). You will write a paper on your part of the research
that will require a minimum of 3 typed pages with 3 references, 2 of which from
professional journals.
TECA 1318 Fall 2008 Tentative Schedule
February 26
Introduction; Orientation; Lab School Visit
Chapters 1, 2
February 27
Chapters 12, 21, 3
February 28
Chapters 4, 5, 6 (Take home midterm)
March 5
Chapters 7, 8, 9
March 6
Chapters 10, 11
March 7
Chapters 13, 14 (Menu Planning)
March 12
Chapters 15, 16, 17
March 13
Chapters 18, 19
March 14
Chapters 20; Presentations; Finals
This syllabus is subject to change based on classroom needs