feeding an infant. facs national standards area of study 15.0 parenting
TRANSCRIPT
Feeding An InfantFeeding An Infant
FACS National StandardsFACS National Standards
Area of Study 15.0 Parenting
FACS National StandardsFACS National Standards
Area of Study 15.0 Parenting
15.1 Analyze roles and responsibilities of parenting
FACS National StandardsFACS National Standards
Area of Study 15.0 Parenting
15.1 Analyze roles and responsibilities of parenting
15.2 Evaluate parenting practices that maximize human growth and development.
FACS National StandardsFACS National StandardsArea of Study 15.0
Parenting
15.1 Analyze roles and responsibilities of parenting
15.2 Evaluate parenting practices that maximize human growth and development.
15.4 Analyze physical & emotional factors related to beginning the parenting process.
Wisconsin Technology Wisconsin Technology StandardsStandards
Wisconsin Technology Wisconsin Technology StandardsStandards
A. Media & Technology (A.12.3)
Wisconsin Technology Wisconsin Technology StandardsStandards
A. Media & Technology (A.12.3)B. Information & Inquiry(B.12.5)
Wisconsin Technology Wisconsin Technology StandardsStandards
A. Media & Technology (A.12.3)B. Information & Inquiry(B.12.5)D. The Learning
Community(D.12.1)
STATED OBJECTIVE(S)STATED OBJECTIVE(S)
STATED OBJECTIVE(S)STATED OBJECTIVE(S)Students find videos on the
subject of feeding infants and add to the class Wiki.
STATED OBJECTIVE(S)STATED OBJECTIVE(S)Students find videos on the
subject of feeding infants and add to the class Wiki.
Students practice by playing a multimedia came on the topic of feeding.
STATED OBJECTIVE(S)STATED OBJECTIVE(S)Students find videos on the
subject of feeding infants and add to the class Wiki.
Students practice by playing a multimedia came on the topic of feeding.
Use the information gained students use a word processing program to write a short essay on their choice of breastfeeding or bottle feeding.
Lesson 2 RubricLesson 2 RubricIdea
Main theme
Supporting details
Paragraph centered around a significant idea or
topic
Exceptionally clear, focused, engaging with
relevant, strong supporting detail
A main idea or topic is clear
Clear, focused, interesting idea with
appropriate detail
Main idea may be cloudy because
supporting detail is too general or
even off-topic
Lacks central idea Development is minimal or non-
existent
Organization
Structure
Introduction
Conclusion
Effectively organized in logical and creative manner
Creative and engaging intro and conclusion
Strong order and structure
Inviting intro and satisfying closure
Attempts at organization; may be a
“list” of items
Beginning and ending not clear
Lack of coherence; confusing
No identifiable beginning or ending.
Voice
Personality
Sense of audience
Expressive, engaging, sincere
Strong sense of audience
Shows emotion: humor, honesty, suspense or life
Appropriate to audience and purpose
Writer behind the words comes through
Voice may be inappropriate or non-
existent
Writing may seen mechanical
Writing is lifeless
No hint of the writer
Word Choice
precision
effectiveness
imagery
Precise, carefully chosen
Strong, fresh, vivid images
Descriptive, broad range of words
Word choice energizes writing
Words may be correct but mundane
Common words chosen
Limited range of words
Some vocabulary misused
Sentence Fluency
Rhythm, flow
variety
High degree of craftsmanship
Effective variation in sentence patterns
Easy flow and rhythm
Good variety in length and structure
Some awkward constructions
Common simple pattern used
Several sentences begin the same way
Difficult to follow or read aloud
Disjointed, confusing, rambling.
Conventions
age appropriate for spelling, caps, punctuation,
grammar
Exceptionally strong control of standard
conventions of writing
Complex conventions attempted
Strong control of conventions
Errors are few and minor
Limited control of conventions
Some errors in common patterns or
structures do not unduly interfere
with understanding
Numerous errors distract the reader and
make the text difficult to read
Errors may be made more than one way
for the same pattern or structure
Use of Word program
can use and produce a writing using a word
processing program
Student knows how to produce an exceptional
word document.
Student knows how to produce a word
document but needs a little work in
using some of the features.
Students can produce a word
document but needs more work in
using some important features.
Student needs to work on learning how to
use a word processing program.
Student can produce a product but needs
to use more of the features to create a
better product.
Time
can complete an assignment within a given time
frame.
Completes the assignment before or on due date. Completes the assignment one to two
days late and communicates this to the
teacher
Completes the assignment one to two
days late doesn’t communicate this to
the teacher.
Completes the assignment within one
week of the due date.
Making