ROCKWOOD SCHOOL DISTRICT
FAMILY AND CONSUMER SCIENCE
CHILD DEVELOPMENT I (AC)
9-12 HIGH SCHOOL CURRICULUM
BOE Approved 2008
Reviewed October 2009
Revised September, 2007 3
ACKNOWLEDGEMENTS
The writing team gratefully acknowledges the parents, patrons, students, teachers, and
administrators who provided direction and feedback to the 6-12 Family and Consumer Science
document at every stage of its development.
Writing Committee Members
Carrie Becker Rockwood Summit
Diane Boschert Marquette
Dianne Brady Wildwood
Diane Lucas Eureka
Robin Drury Marquette
Debbie Odlum LaSalle Springs
Sara Butler Selvidge
Deanna Easton Eureka
Mandy Glenn Lafayette
Becky Lawrence Lafayette
Michelle Peifer Rockwood Valley
Marion Dennis Marquette
Jill Kehlenbrink Marquette
Susie Hamlin Crestview
Kelly Vogt Selvidge
Carolyn Johnston Rockwood South
La Dona O’nan Eureka
Maria Wombacher Rockwood Summit
Juliann Spina Lafayette
Kathryn Marsh Crestview
Sharon Hammerich Marquette
Kirti Mehrotra Lafayette
Jennifer Kupfer Rockwood Summit
Debbie Powell Eureka
Lori Sanders Lafayette
John Lewis Rockwood Parent
Dawn Taylor Rockwood Parent
Kathy Peckron Deputy Superintendent of Rockwood Steve Ayotte Coordinator for Practical Arts
Revised September, 2007 4
ROCKWOOD SCHOOL DISTRICT MISSION
STATEMENT
All students, with support from the community, parents, and staff,
will be provided a dynamic curriculum within a safe and caring
environment so they will develop the skills, abilities, and attitudes to
be lifelong learners and citizens of good character who are prepared
to contribute to an ever-changing, global society.
Rockwood School District Beliefs
o Education provides the opportunity for each student to achieve his
or her potential.
o Students have the responsibility to be active participants in their
learning.
o Employees have the responsibility to ensure the maximum
achievement of all children and adults with whom they work.
o Parents/Guardians have the responsibility to support and
participate in the education of their child.
o Community Members have the responsibility to support and
participate in the educational process.
Revised September, 2007 5
FAMILY AND CONSUMER SCIENCE
MISSOURI VISION AND MISSION STATEMENTS
Vision Statement: To empower individuals and families across the life span to manage the challenges of living and
working in a diverse, global society. Our unique focus is on families, work, and their
interrelationships.
Mission Statement: To prepare students for family life, work life, and careers in family and consumer sciences by
providing opportunities to develop the knowledge, skills, attitudes, and behaviors needed for:
• Strengthening the well-being of individuals and families across the life span
• Becoming responsible citizens and leaders of family, community, and work settings
• Promoting optimal nutrition and wellness across the life span
• Balancing personal, home, family, and work lives
• Using critical and creative thinking skills to address problems in diverse family, community,
and work environments
• Functioning as providers and consumers of goods and services
• Appreciating human worth and accepting responsibility for one’s actions and success in
family and work life, and
• Successful life management, employment, and career development
Family and Consumer Science education focuses on coordinating work and family, management
of resources, technology, and application of academic skills. The classes provide students with
the opportunity to apply thinking, learning, and creating abilities. Students use the basic skills of
critical thinking and problem solving which they will need as workers, citizens, and consumers.
Revised September, 2007 6
RATIONALE STATEMENT
Family and Consumer Science education describes an educational program that
assists individuals and families in obtaining knowledge and skills required to meet
the challenges of everyday life. Family and Consumer Science education prepares
students to be critically reflective of social influences regarding families. Students
are prepared to become proactive community leaders in the economic, social,
political, and technological arenas.
Family and Consumer Science strengthens families and empowers individuals to
take action for the well being of self and others in the home, workplace,
community and world. Using an integrated, systemic approach to the relationships
among individuals, their families, their communities and the environments in
which they function, this course of study will enable students to discover and apply
vocational and personal life skills in authentic modes of inquiry. The discipline
integrates character development, scholarship, and citizenship as it strives to
develop competent, functional individuals and families.
With its unique focus on the relationship between family and careers, Family and
Consumer Science supports individuals and families across the life span to manage
the challenges of living and working in a diverse, global society.
Revised September, 2007 7
FAMILY AND CONSUMER SCIENCE
GRADUATE GOALS
As a result of their education throughout the Family and Consumer Science
program, graduates will:
1. Develop and practice positive and appropriate family and personal
relationships.
2. Manage resources to meet physical, emotional, financial, and social needs.
3. Develop critical problem solving techniques to meet personal, family, and
social problems.
4. Demonstrate and implement skills as providers and consumers of goods and
services.
5. Communicate effectively with peers, family members, and/or coworkers.
6. Develop and demonstrate leadership skills needed to participate as a
responsible member of a family and community.
7. Utilize technology in personal and professional life.
8. Investigate career and employment opportunities.
Revised September, 2007 8
TECHNOLOGY STATEMENT
Technology is an integral component of the life skills that Rockwood students are
developing through the Family and Consumer Science Curriculum. Students have access to
various types of tools and equipment while completing projects in the foods and sewing labs. It
is recommended that the ratio of students to technology/equipment in the FACS labs be 1:1.
Examples of use of technology in the Family and Consumer Science curriculum include:
• preparation of food
• evaluation of nutritional intake
• computerized embroidery machines
• exploration of careers
• consumer education
Revised September, 2007 9
ROCKWOOD SCHOOL DISTRICT
EXPECTATIONS
As a result of their experience in the Rockwood Schools, students will become
persons:
• Who demonstrate verbal,
quantitative, cultural, and
technical literacy
• Who can utilize community
resources to foster continual
growth and development
• With skills and attitudes
necessary to become self-
directed, life-long learners
• Who understand the value of
effort in realizing their full
educational, vocational, civic,
and personal potential
• Who understand the
principles of physical and
emotional health and the
importance of maintaining
them
• With effective skills in
written and oral
communication
• With positive self-worth
• Who demonstrate critical thinking
and problem-solving skills in all
areas
• Who demonstrate the adaptability
necessary for life in a changing
world
• Who think and express
themselves creatively and
appreciate the creativity of others
• Who have a broad familiarity with
the world of work to develop and
enhance their career potentials
and opportunities
• Who understand and demonstrate
individual, social, and civic
responsibility, including a global
concern, tolerance, and respect for
others
• Who understand and appreciate
the elements and principles of the
arts and their influence on all
areas of life
• Who demonstrate individual and
social ethic
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Revised September, 2007 10
DIFFERENTIATION
The Family and Consumer Science Department in the Rockwood School District
recognizes that differentiation is an important process that teachers use to enhance the
learning of all students, building on their individual strengths and level of knowledge.
The Family and Consumer Science Curriculum was written to facilitate the incorporation
of Differentiation strategies to enhance student learning. The Facilitating Activities of
each course provide flexibility to address the individual learning needs of all students.
The chart below provides a comparison between the traditional classroom and the
Differentiated Classroom. Traditional Classroom Differentiated Classroom
• Student differences are masked or acted
upon when problematic
• Assessment is most common at the end of
learning to see “who got it”
• A relatively narrow sense of intelligence
prevails
• A single definition of excellence exists
• Student interest is infrequently tapped
• Relatively few learning profile options are
taken into account
• Whole-class instruction dominates
• Coverage of texts and curriculum guides
are the focus of learning
• Mastery of facts and skills out-of-context
are the focus of learning
• Single option assignments are the norm
• Time is relatively inflexible
• A single text prevails
• Single interpretations of ideas and events
may be sought
• The teacher directs student behavior
• The teacher solves problems
• The teacher provides whole-class standards
for grading
• A single form of assessment is often used
• Student differences are studied as a basis
for planning
• Assessment is ongoing and diagnostic to
understand how to make instruction more
responsive to learner need
• Focus on multiple forms of intelligence is
evident
• Excellence is defined in large measure by
individual growth from a starting point
• Students are frequently guided in making
interest-based learning choices
• Many learning profile options are provided
for
• Many instructional arrangements are used
• Student readiness, interest, and learning
profile shape instruction
• Use of essential skills to make sense of and
understand key concepts and principles is
the focus of learning
• Multi-option assignments are frequently
used
• Time is used flexibly in accordance with
student need
• Multiple materials are provided
• Multiple perspectives on ideas and events
are routinely sought
• The teacher facilitates students’ skills at
becoming more self-reliant learners
• Students help other students and the
teacher solve problems
• Students work with the teacher to establish
both whole-class and individual learning
goals
• Students are assessed in multiple ways
NOTE: An asterisk by each Facilitating Activity indicates it is designed to be
differentiated to address individual needs. (See the Facilitating Activities for each CCO.)
Revised September, 2007 11
FAMILY AND CONSUMER SCIENCE, GRADES 9-12 EQUITY STATEMENT
The Rockwood School District believes that it is the right of every student to receive
equal opportunities in all educational programs and activities conducted by the district. It
is the policy of the Board to accord equal considerations and impartial treatment
regardless of race, color, national origin, ancestry, religion, socioeconomic status, sex,
age or disability. In keeping with this policy, the district strives to ensure equitable
programs, course offerings, services, facilities, and educational materials. In addition, the
district promotes equal opportunities for educational development by equipping all
students with technology, research/information processing, and job-preparedness skills.
In order to promote equity, the Rockwood Department of Curriculum and School
Leadership use the following codes* to identify equity and readiness in all curriculum
documents:
GE= Gender Equity
RE= Racial/ Ethnic Equity
D= Disability Equity
T= Technology Skills
R= Research/ Information Processing
W= Workplace/ Job Preparedness
A resource selection committee for each content area will evaluate educational material
based on specific criteria including equity and readiness. The criteria checklist for this
curriculum adoption is included in the Appendix.
*Codes in this document will appear in the Facilitating Activities.
Revised September, 2007 12
BASIC AND ESSENTIAL SKILLS
BASIC SKILLS
Those skills with lay the basis/foundation for all future learning:
� Reading
� Writing
� Math
� Problem solving
� Working with others
� Analytical skills
� Effective communication
ESSENTIAL SKILLS
Those skills which are vital to future learning (specific to each content area):
� Specific skills listed by grade level/course
� Scope/sequence
� Critical to mastery of the course
All content and skills of a curriculum document are classified as either
BASIC or ESSENTIAL according to the definitions set forth by the Rockwood
Curriculum and Instruction Department.
Revised September, 2007 13
FAMILY AND CONSUMER SCIENCE
SCOPE AND SEQUENCE
6 7 8 9 10 11 12
6th
Grade Exploring FACS Life Skills
(quarter elective)
7th
& 8th
Grade FACS Life Skills I
(semester elective)
8th
Grade FACS Life Skills II
(semester elective)
Foods and Nutrition I
Foods and Nutrition II
Foods and Nutrition III
Culinary Arts I
Culinary Arts II
Fashion Construction I
Fashion Construction II
Fashion Construction III
Fashion Design and Merchandising
Child Development I
Child Development II
Family Relations
Housing and Interior Design
Personal Finance
Life After High School
6 7 8 9 10 11 12
Revised September, 2007 14
Depth of Knowledge
Definition: Measurement of the degree to which the knowledge and skills elicited
from students on assessments are as complex as what students are expected to
know and do as stated in the curriculum/GLEs/Show-Me Standards.
Bloom’s to DOK Conversion Chart
Revised September, 2007 15
Level One Activities Level Two Activities Level Three Activities Level Four Activities
Define cooking terms
Identify the basic parts
of a conventional sewing
machine
Research a career related
to the fashion industry
Relate the life cycle to
housing needs
Analyze the pros and
cons of renting verses
buying
Compare and contrast
guidance techniques
Distinguish between
situations in which
contamination and
cross contamination
occur
Critique various
resumes, determine
employability, and
write an essay
defending position
Investigate the different
patterns of conflict
resolution and decide
which would fit his/her
own style
Address body flaws by
designing and creating
a flattering fashion
Note: All facilitating activities are coded with a 1-4 for DOK
level.
Revised September, 2007 16
Depth of Knowledge
Level One
Recall requires recall of information, such as a fact, definition, term, or
simple procedure, as well as performing a simple process or procedure.
Level 1 problems involve only one step. A student answering a Level 1 item
either knows the answer or does not: that is, the answer does not need to be
“figured out” or “solved.” The answer to the question is found verbatim in
the text.
Content Examples of Level 1 Depth of Knowledge
• Recall elements and details of story structure, such as sequence of
events, character, plot and setting
• Conduct basic mathematics calculations
• Label locations on a map
• Represent in words or diagrams a scientific concept or relationship
• Perform routine procedures like measuring length or using
punctuations marks correctly
• Describe the features of a place or people
Revised September, 2007 17
Depth of Knowledge
Level Two
Skills and Concepts includes the engagement of some mental processing
beyond recalling or reproducing a response. The content knowledge or
process involved is more complex. These actions imply more than one
step. Level 2 activities include making observations and collecting data.
Content examples of Level 2 Depth of Knowledge
• Identify and summarize the major events in a narrative
• Use context clues to identify the meaning of unfamiliar words
• Solve routine multiple-step problems
• Describe the cause/effect of a particular event
• Identify patterns in events or behavior
• Formulate a routine problem given data and conditions
• Organize, represent and interpret data
Revised September, 2007 18
Depth of Knowledge
Level Three
Strategic Thinking requires deep knowledge using reasoning,
planning, using evidence, and a higher level of thinking than the
previous two levels. The cognitive demands at Level 3 are more
complex and abstract than at Level 2. The multi-step task requires
more demanding reasoning skills. In most instances, requiring student
to explain their thinking is at Level 3. Other Level 3 activities include
drawing conclusions from observations; citing evidence and
developing a logical argument for concepts; explaining phenomena in
terms of concepts; and using concepts to solve non-routine problems.
Content examples of Level 3 Depth of Knowledge
• Support student thinking/ reasoning with details and examples
• Use voice appropriate to the purpose and audience
• Identify research questions and design investigations for a
scientific problem
• Develop a scientific model for complex situation
• Determine the author’s purpose and describe how it affects the
interpretation of a reading selection
• Apply a concept in other context
Revised September, 2007 19
Depth of Knowledge
Level Four
Extended Thinking/Reasoning requires high cognitive demand and is
very complex. Students are required to make several connections- relate
ideas within the content area or among content areas – and have to select
or devise one approach among many alternatives on how the situation
can be solved. Performance assessments are open-ended / constructed
response type assessment activities requiring significant thought will be
Level 4.
Content examples of Level 4 Depth of Knowledge
• Conduct a project that requires specifying a problem, designing
and conducting an experiment, analyzing its data, and reporting
results/ solutions
• Apply mathematical model to illuminate a problem or situation
• Analyze and synthesize information from multiple sources
• Describe and illustrate how common themes are found across texts
from different cultures
• Design a mathematical model to inform and solve a practical or
abstract situation
Revised September, 2007 83
CHILD DEVELOPMENT I
Semester Course ½ unit credit Grades 10-12
Prerequisite: None
Course Description: This course prepares students to examine issues that surround parenting. Units of study
include: responsibilities of parenthood, financial considerations, the reproductive
process, sexually transmitted diseases, family planning, birth defects, pregnancy,
childbirth and postpartum experiences. Students will also learn about the child’s growth
and development during newborn, infancy and toddler stages. Students are given the
opportunity to observe and interact through limited laboratory experiences.
Rationale: The state of children and the family structure in America give justification for teaching
child development to all secondary school students. The ability for people to effectively
parent is improved by their knowledge of child growth and development (Bigner, 1998).
Preparation for parenthood is enhanced through educational experiences for the mother
and father to-be. Research describes the positive effects knowledge of children’s needs
and development has on reducing the incidence of child abuse and neglect.
� Students who successfully complete Child Development I and Child Development II
with a grade of 80% or better in each class are eligible to receive three (3) hours of
college credit through the St. Louis Community College Tech Prep Program.
CCO #1 Students will formulate characteristics of positive parenting: identify parental
responsibilities and evaluate the impact of children on family resources.
(CA6, SS6, 1.2, 1.4, 1.8, 2.1, 2.3, 2.5, 3.1, 3.8, 4.7)
CCO #2 Students will examine parenting styles, guidance, discipline, and communication skills
with children that promote positive self-esteem and socially acceptable behavior. (HP2,
HP5, 1.5, 1.8, 2.1, 2.5, 3.2, 4.7)
CCO #3 Students will analyze health concerns of the mother and child during pre-pregnancy,
pregnancy, labor and delivery, and post-pregnancy. (HP1, HP5, SS6, 1.2, 1.4, 1.8, 2.1,
2.5, 3.2, 4.7) (HP1, HP5, SS6, 1.2, 1.4, 1.8, 2.1, 2.5, 3.2, 4.7)
CCO #4 Students will describe ways to guide physical, emotional, social, intellectual, and moral
development of children ages birth through three. (CA5, CA6, H/P2, SC3, SS6, 1.4, 1.6,
1.8, 2.3, 3.2, 3.3, 3.5, 4.1)
Revised September, 2007 84
Child Development I CCO #1: Students will formulate characteristics of positive parenting: identify parental
responsibilities and evaluate the impact of children on family resources.
Child Development I CCO #1 Essential Content and Skills: Students will:
1. Discuss the importance of childhood and the study of Child Development.
a. Theorists
b. Areas of Development
c. Patterns of Development
d. Importance of play
e. Influences on development
2. Identify issues couples should consider before deciding on parenthood.
a. New responsibilities
b. Changes in lifestyle
c. Emotional adjustments
d. Changes in relationships
e. Rewards of parenthood
f. Desire for parenthood
g. Health considerations
h. Financial considerations
i. Substitute Care
3. Discuss societal trends that affect families
Child Development I CCO #1 Facilitating Activities: Students may:
1. Create personal theory of parenting. (3)
2. Observe play and determine its effects on various types of development. (3, 4)
3. Create a presentation depicting various changes people go when adjusting to
parenthood, including social and economic considerations. (3)
4. Brainstorm parental responsibilities. (1)
5. Interview new and experienced parents on their roles and responsibilities. (3)
Child Development I CCO #1 Application Level Assessment: Research the financial costs associated with child rearing and parenting.
Revised September, 2007 85
Child Development I CCO #1 Application Level Assessment: Scoring Guide Research the financial costs associated with child rearing and parenting.
CATEGORY 4 3 2 1
Accuracy of
Cost
Cost of items is
realistic and accurate
Cost is fairly close to
what would be
realistic, may have
1-2 errors
Cost is somewhat
realistic, may have 3-5
errors.
Cost is not realistic and
has more than 5 errors.
Items Selected Items selected are
appropriate, all
essential items
included.
Items selected are
appropriate, 1-2
items missing.
Items selected may not
be appropriate, 3-5
items are missing.
Items selected are not
appropriate, more than
5 items are missing.
Reflection Excellent information
and easily followed,
thoroughly answered
questions with many
details
Acceptable
information given,
but somewhat
difficult to follow,
answered questions
with some detail
Some information
given, difficult to
follow, answered
questions with few
details
No explanation given
and impossible to
follow, no questions
answered
Revised September, 2007 86
Child Development I CCO #2: Students will examine parenting styles, guidance, discipline, and communication skills
with children that promote positive self-esteem and socially acceptable behavior.
Child Development I CCO #2 Essential Content and Skills: Students will learn about:
1. Parenting Styles
2. Parenting Skills (including providing positive discipline)
3. Encouraging appropriate behavior
4. Communicating positively
5. Handling conflict
6. Child Abuse, Neglect, and Prevention
7. Consistency in dealing with inappropriate behavior
8. Developing self-esteem
9. Incorporate FCCLA components-leadership, teamwork, problem solving, and
community service.
Child Development I CCO #2 Facilitating Activities: Students may:
1. Analyze how discipline has changed over time in relationship to the focus of
current parenting philosophies. (4)
2. Observe various guidance, discipline and communication techniques. (1)
3. Discuss the importance of consistency. (2)
4. Discuss the effects of parenting styles on developing self-esteem of children. (2)
5. Exhibit communications skills that promote positive self-esteem. (2)
6. Self evaluate using pre and post child abuse test. (4)
7. Explain types and signs of abuse and neglect. (1)
8. Investigate community resources for violence prevention, reporting, and
counseling. (3) (R)
Child Development I CCO #2 Application Level Assessment: Students will analyze, determine, and apply appropriate guidance techniques and/or
discipline through various presentation modes.
Revised September, 2007 87
Child Development I CCO #2 Application Level Assessment: Scoring Guide Students will analyze, determine, and apply appropriate guidance techniques and/or
discipline through various presentation modes.
CATEGORY 4 3 2 1
Student
Assessment of
Problem
All
recommendations are
correct.
Some
recommendations are
correct.
Few recommendations
are correct.
None of the
recommendations are
correct.
Accuracy of
Interpretation
Well organized
thoughts with no
errors.
Generally organized
with few errors.
Somewhat organized
with some errors.
Unorganized content,
not appropriate.
Demonstration
of Knowledge
Demonstrates in-
depth understanding
of topic.
Demonstrates adequate
understanding of topic.
Demonstrates a fair
understanding of topic.
Lacks understanding of
topic.
Presentation of
Material
Excellent, all ideas
are clearly presented.
Very good, most ideas
are clearly presented.
Some ideas are clearly
presented.
Ideas are not clearly
presented.
Revised September, 2007 88
Child Development I CCO #3: Students will analyze health concerns of the mother and child during pre-pregnancy,
pregnancy, labor and delivery, and post-pregnancy.
Child Development I CCO #3 Essential Skills and Content: Students will learn about:
1. Physiology of human reproduction
2. Sexually transmitted diseases
3. Abstinence
4. Teen Pregnancy
5. Family Planning
6. Infertility Options
7. Medical Care during Pregnancy
8. Development from conception through birth
9. Genetic and environment factors
10. Labor and delivery methods
11. Postnatal care
Child Development I CCO #3 Facilitating Activities: Students may:
1. Evaluate guest speakers on STD’s, family planning and abstinence. (3)
2. Examine the physiology of the human reproductive system and the reproductive
process. (2)
3. Investigate and analyze the causes/effects of irresponsible sexual behavior. (3, 4)
4. Determine and analyze the implications and long-term effects of teenage
pregnancy. (3, 4)
5. Evaluate the correlation between proper prenatal care and fetal development. (2)
6. Research and prepare a birth defect project. (1, 2) (R)
7. Identify and explain the various stages of labor. (1)
8. Examine methods of delivery. (1)
9. Determine appropriate postnatal care and treatment. (2)
10. Evaluate guest speakers on prenatal development, labor and delivery, and
postnatal care. (3)
Child Development I CCO #3 Application Level Assessment: Research and prepare a written and/or oral presentation project related to the medical
needs of pregnancy.
Revised September, 2007 89
Child Development I CCO #3 Application Level Assessment: Scoring Guide Research and prepare a written and/or oral presentation project related to the medical
needs of pregnancy.
CATEGORY 4 3 2 1
Research Demonstrates in-depth
understanding of
medical needs, many
details explained,
information completely
thorough and accurate
Demonstrates adequate
understanding of
medical needs, details
explained, information
mostly thorough and
accurate
Demonstrates a fair
understanding of
medical needs, some
information missing
Lacks understanding of
medical needs,
information not
covered
Effectiveness Presentation includes
all material needed to
gain a thorough
understanding of the
medical needs
Presentation includes
most material needed
to gain a thorough
understanding of the
medical needs, lacking
1-2 key elements
Presentation is missing
more than 2 key
elements
Presentation is lacking
several key elements.
Revised September, 2007 90
Child Development I CCO #4: Students will describe ways to guide physical, emotional, social, and intellectual growth
of children ages birth through three.
Child Development I CCO #4 Essential Content and Skills: Students will learn about:
1. Newborn Care and Development
a. Newborn Tests
b. Infant Care Skills
c. Infant Safety
d. Physical Development
e. Social/Emotional Development
f. Intellectual Development
2. Development and Care of Children One to Three
a. Physical Development
b. Social/Emotional Development
c. Intellectual Development
d. Moral Development
Child Development I CCO #4 Facilitating Activities: Students may:
1. Identify the needs of a newborn. (1)
2. Research, compare and contrast feeding options for newborns. (2) (R)
3. Research age appropriate toys for infants and toddlers. (2) (R)
4. Propose ways to optimize development through play. (3)
5. Identify fine and gross motor skills developed from birth through three. (1, 2)
6. Observe, record, and reflect on children’s interaction in various settings. (2, 3)
7. Produce a timeline for infant and toddler development. (3)
8. Plan, implement, and evaluate activities for infants and toddlers. (2, 3) (W)
9. Describe the relationship between the different areas of development. (2)
10. Classify developmental tasks and growth patterns of children. (1)
11. Describe roles and responsibilities when caring for children ages birth through
three. (1)
Child Development I CCO #4 Application Level Assessment: Participate and reflect on responsibilities of newborn care through use of an infant
simulator.
Revised September, 2007 91
Child Development I CCO #4 Application Level Assessment: Scoring Guide Participate and reflect on responsibilities of newborn care through use of an infant
simulator.
CATEGORY 4 3 2 1
Care of Infant Excellent care given
to infant simulator;
with zero
neglects/abuse,
minimal crying time
Adequate care given to
infant simulator with
few neglects and no
abuse registered, some
crying time
Fair care of infant
simulator with some
neglect, 1 abuse
registered, some crying
time
Poor care of infant
simulator with
numerous neglects,
more than 1 count of
abuse registered,
excessive crying time.
Infant Care
Log
Infant care log
completely and
accurately filled out.
Infant care log mostly
complete, some
information missing or
inaccurate.
Infant care log
incomplete with some
incorrect information.
Infant care log
incomplete,
information not
accurate
Reflection Excellent information
and easily followed,
thoroughly answered
questions with many
details
Acceptable information
given, but somewhat
difficult to follow,
answered questions
with some detail
Some information
given, difficult to
follow, answered
questions with few
details
Explanation is
incomplete.
Evaluations Thoroughly
completed by both
student and parent.
Most information
completed by both
student and parent.
Some information
completed by both
student and parent.
Information not
completed by student
or parent.
Revised September, 2007 185
SHOW-ME STANDARDS
THE SHOW-ME STANDARDS
Authority for the Show-Me Standards: Section 160.514, Revised Statutes of Missouri, and the
Code of State Regulations, 5 CSR 50-375.100
PERFORMANCE (PROCESS) STANDARDS
GOAL 1: Students in Missouri public schools will acquire the knowledge and skills to
gather, analyze and apply information and ideas.
Students will demonstrate within and integrate across all content areas the ability to
1.1 develop questions and ideas to initiate and refine research
1.2 conduct research to answer questions and evaluate information and ideas
1.3 design and conduct field and laboratory investigations to study nature and society
1.4 use technological tools and other resources to locate, select and organize information
1.5 comprehend and evaluate written, visual and oral presentations and works
1.6 discover and evaluate patterns and relationships in information, ideas and structures
1.7 evaluate the accuracy of information and the reliability of its sources
1.8 organize data, information and ideas into useful forms (including charts, graphs, outlines)
for analysis or presentation
1.9 identify, analyze and compare the institutions, traditions and art forms of past and present
societies
1.10 apply acquired information, ideas and skills to different contexts as students, workers,
citizens and consumers
GOAL 2: Students in Missouri public schools will acquire the knowledge and skills to
communicate effectively within and beyond the classroom.
Students will demonstrate within and integrate across all content areas the ability to
2.1 plan and make written, oral and visual presentations for a variety of purposes and
audiences
2.2 review and revise communications to improve accuracy and clarity
2.3 exchange information, questions and ideas while recognizing the perspectives of others
2.4 present perceptions and ideas regarding works of the arts, humanities and sciences
2.5 perform or produce works in the fine and practical arts
2.6 apply communication techniques to the job search and to the workplace
2.7 use technological tools to exchange information and ideas
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GOAL 3: Students in Missouri public schools will acquire the knowledge and skills to
recognize and solve problems.
Students will demonstrate within and integrate across all content areas the ability to
3.1 identify problems and define their scope and elements
3.2 develop and apply strategies based on ways others have prevented or solved problems
3.3 develop and apply strategies based on one’s own experience in preventing or solving
problems
3.4 evaluate the processes used in recognizing and solving problems
3.5 reason inductively from a set of specific facts and deductively from general premises
3.6 examine problems and proposed solutions from multiple perspectives
3.7 evaluate the extent to which a strategy addresses the problem
3.8 assess costs, benefits and other consequences of proposed solutions
GOAL 4: Students in Missouri public schools will acquire the knowledge and skills to make
decisions and act as responsible members of society.
Students will demonstrate within and integrate across all content areas the ability to
4.1 explain reasoning and identify information used to support decisions
4.2 understand and apply the rights and responsibilities of citizenship in Missouri and the
United States
4.3 analyze the duties and responsibilities of individuals in societies
4.4 recognize and practice honesty and integrity in academic work and in the workplace
4.5 develop, monitor and revise plans of action to meet deadlines and accomplish goals
4.6 identify tasks that require a coordinated effort and work with others to complete those
tasks
4.7 identify and apply practices that preserve and enhance the safety and health of self and
others
4.8 explore, prepare for and seek educational and job opportunities
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KNOWLEDGE (CONTENT) STANDARDS
Communication Arts
In Communication Arts, students in Missouri public schools will acquire a solid foundation that
includes knowledge of and proficiency in
CA 1 speaking and writing standard English (including grammar, usage, punctuation, spelling,
capitalization)
CA 2 reading and evaluating fiction, poetry and drama
CA 3 reading and evaluating nonfiction works and material (such as biographies, newspapers,
technical manuals)
CA 4 writing formally (such as reports, narratives, essays) and informally (such as outlines,
notes)
CA 5 comprehending and evaluating the content and artistic aspects of oral and visual
presentations (such as storytelling, debates, lectures, multimedia productions)
CA 6 participating in formal and informal presentations and discussions of issues and ideas
CA 7 identifying and evaluating relationships between language and culture
Fine Arts
In Fine Arts, students in Missouri public schools will acquire a solid foundation that includes
knowledge of
FA 1 process and techniques for the production, exhibition or performance of one or more of
the visual or performed arts
FA 2 the principles and elements of different art forms
FA 3 the vocabulary to explain perceptions about and evaluations of works in dance, music,
theater and visual arts
FA 4 interrelationships of visual and performing arts and the relationships of the arts to other
disciplines
FA 5 visual and performing arts in historical and cultural contexts
Health/Physical Education
In Heath/Physical Education, students in Missouri public schools will acquire a solid foundation
that includes knowledge of
HP 1 structures of, functions of, and relationships among human body systems
HP 2 principles and practices of physical and mental health (such as personal health habits,
nutrition, stress management)
HP 3 diseases and methods for prevention, treatment and control
HP 4 principles of movement and physical fitness
HP 5 methods used to assess health, reduce risk factors, and avoid high risk behaviors (such as
violence, tobacco, alcohol and other drug use)
HP 6 consumer health issues (such as the effects of mass media and technologies on safety
and health
HP 7 responses to emergency situations
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Mathematics
In Mathematics, the students in Missouri public schools will acquire a solid foundation that
includes knowledge of
MA 1 addition, subtraction, multiplication and division; other number sense, including
numeration and estimation; and the application of these operations and concepts in the
workplace and other situations
MA 2 geometric and spatial sense involving measurement (including length, area, volume),
trigonometry, and similarity and transformations of shapes
MA 3 data analysis, probability and statistics
MA 4 patterns and relationships within and among functions and algebraic, geometric and
trigonometric concepts
MA 5 mathematical systems (including real numbers, whole numbers, integers, fractions),
geometry, and number theory (including primes, factors, multiples)
MA 6 discrete mathematics (such as graph theory, counting techniques, matrices)
Science
In Science, students in Missouri public schools will acquire a solid foundation that includes
knowledge of
SC 1 properties and principles of matter and energy
SC 2 properties and principles of force and motion
SC 3 characteristics and interactions of living organisms
SC 4 changes in ecosystems and interactions of organisms with their environments
SC 5 processes (such as plate movement, water cycle, airflow), and interactions of Earth’s
biosphere, atmosphere, lithosphere and hydrosphere
SC 6 composition and structure of the universe and the motions of the objects within it
SC 7 processes of scientific inquiry (such as formulating and testing hypotheses)
SC 8 impact of science, technology and human activity on resources and the environment
Social Studies
In Social Studies, students in Missouri public schools will acquire a solid foundation that
includes knowledge of
SS 1 principles expressed in the documents shaping constitutional democracy in the United
States
SS 2 continuity and change in the history of Missouri, the United States and the world
SS 3 principles and processes of governance systems
SS 4 economic concepts (including productivity and the market system) and principles
(including the laws of supply and demand)
SS 5 the major elements of geographical study and analysis (such as location, place,
movement, regions) and their relationships to changes in society and environment
SS 6 relationships of the individual and groups to institutions and cultural traditions
SS 7 the use of tools of social science inquiry (such as surveys, statistics, maps, documents)