Egg Baby Project

Primary Student Objective: Make purchasing, scheduling, and child care choices for a potential child that do not exceed allotted resources.

Infants and children have needs that require parents to choose how to allocate resources. Good parents want to do more than meet their children’s basic needs, but often have to make difficult choices based on the available resources.

This unit requires students to create a budget for newborn supplies (clothing, diapers, toys) and to develop an appropriate child care plan based on the resources in their Parent Profile. The Parent Profile will include the following information: household type (single parent, blended family), occupation, work schedule, income, and the availability and willingness of family and friends to help with child rearing. Students will make choices for potential children using only the resources provided on the Parent Profile.

The goal is for students to understand that parenting is an enormous responsibility that requires making many decisions. Performance tasks and other unit activities are provide a parenting simulation and drive students to consider their potential as a parent.

Some additional benefits may include thoughtful consideration of how their parents and/or guardians meet their needs and wants. The experience may also help students develop a vision for their life, as a single, married, parent, or non-parent.

The following unit was created to meet the Pennsylvania Academic Standards in Family Consumer Science, using Understanding by Design principles. Following the unit plan are ideas for differentiating instruction within the unit.


Egg Baby Project

Stage 1 – Desired Results
Established Goals (Standards)
PA Academic Standards for Family Consumer Science
Grade 9
11.2.9
B. Know FCCLA action planning procedure and how to apply it to family, work and community
decisions.
Grade 12
11.2.12
A. Justify solutions developed by using practical reasoning skills.
B. Evaluate the effectiveness of action plans that integrate personal, work, family and community responsibilities.
11.4.12
C. Analyze practices that optimize child development (e.g., stimulation, safe environment, nurturing caregivers, reading to children).
D. Analyze plans and methods to blend work and family responsibilities to meet the needs of children.
Students will understand that:
Infants have many needs that fall into a variety of categories: social-emotional, physical, and cognitive.
Properly caring for the needs of infants takes time and money.
Some infant supplies are required (sometimes by law) for the protection of an infant. Other items make life easier for the parent and more enjoyable for the infant.
Choices that a parent makes affect the development of the infant.
Parents must be emotionally ready to care for an infant – they often must make choices that are responsible, but not “fun”.
Potential Misconceptions:
Infants just need to be kept physically safe and fed. They don’t need interaction.
Supplies for the infant and child care are relatively cheap. Friends and family will be able to watch my baby whenever they want.
Essential Questions:
What does it take to be a good parent?

What do infants want? What do they need?

How much does it cost to care for an infant?

Who will take care of my baby when I need to go to school, work, do housework, relax, etc?

How does having a baby change a person’s life?
Students will know:
Infants have social-emotional, physical, and cognitive needs that a parent must meet using resources including time, money, and energy.
Items and activities provided for infants can be differentiated between wants and needs.
Work schedule, income, availability and willingness of family and friends to provide child care can present opportunities and challenges when developing a Child Care Plan.
Caring for an infant requires a parent to be selfless, putting the child’s needs and wants before their own.
Stage 1 – Desired Results (continued)
Students will be able to:
  • Identify the social-emotional, physical, and cognitive needs of an infant.
  • Identify parental behaviors that will help infants healthy and safe.
  • Create a registry, listing the name of the item, cost, whether it meets a need or a want, and what kind of need or want it meets (social-emotional, physical, or cognitive).
  • Decide what can be purchased from that list using a prescribed budget.
  • Construct an egg baby carrier that will keep it physically safe.
  • Use the FCCLA action planning procedure to create a Child Care Plan.
  • Account for the safety of the egg each moment of the day, returning an intact egg on the fourth day.
  • Reflect on: what babies need, creating a child care plan, and the possibility of parenthood.
Stage 2 – Assessment Evidence
Performance Tasks:
Infant registry
Child Care Plan
Daily Schedules
Egg Baby intact at the end of 4 days
Other Evidence:
Blog entries
  • What makes a good parent?
  • What do babies need?
  • What needs, wants and concerns do you need to consider in your Child Care Plan?
  • Do you want to be a parent? Why or why not.
Peer Assessments - Infant Registry, Child Care Plan
Quiz: Sort infant needs - social-emotional, physical, or cognitive
Construct an egg carrier
Stage 3 – Learning Plan
  1. Pre-assessment: Blog: What makes a good parent?
  2. After showing video of Michael Jackson dangling his child over a balcony, ask, “Do you think Michael Jackson was displaying good parenting behavior?” (Class discussion).
  3. Introduce the essential questions and the performance tasks. Provide students with the general syllabus for the unit, explaining that more details will be provided as each task is assigned.
  4. Explain that the following day a graduate student studying psychology will be coming in to talk about the needs of infants. Begin a K, W, L chart regarding the needs of infants.
  5. Complete the K,W, L chart after the speaker.
  6. Blog: What do babies need?
  7. Review vocabulary related to the social-emotional, physical, or cognitive needs of infants.
  8. Provide print and internet resources for students to research items that must be purchased by expectant parents. Students should create a registry, listing the name of the item, cost, whether it meets a need or a want, and what kind of need or want it meets (social-emotional, physical, or cognitive).
  9. Administer quiz on infant needs.
  10. Give students a parent profile that includes the following: occupation and hours worked, monthly income, budget for infant registry, family and friend involvement and availability for help with child care. Students have to choose what they are able to buy from their infant registry based on their budget. Follow up with peer review and final submission of Infant Registry.
  11. Students will construct their Egg Baby Carriers and receive their eggs. Students will have daily egg checks for three days and turn in a Daily Schedule that accounts for the egg at all times. The egg must be with the parent (student) or with a reliable child care provider at all times.
Stage 3 – Learning Plan (continued)
  1. Introduce the FFCLA Action Planning Procedure and discuss how it can be used to develop a Child Care Plan. Discuss the various child care options: nanny (live-in, live-out, au pairs, day care, relative or friend).
  2. Show two video clips: What to Look for in a Daycare, How to Choose a Daycare
  3. Blog:What needs, wants and concerns do you need to consider in your Child Care Plan?
  4. Students complete their draft Child Care Plans and submit a final draft after the peer review.
  5. Final egg check
  6. Blog: Do you want to be a parent? Why or why not?

Timeline for Implementation:

Monday
Tuesday
Wednesday
Thursday
Friday
Pretest

MJ Video

Intro Unit

KWL - Infant Needs
Speaker

KWL – Infant needs

HW: Blog Brainstorm: What do babies need?
What do babies need?

Infant needs review; vocabulary/concept handout

Begin Infant Registry
Quiz – Infant Needs

Complete draft Infant Registry
Peer review – Infant Registry

Review Parent Profiles

Begin Egg Baby Carriers
Update Infant Registries

Complete Carriers

Egg Baby Rules
Receive eggs

Decorate eggs

Intro Child Care Plan, child care options, day care videos

Due: Infant Registry

HW: Blog Brainstorm: What needs, wants and concerns do you need to consider in your Child Care Plan?
Egg check

Blog: What needs, wants and concerns do you need to consider in your Child Care Plan?

Child Care Plan

Due: Daily Schedule
Egg check

Peer review – Child Care Plan

Complete Child Care Plan


Due: Daily Schedule
Egg check

Blog: Do you want to be a parent? Why or why not?

Due: Daily Schedule

Due: Child Care Plan





Opportunities for Differentiation:

Quiz may be given orally, or a scribe may be made available.

Students can create a pod cast rather than write a blog entry.

Students who have trouble paying attention during speakers and presentations may be given responsibilities to help them attend to task. Examples include: being the host, video taping, taking notes.

Offer English Language Learners the opportunity to complete the project from the parenting and child care perspective of their native culture.

Students can create icons for social-emotional, physical, and cognitive needs, which could be used as an extension, or can be used as scaffolding for students who struggle with learning new vocabulary.

Teacher can provide mini-lessons throughout the unit for the students who struggle with the concepts, the reading, or the writing related to the completion of the tasks. Mini-lessons include:
  • Areas of development (social-emotional, physical, or cognitive) – using a semantic map to identify and group needs and wants.
  • Differentiating wants and needs – using index cards to physically sort needs and wants.
  • Budgeting – use play money rather than a budget on paper
  • Differentiating child care options using graphic organizers – Venn diagrams and Semantic Feature Analysis

To extend learning, students can choose to research an area in which experts have significant disagreements, for example, sleep training.

Increase comprehension of content area text by using one or more of the following strategies: QAR (question, answer relationship), Guided Reading, Think Aloud, Think-Pair-Share, GIST.