Harrisburg Area Community College Health and Public Safety Department Virtual Campus Spring 2015

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1 Harrisburg Area Community College Health and Public Safety Department Virtual Campus Spring 2015 Instructor: Cheryl Gahring Phone: Office: Virtual Office Hours: By Appt. Education 135 Health Safety & Nutrition ECE: Course Information Meeting Time/Location: N/A Delayed Opening Time: N/A Catalog Description: Analysis of the health, safety and nutritional needs of children birth 9 years. Topics include children with special needs; the examination of PA state early childhood education programs and standards; the strategies for teaching health, safety and nutrition to young children; and the current issues affecting the overall health and physical wellness of young children. Required Text: Lynn Marotz. Health, Safety, and Nutrition for the Young Child. (Latest Edition). Clifton Park, NY: Delmar Cengage Learning. Also Required: Center-Based Child Care Regulations (PA Dept. of Human Services currently available Susan S. Aronson. Managing Infectious Diseases in Child Care and Schools. (Latest Edition). American Academy of Pediatrics. Learning Outcomes (From course 335): (Please note that these are the outcomes/objectives you will utilize for your portfolio project) Upon successful completion of the course, the student will be able to: Explain how children s developmental stages affect health, safety and nutritional needs. Identify health, safety, and nutritional needs of children ages birth-9 years Identify and implement specific health and safety practices that contribute to optimal wellness of children in early childhood settings Specify regulations pertaining to health, safety, nutrition in early childhood group settings. Develop a curriculum plan that incorporates developmentally appropriate concepts in the areas of health, safety and nutrition. Identify and discuss current issues and practices affecting children and families.

2 Schedule of Activities: Be sure to refer to the online calendar for due dates and reminders. This will help keep you organized. 1. Class Participation 150 points: Participation will be graded through a culminating survey at the end of each module. The surveys are accessed through the calendar in D2L. They must be completed after each and every module in order to receive full participation credit. You are responsible for keeping track of those you have completed. 2. Current events paper 50 points: Each student will choose a relevant topic (dealing with health, safety or nutrition). It must be pre-approved by the instructor prior to beginning the paper. The topic approval is done via . The student will research the topic and write a brief paper 2-5 pages about the topic. College level writing, spelling and grammar are expected. 3. Portfolio project 100 points: Each student will prepare a portfolio to represent their understanding of the course. The portfolio is a collection of items or artifacts which you prepare to enable you to reflect on and describe your learning experiences. The portfolio will be judged on the rubric provided at the end of the syllabus. The Learning Outcomes or Objectives are listed in this syllabus will be the basis of the sections of your portfolio. The learning outcomes are also listed prior to this section in the syllabus. There are six. Your understanding of the outcome/objective must be linked to the NAEYC standards for Early Childhood Professional Preparation Programs. The standards are located on the inside cover of your main text. You may include limited coursework that has been done previously in the semester, but do not rely completely on that, as those items have already been graded. You may also include articles, websites, etc., but they should be from different sources to vary your learning and to show your understanding of the topic. You should be looking for ways to show your understanding of each outcome that are new. 4 artifacts or examples are expected for each outcome. Artifacts could include websites, articles, and photos (but don t limit yourself). Your portfolio may be done as a electronically, power point, thumb drive or an actual portfolio or other ways that you might think of don t limit yourself, be creative. You may submit them via the drop box or mail them to me directly at 110 N. Lime St. Lancaster, PA You must include postage and mailing materials if you want the portfolio mailed back to you (if you choose to do a physical portfolio or if you send a thumb drive). 4. Discussions 150 pts.: Each module that you complete ends with at least one and sometimes multiple discussion topics. You are required to respond thoughtfully and based on the information you ve read as well as your own experiences. You are also required to respond thoughtfully and intentionally to at least one other classmate s original post. This response must be of substance and consist more than I agree in order to receive total credit. Discussions will not have a due date listed on them, but are available for a 2 week window. It is expected that they be completed within the 2 weeks. A sampling of discussions will be graded throughout the semester. I will not announce which ones. Participating in modules and weekly discussions is a requirement. Please remember in addition to your own posts, a substantial response is required to another student s post. A substantial post is considered more than, I agree.

3 5. Lesson Plan Project 100 points: Each student will choose a topic on which to plan a lesson. The topic must be related to Health, Safety or Nutrition. The topic must be pre-approved by the instructor. The topic should be sent via prior to starting this project. You will specify the age of the students and the activities. Be sure it is age appropriate, it extends children s learning, explains what materials would be needed, explains how you would evaluate learning, and be sure that adaptations are included for individualized learning or special needs. Consider how would you change the environment in the classroom to promote more investigation and learning about your topic? What books would you read? What PDE or Early Learning Standards are addressed in the lessons? This can be done individually or in small groups of 2 or 3. You must use the attached lesson plan format provided in the syllabus as well. 6. Parent education project 100 points: Each student will prepare a power point, brochure, newsletter, illness policy or other form of education that they choose, to use as a resource for potential families, teachers or other audience you identify that you may serve now or in the future. (If you have another creative project you envision, it may be approved by the instructor as well). The topic must be from the Managing Infectious Disease in Child Care and Schools text. What would parents want to know? What would you want them to know? 7. Website Search 50 pts.: You will research 10 websites that would be helpful for teachers to use as a resource whose subject matter is related to health, safety or nutrition. The websites must be different from any the instructor has shared in the course. A brief description of what you found and why it would be useful should be included. Be sure not to use different links to the same website. Also be sure you actually visit the site sometimes links are old and may no longer take you to an active website. I have attached a list of sites that are off limits. It is located under the assignments tab. Policies Attendance policy (AP 661, Student Attendance): Instructor s Attendance Policy: Students who do not log in during the first 3 days of the semester OR do not log in and complete module activities for a period of one week (5 days) or longer may be dropped by the instructor for nonattendance. If you anticipate an extended absence during the course of the semester, please contact the instructor prior to said absence. Academic Dishonesty (AP 594, Academic Dishonesty): A partial description follows: Academic dishonesty is defined as an intentional act of deception in which a student seeks to claim credit for the work or effort of another person, or uses unauthorized material or fabricated information in any academic work. It includes, but is not limited to: A. Cheating giving or receiving answers on assigned material, using materials, or aids forbidden by the instructor unauthorized possession of examination B. Plagiarism offering someone else s work, words, or ideas as one s own or using material from another source without acknowledgement. C. Interference interfering without permission with the work of another student, either by obtaining, changing, or destroying the work of another student D. Buying or selling of term papers, homework, examinations, laboratory assignments, computer programs, etc.

4 E. Falsifying of one s own or another s records F. Knowingly assisting someone who engages in A E above. Penalties for students found to have committed academic dishonesty include, but may not be limited to, the following: A. Lowering of a grade or failure of a particular assignment B. Lowering of a grade, failure, and or dismissal from the course C. Disciplinary probation may include a limitation on credits, mandatory repeat of the course, etc. D. Suspension from the curriculum E. Suspension from the college Makeup Work: In order to receive full consideration, assignments must be submitted on time unless prior arrangements are made. There must be a documented reason for an extension. No extensions will be granted on the day an assignment is due. Assignments handed in late will be reduced by a grade level. No assignments will be accepted after 3 days. Assignments that are incomplete or below acceptable college-level standards will not be graded. No late assignments will be accepted during the last week of class (the week prior to final exams). All major assignments must be completed (even if they are not going to earn a grade in order to complete the requirements of the class.) W Grade (compliant with AP 667, Grades W, I, Y): A student may drop a course at any time during the regularly scheduled classes up to the school s official last day to drop a class by completing a Drop/Add Withdrawal form. After the refund period ends, the instructor s signature is required and the student may receive a W or F grade depending upon the instructor s assessment of the student s performance. No credit is granted with a W grade. Grading Procedures Grading System: 100% 90% = A 89%-80% = B 79% 70% = C 69% 60% = D 59% 0% = F Class Participation: Your participation in this online class is very important. It is like attendance in class. You should treat this class as you would any on-campus class. Each module should take no longer to complete than one week. After a two week period, the module will be inaccessible. This helps to keep the student from falling behind. Enrollment and participation are two different things. Also, remember to complete the Module Survey to earn your participation grade. STUDENTS IN NEED OF ACCOMMODATIONS: Students with disabilities who are in need of accommodations should contact the campus disability coordinator listed below. Coordinators for each campus are listed here: Disability-Services.cfm EEOC POLICY 005: It is the policy of Harrisburg Area Community College, in full accordance with the law, not to discriminate in employment, student admissions, and student services on the basis of race, color, religion, age, political affiliation or belief, gender, national origin, ancestry, disability, place of birth, General Education Development Certification (GED), marital status, sexual orientation, gender identity or expression, veteran status, genetic

5 history/information, or any legally protected classification. HACC recognizes its responsibility to promote the principles of equal opportunity for employment, student admissions, and student services taking active steps to recruit minorities and women. The Pennsylvania Human Relations Act ( PHRAct ) prohibits discrimination against prospective and current students because of race, color, sex, religious creed, ancestry, national origin, handicap or disability, record of a handicap or disability, perceived handicap or disability, relationship or association with an individual with a handicap or disability, use of a guide or support animal, and/or handling or training of support or guide animals. The Pennsylvania Fair Educational Opportunities Act ( PFEOAct ) prohibits discrimination against prospective and current students because of race, religion, color, ancestry, national origin, sex, handicap or disability, record of a handicap or disability, perceived handicap or disability, and a relationship or association with an individual with a handicap or disability. Information about these laws may be obtained by visiting the Pennsylvania Human Relations Commission website at HACC Lebanon Campus and Virtual Learning Deborah Bybee Coordinator, Disability Services 104R 735 Cumberland Street Lebanon, PA Phone: dabybee@hacc.edu Tips for Internet Students: Many students like the freedom that online courses provide. Generally internet courses are more challenging. You are largely on your own. There are no class meetings to remind you of upcoming assignments, what chapters to read, etc. You are responsible for staying organized and caught up. You are expected to read the assigned chapters. Your online access and amount of time you spend online, the amount of discussions you read and respond to are tracked by your instructor. So is the amount of time you spend in the survey section. If you do not like to read and be organized, this class is not for you. If you are not self-motivated, this is not the class for you. Think about yourself and your study habits. They are wonderful for many who work full-time or have children, but they are not for everyone. Be sure to check the calendar frequently. I suggest printing out a syllabus as well. Check your mail. Always pay attention the due dates attached to assignments. If something doesn t make sense to you, you must ask. I am happy to answer questions, but you must make the first step and let me know that something doesn t make sense to you. Following: Attached are the lesson plan format as well as information necessary for the class portfolio. You will be using these forms for two assignments during the semester. Please be sure you are using them as they are required.

6 Lesson Plan Format (To be used for lesson plan project) EDUC 135 Student Name Date ACTIVITY TITLE: (SS 2.2) Select and briefly describe a learning experience (lesson plan topic) that you will develop and teach. This plan should include at least 3 related or sequential activities or experiences that support learning the content knowledge and skills you identify in your plan. GRADE LEVEL: (Standard 4.c) (SS 3.1; 4.1) In developing the lesson for your chosen age level consider general developmental issues of all students and appropriate learning expectations as described in assigned readings and class discussions, and as observed in assigned field sites. RATIONALE: (Standard 4.a) (SS 2.2) Write a rationale that justifies this experience. This rationale should clearly explain why this experience is appropriate at this time for this particular group of children. Identify previous experiences and/or assessments of learning that support your plan. (Standard 4.b) (SS 2.1) STANDARD: Identify specific Early Learning or Academic standards that are aligned with this experience ANCHOR(S): Use coding from the standards to identify and copy the related indicators. (Necessary for grades three and up) OBJECTIVES: What concepts/content /skills might be learned as a result of this experience? Describe specific aspects of development or learning that can be enhanced by this activity? LIST OF MATERIALS: (Standard 4.b) (SS 5.1; 4.1) List and describe all materials needed for the activity and clean-up. (titles of books, songs and other resources) Describe any preparation or environmental modifications that are needed prior to the start of this experience. Discuss how you will address any health/safety concerns related to this activity.

7 PROCEDURES: (Standard 4.b and 4.c) (SS 2.1; 2.2; 3.2; 4.1) Describe step by step how the activity will proceed. What will the teacher do to facilitate the activity? What will the child do? Describe strategies that will be used to get children to hypothesize, make connections, investigate, explore materials, represent their learning and problem-solve. (These should be evident in your step by step plan.) Integrate the use of technology that will offer alternative ways for the students to interact with the content. How will you bring closure to this experience? EVALUATION/ASSESSMENT: (SS 2.1; 4.1). How will you assess this activity? What observable evidence of learning might children demonstrate as a result of this experience? (Relate these to objectives identified in the Rationale.) Will it be formative or summative? How will you document this experience? How will children represent what they have learned? EXTENSIONS AND ADAPTATIONS: (Standard 4.a and Standard 4.c) (SS 5.2; 3.1) Describe the special needs of any children who will be accommodated in your planning (e.g. LD student, gifted student, physical, visual or hearing impairment, English Language Learner, etc.) and accommodations for including that student in a way that meets the learning objective. Create a Family Extension Activity to send home with each child to include parents and provide information related to the planned learning experience. STUDENT REFLECTION: (Standard 4.d) (SS 4.1; 4.2) Reflect on and evaluate your teaching after the lesson is written/taught to give you insights that support your professional development. Keep a reflective log of experiences, observations and informative feedback from the instructor or cooperating teacher. The student will self-assess using the Implementation of Classroom Plan Rubric. The instructor s grading rubric follows.

8 Part of Plan A. Does Not Meet Expectations (0) B. Minimally Meets Expectations (1) C. Meets Expectations (2) Points Activity Title and Grade Level Activity title and age/grade level are not identified Activity Title OR age/grade level is missing Activity title and explanation, and age/grade level are identified Standard/Learning Objective/Alignment/Rationale Standard, learning objective, alignment, rationale are not identified Standard, learning objective, alignment, rationale are identified, learning objective is measureable and matches standard Rationale shows how this experience relates to or extends prior knowledge. All elements of the curriculum alignment are complete. List of Materials Materials list and health and safety issues are not identified Addresses health and safety issues and provides a description of materials needed Describes the preparation of the materials and the environment needed for the activity Procedures Step by step plan, teacher facilitation, active child involvement, constructivist strategies, technology resources, or closure are not identified Step by step plan is identified, teacher and child roles are not clearly identified, few constructivist activities are included. Step by step process is clear and well organized, there is opportunity for children to be actively involved in planning, children are encouraged to explore, investigate, hypothesize. Evaluation/ Assessment Evaluation and assessment criteria are not identified Evaluation and assessment criteria are clearly related to the learning objective and standards Evaluation and assessment criteria are clearly related to the learning objective and standards, assess actual learning, and documentation is appropriate for the activity. Extensions and Adaptations Extensions and adaptations are not identified Extensions OR adaptations are identified and are appropriate for the activity Extensions and adaptations support individualized learning. Family activity is included. Student Reflection Standard 4d Student reflection is absent Reflection describes either the theoretical OR developmental concepts associated with the lesson plan. Student reflects on personal biases and how they impact the planning OR evaluation of culturally and developmentally appropriate teaching strategies Reflection describes the theoretical AND developmental concepts associated with the lesson plan. Student reflects on personal biases and how they impact the planning AND evaluation of culturally and developmentally appropriate teaching strategies

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