OHIO FCCLA EARLY CHILDHOOD SKILL EVENT
Curriculum Unit Development
Edited revision 8/2013
DESCRIPTION OF EVENT:
Individual participant will plan, prepare, present, and display a developmentally appropriate curriculum unit for young
children. The curriculum unit will focus on the whole child encompassing physical, cognitive, emotional and social growth
and integrating Ohio’s Early Learning and Development Standards and supports the following Education and Training
Technical Content Standards.
Competency 17.2:
Descriptors:
17.2.2
17.2.3
17.2.8
Engage in positive interactions and relationships.
Competency 17.8:
Descriptors:
17.8.1
17.8.2
17.8.3
Explain the fundamental principles of early childhood learning experiences.
Base expectations for behavior on age and development level of children.
Recognize a child’s social and emotional needs..
Encourage and support children’s efforts, ideas, accomplishments and interests.
Describe how to embed learning in everyday routines and activities.
Discuss the principles of integrating curriculum across all developmental domains.
Identify strategies to create an intellectually engaging environment that fosters curiosity, thinking and
problem solving through play and concrete experiences.
Competency 17.9:
Provide learning experiences appropriate for young children.
Descriptors:
17.9.2 Utilize play to create learning experiences.
17.9.4 Choose and/or implement a curriculum that includes all of the learning domains and incorporate
knowledge of individual children and their interests and needs.
17.9.5 Support and encourage children’s participation in a variety of activities and in differing degrees of
participation dependent on their comfort levels and or special learning needs.
17.9.6 Engage children in language and literacy activities appropriate for each child’s development.
ELIGIBILITY:
1. Chapters may submit one entry in this event.
2. Participant is an affiliated member of the state and national FCCLA organizations.
3. Participant is enrolled in an Early Childhood Education Program.
PURPOSES:
1. To understand and utilize Ohio’s Early Learning and Development Standards developed by the Ohio Department
of Education.
2. To select, prepare, present, and display a thematic unit that implements Ohio’s Early Learning and Development
Standards.
3. To develop a total of eight developmentally appropriate learning experiences across the curriculum from four of
the five domains listed in Ohio’s Early Learning and Development Standards.
RESOURCES
Herr, Judy, (2011). Working with Young Children Tinley Park, IL: The Goodheart-Wilcox Co.,Inc. Ohio Department of
Education. (2013). Early Learning and Development Standards education.ohio.gov
RULES:
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1. This is an individual event to be aligned with the Early Learning Standards.
2. All activities will support Ohio’s Early Learning and Development Standards developed by the Ohio Department of
Education education.ohio.gov and will be developmentally appropriate for preschool children.
3. The learning experiences must be developed by the participant. Materials may be student-generated or a combination of
student-generated and commercially made props.
4. Curriculum Unit Plan and cover page must be typed according to the format listed in the procedures and placed in a binder
or folder. (total of 3-5 pages in length including cover page, this may include graphics and photographs but must be in total
number of pages)
5. The margins and table borders of the Curriculum Unit Plan may be manipulated for a best fit.
6. Participant will present three typed copies of the Curriculum Unit Plan to the evaluators in a binder or folder.
7. Dimensions of the display may not exceed the requirements of 72” length x 48” depth x 72” height free standing, 72” length
x 30” depth x 52” height table top.
8. Prior to the event, chairpersons will mark an outline to place the display based on the maximum dimensions listed
in rule #7.
9. Participant must independently carry in all materials and set up display within the specified, marked dimensions.
10. Participant may handle props during demonstration, but they must be replaced within the dimensions of the display after the
demonstration.
11. The participant may refer to their Curriculum Unit Plan throughout the presentation.
12. Set-up and presentation will be stopped by chairperson at 20 minutes. The remaining 10 minutes will be reserved for
questioning, scoring, and clean up.
13. Participant must be in professional dress. (refer to procedures for appropriate choices)
14. Participant will be responsible for taking all visuals and materials with them when leaving.
15. This activity will be closed to observers.
PROCEDURES:
To successfully complete the Curriculum Unit Development Skill Event the participant will:
1. Plan a thematic unit across the curriculum. Themes for a unit may include, but are not limited to, examples from the book,
Creative Resources for the Early Childhood Classroom (2011). Florence, KY: Delmar Thomson Learning. Judy Herr’s book,
Working with Young Children (20011). Tinley Park, IL: The Goodheart-Wilcox Co., Inc. offers a clear explanation of topic/concept
and theme development.
2. Choose four (4) domains from Ohio’s Early Learning and Development Standards. Domains include: Social and
Emotional Development, Approaches Toward Learning, Physical Well-Being and Motor Development, Cognitive
Development and General Knowledge, or Language and Literacy Development to design curriculum unit. Choose
two (2) different standard statements from each domain. List the strand and topic for each standard statement.
3. Plan and carry out a total of eight (8) learning experiences that are aligned with standard statements from the
four domains. Learning experiences should cross curriculum areas (minimum of four) and may include but are not
limited to: Art, Literature, Science, Social Studies, Food/Nutrition, Small Muscle, Large Muscle, Blocks, Drama, Language,
Sensory, Math, Movement, Music.
4. Photograph and/or collect samples of children’s work (as applicable) for each learning experience.
5. Create a display to exhibit the Curriculum Unit Development according to the following requirements:
• The display must be labeled with the Thematic Unit, the four chosen domains, the curriculum areas and the titles of
learning experiences. All materials must be contained within the display. Choose either freestanding or table-top
display 72” length x 48” depth x 72” height free standing, 72” length x 30” depth x 52” height table top.
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6. Design a cover page.
The Cover Page Components must include:
●
Skill Event Title: Curriculum Unit Development
●
Theme Unit
●
Name of Participant
●
Name of School
7. Reproduce four (4) copies of the Curriculum Unit Plan and the cover page and place in binders or folders (one for presenter
and one for each of three evaluators). The Curriculum Unit Plan must follow the format downloaded from the Ohio FCCLA
site at www.ohiofccla.com
The Curriculum Unit Plan Components:
● Name and School
● Thematic unit topic
● List the domains, strands, topics, standard statements, curriculum areas and title for each learning experience.
Participants should refer to the Ohio Early Learning and Development Standards when selecting domains, strand, topic
and standard statement.
● Write a two-part learning objective that correctly describes the expected outcomes from each activity. Objectives
must contain the conditions of performance (materials and equipment, time or person the child will use to implement
the activity), and an observable behavior or performance (visible or auditory) expected from this activity. See Herr
(2011), Working with Young Children, for an explanation.
8.
Plan an oral presentation to explain and discuss the development and utilization of the concept curriculum unit with children.
● Greet evaluators.
● Present folders to evaluators to review.
● Set up display while evaluators review unit plan.
● Introduce self and thematic unit.
● Describe each learning experience by identifying its’ domain, curriculum area, title and standard statement by referring
to your unit plan and display board.
● Integration of Theme: Explain how the learning experiences helped children learn theme-related concepts.
● Participation and Response: Describe the children’s participation and response to each learning experience.
● Participant may interact with or demonstrate with materials from the display. Visuals or props used during the oral
presentation must be returned within the dimensions of the display after handling.
● Areas of Development: Explain how the learning experiences show developmental growth by telling evaluators how
each learning experience addresses children’s growth in at least one of the following areas: physical, cognitive,
emotional, and social.
● Developmentally Appropriate: Explain one way one activity is developmentally appropriate for preschool children’s
attention span and interest;
meets the developmental level of preschool children; and allows children to express creativity. (These can be met
through one to three activities.)
● Adaptation and accommodation: Identify a disability/differing need then explain one way one activity could be
adapted to meet children’s special needs or individual differences.
● Answer evaluator’s questions completely and concisely at the conclusion of the presentation.
● Clean up materials while evaluators complete the score sheets.
9. Wear professional dress to present your Curriculum Unit Development. Examples of professional dress include:
●
Suits, slacks, dress, and skirts at the knee or below.
●
No Jeans
●
Button down shirts, sweaters, blouses, or blazers.
●
Clothing must cover midriff at all times.
●
No visible piercings, except for ears.
●
Professional make-up and hair.
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TIMING FOR EVENT
Set-up and Presentation
Questioning, Scoring and Clean-up
TOTAL TIME for Event
20 min.
10 min
30 min
SUPPLIES AND EQUIPMENT
Supplied by the participant
1. One copy of the description sheet for the participant
2. Three copies of the description sheet for the evaluators
3. All materials needed to present skill event
Supplied by the rally site
1. Table and chairs for participant and evaluators
2. 1 copy of the Early Learning and Development Standards
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Curriculum Unit Development Plan
Theme:
Name:
Early Learning and Development Domain:
Strand:
Standard Statement:
Curriculum Area:
Objective:
Strand:
Standard Statement:
Curriculum Area:
Objective:
Early Learning and Development Domain:
Strand:
Standard Statement:
Curriculum Area:
Objective:
Strand:
Standard Statement:
Curriculum Area:
Objective:
School:
Learning Experience Title::
Learning Experience Title:
Learning Experience Title:
Learning Experience Title:
Curriculum Unit Development Plan
Theme:
Name:
Early Learning and Development Domain:
Strand:
Standard Statement:
Curriculum Area:
Objective:
Strand:
Standard Statement:
Curriculum Area:
Objective:
Early Learning and Development Domain:
Strand:
Standard Statement:
Curriculum Area:
Objective:
Strand:
Standard Statement:
Curriculum Area:
Objective:
School:
Learning Experience Title:
Learning Experience Title:
Learning Experience Title:
Learning Experience Title:
Curriculum Unit Development Pre-Assessment
Name:_____________________________________Date:___________________
Question 1 (5 points)
When planning learning experiences for Art, remember
a that the product created is the more important the process of material use
b to prepare a model for children to copy
c to allow children to express their own ideas
d to make sure that the paint a child uses represents the real object's color
Question 2 (5 points)
When planning science experiences for preschool children, remember
a to provide the materials and allow the children to experiment on their own
b that for safety, the teacher should demonstrate while the children watch
c that children need to learn to share, so provide one set of materials
d science concepts are too difficult for preschool children to understand
Question 3 (5 points)
When reading stories to preschool childen, remember
a to stop and respond to children's questions
b to never read the same book twice
c that books with pictures are no longer needed
d that the most important skill for children to learn is to listen quietly
Question 4 (5 points)
Providing coloring books for children in Art
a encourages the children to learn to stay in the lines
b thwarts creativity
c is always an enjoyable experience for children
d is the best way for children to develop fine motor skills
Question 5 (5 points)
When planning music experiences for preschool children remember
a that teacher's voices need to be pitch perfect so children learn to sing properly
b to insist that all children sing along
c to provide opportunities for movement and motions
d that it is most important that children learn to sit in a group setting
Question 6 (5 points)
Counting by saying "1-2-3-4-5" without counting actual objects is called
a first counting
b basic counting
c rational counting
d rote counting
Question 7 (5 points)
When providing writing experiences, remember
a that by three years of age, most children can write the alphabet
b to provide oppportunities for drill and practice
c to insist that children always write their name on their paper for practice
d that you must provide opportuntites to build small muscles
Question 8 (5 points)
When a child puts all the red cars in one pile, all the blue cars in another pile and all the green cars in another pile,
we can say that the child
a can name all his colors
b can seriate
c can classify
d can conserve
Question 9 (5 points)
Samantha has two cups filled with the same amount of water. She pours one into a short, wide cup and one into a
tall, narrow cup. Then she says, "I want the tall cup, it has more!" This shows that Samantha
a has mastered basic cognitive skills
b has not yet mastered cogntive skills
c cannot conserve properties
d can conserve properties
Question 10 (5 points)
An example of a concept preschool children may learn about water is
a water displacement
b water is called H20
c objects may sink or float in water
d water is our natural resource
Question 11 (5 points)
Which of the following is the correct format for a learning objective:
a Given a pair of the scissors and paper with a line drawn on it, the children will cut on the line 50% of the time.
b The children will learn to use scissors
c To develop fine motor skills
Given a pair of scissors and paper with a line a drawn on it, the children will understand how to use it correctly
d 50% of the time.
Question 12 (5 points)
In the following learning objective, "Given a tub of water, a cork, a paper clip and a sponge, the children will predict
aloud which items will sink or float with 75% accuracy," the highlighted portion is
a the conditions of performance
b the behavior
c the goal of objective
d the level of performance
Question 13 (5 points)
In the following learning objective, "Given a tub of water, a cork, a paper clip and a sponge, the children will predict
aloud which items will sink or float with 75% accuracy," the highlighted portion is
a the goal of objective
b the condition of performance
c the level of performance
d the behavior
Question 14 (5 points)
In the following learning objective, "Given a tub of water, a cork, a paper clip and a sponge, the children will predict
aloud which items will sink or float with 75% accuracy," the highlighted portion is
a the behavior
b the goal of the objective
c the conditions of performance
d the level of performance
Question 15 (5 points)
When writing a lesson plan, the motivation is
a how you will gain the children's attention
b the step-by-step directions
c how the activity will end
d a list everything needed for the activity
Question 16 (5 points)
Which of the following verbs is an observable behavior:
a understand
b say
c learn
d know
Question 17 (5 points)
Which of the following are areas of developmental growth:
a manipulatives, socio-dramatic play, puppetry experiences
b fine motor, large motor, small muscle
c art, math, science and literacy
d Physical, cognitive, emotional, social
Question 18 (5 points)
Brody is building with blocks and his tower keeps following over, the teacher should
a show Brody how to build the tower so that it won't fall
b tell Brody to quit building it because it might hurt someone when it falls
c ask Brody if he can think of another way to place the blocks to keep it from
d explain to Brody that bigger blocks at the bottom will make a steady base
Question 19 (5 points)
Safrina is a child in your classroom who is an English Language Learner. To support her language development, the
teachers should
a tell her parents that she won't understand most of what is happening in the classroom
b make sure that she only uses English in the classroom
c support her language acquisition by using pictures and motions when speaking
d speak slowly and loudly to be sure she understands
Question 20 (5 points)
An example of integrating the curriculum across all areas of development:
a practicing fine motor skills while painting creatively
b jumping and hopping while outdoors
c cutting and punching holes in paper
d classifying and seriating while in math
CURRICULUM UNIT DEVELOPMENT SUMMARY SHEET
Name:
School:
Chapter:
INSTRUCTIONS TO CHAIRPERSON:
The chairperson will review and verify that scores have comments, if needed. Scores will be added and averaged then initialed by each evaluator. An
average of the evaluators’ scores will be recorded and the rating achieved will be circled.
EVALUATORS’ SCORES:
Evaluator 1:
initials
Evaluator 2:
initials
Evaluator 3:
initials
TOTAL SCORE:
Divided by number of evaluators
AVERAGE EVALUATOR SCORE
(100 points possible)
Chairperson initials:
AVERAGE EVALUATOR SCORE
RATING ACHIEVED (circle one)
Tie breaker pages designated by: *first **second *** third ****fourth
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Gold: 90-100
Silver: 70-89.99
Bronze: 1-69.99
CURRICULUM UNIT DEVELOPMENT RATING SHEET
Name
School
INSTRUCTIONS TO EVALUATORS: Circle the correct score then write the appropriate numerical rating in the “score” column. Comments should help participants identify their
strengths and areas for improvement. Comments must be made on any score not reflecting an excellent score. Record total points on each page and then record total points overall.
Verify point total and initial.
Poor
Needs
Fair
Good
Excellent SCORE
Evaluation Criteria
COMMENTS
Improvement
CURRICULUM UNIT PLAN
ONLY THE CURRICULUM UNIT PLAN IS
Total Points: 20
SCORED ON THIS PAGE
Unit Plan Includes:
0 1
2
3
4
5
•
•
•
•
•
•
•
Name and School
Cover Page with required components
Theme
Total of 3-5 pages in length (including
cover page, graphics/pictures)
placed in a binder or folder
One copy for each evaluator
Correct grammar and spelling
Typed, using required format
•
Unit Plan Completed:
•
•
•
•
Four of the five Early Learning and
Development Domains identified
Two standard statements with each strand
and topic identified from each chosen
domain (total of eight)
Eight learning experiences identified from
a minimum of four curriculum areas.
Learning experiences each identified with
title.
Learning Objectives:
For each learning experience: (total of 8)
•
•
•
•
2
3
4
5
0 1
2
3
4
5
0 1
2
3
4
5
2-part learning objectives included:
conditions of performance (material,
equipment, time or person); and
an observable behavior (visible or
auditory) of what the child will be doing
Integration of Unit Plan:
•
0 1
Each curriculum area is incorporated with
an Early Learning and Development
Domain
Each activity has a 2-part learning
objective that incorporates or supports the
chosen the standard statement
Curriculum Unit Plan ****
2
Total Score_________________/20
CURRICULUM UNIT DEVELOPMENT RATING SHEET
Evaluation Criteria
Curriculum Unit Display
Total Points: 20
Meets Specifications:
• Display items fit within dimension
requirements: Free standing display does
not exceed of 72” length x 48” depth x 72”
height free standing, 72” length x 30”
depth x 52” height table top
• Display labeled with the following: theme,
four chosen domains, the curriculum
areas (minimum of 4), and the titles of the
learning experiences (total of 8)
• Items removed from the display during
presentation are returned to display
dimensions
Professional Appearance:
• Content on board is neatly labeled and
easy to read, theme is prominently
displayed
• Display is well organized and visually
inviting (colorful, clean, neat, creative,
etc.)
Materials:
• At least one photo, sample or material is
displayed for each activity
• Photographs, props, and/or samples of
children’s work are pleasingly balanced
within the display dimensions
Poor
0 1
0-1- 2
0 1
Needs
Improvement
Fair
Good
Excellent
2
3
4
5
3-4
5-6
7-8
9-10
2
3
4
5
SCORE
COMMENTS
ONLY THE CURRICULUM UNIT DISPLAY IS
SCORED ON THIS PAGE
Curriculum Unit Display ***
Total Score_________________/20
3
CURRICULUM UNIT DEVELOPMENT RATING SHEET
Evaluation Criteria
Poor
LEARNING EXPERIENCES EXPLANATION:
(participant may use description sheet for reference)
Total Points: 30
Description of Learning Experiences:
• Identifies each domain, curriculum area, title
and standard statement
Integration of Theme:
• Explains how the learning experiences helped
children learn theme-related concepts
Participation and Response:
• Describes children’s participation and
response to each learning experience
Areas of Development:
• Explains how each learning experience
addresses children’s growth in at least one of
the following areas: physical, cognitive,
emotional and social
Developmentally Appropriate: (may use 1-3 activities
for explanation)
• Explains one way
o 1 activity is appropriate for attention
span and interest;
o 1 activity meets the developmental
level of preschool children; and
o 1 activity allows children to be
creative
Adaptations and Accommodations:
• Explains at least one way 1 activity could be
adapted to meet children’s special needs or
individual differences
Could
not
answer
0
Needs
Improve
ment
Fair
Good
Excellent
12
Needed
prompt
from judge
3
Clearly
explains
4
5
0
12
3
4
5
0
12
3
4
5
0
12
3
4
5
0
12
3
4
5
0 1
2
3
4
5
SCORE
COMMENTS
ONLY THE LEARNING EXPERIENCES
EXPLANATION SHOULD BE SCORED ON THIS
PAGE
Learning Activities Explanation *
Total Score________/30
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CURRICULUM UNIT DEVELOPMENT RATING SHEET
Evaluation Criteria
PRESENTATION SKILLS
Total Points: 30
Introduction:
• Sets up display independently
• Introduces self and school
• Identifies chosen theme
Communication:
• Pitch, volume, and tempo is appropriate to
presentation
• Uses correct grammar and pronunciation
Presentation:
• Demonstrates confident body language, eye
contact is maintained
• Demonstration of materials from the display
area are handled without interrupting the
flow of the presentation and are returned to
the display after use
• Referring to the curriculum unit plan does
not distract from the presentation
Professional Attire:
• Meets all standards for professional
appearance as outlined in procedures for
events
Closure:
• Answers evaluator’s questions completely
SCORES:
Page 1:________________________ (20)
Page 2: _______________________ (20)
Page 3:________________________ (30)
Page 4:________________________ (30)
TOTAL SCORE
Poor
Needs
Improvement
Fair
Good
Excellent
0 1
2
3
4
5
0 1
2
3
4
5
0 12
3-4
5-6
7-8
9-10
0 1
2
3
4
5
0 1
2
3
4
5
Score
COMMENTS
ONLY PRESENTATION SKILLS SHOULD BE
SCORED ON THIS PAGE
Presentation **
Total Score____________________/30
Evaluator’s initials:______________________________________________
Chairperson verification of total score:__________________(please initial)
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