# Calendar 03: Growing Up, Getting Along
Unit 3, Human Development and Relationships. 25 periods of 40 minutes, days 66 to 90 of the year: the last 25 days of marking period 2. Five teaching weeks of five meetings each. One cell per period: the lesson code and title, then what happens that day. CHECK marks a formal assessment, PROJECT marks a project day, GUEST marks a period with a planned visitor (the counselor, the nurse, the librarian, or the WIC or pediatric visit) if it lands.
This calendar is written in day numbers and teaching weeks, not dates. The columns are the five meetings of each teaching week; a holiday pushes every later day back one meeting. Map the day numbers onto your school's calendar; the day numbers and the order do not change.
| Week | Meeting 1 | Meeting 2 | Meeting 3 | Meeting 4 | Meeting 5 |
|---|---|---|---|---|---|
| Week 1 (Topic 3.1 Growing Across the Lifespan) | **Day 66: 3.1 Stages From Infant to Older Adult**
First 10 minutes: Unit 2 Round 2 standings by merchant number and two or three "future self" lines read aloud, journals collected; then the seven stage headers on the board; 21 cards sorted to the table timeline with an aspect letter (P, E, S, I) on each; the needs at each stage; the two-stage comparison; 3-2-1 exit card | **Day 67: 3.2 Ages and Stages of Young Children**
The silhouette hook; the egg-under-the-napkin object permanence demo; six milestones on the Ages and Stages chart; why a baby under eight months does not look, and why separation anxiety is the brain working; a caregiver action and a safety step at 6 months, 2 years, and 4 years; the "why should you care" sticky wall | **Day 68: 3.3 Adolescence: What Is Changing and Why It Is Normal**
The four aspects at 11 to 14; twelve statements in a stand-and-sort under the MYTH and FACT signs; one myth corrected; the sleep ranges from 2.6; what brain research says; the body changes marked as health class | **Day 69: 3.4 Heredity, Environment, and Who I Am Becoming, Day 1**
Heredity versus environment; the private influences map (stays in the folder); the Part 3 defense paragraph, names nobody | **Day 70: 3.4 Heredity, Environment, and Who I Am Becoming, Day 2**
The Lifespan Lightning review game with the 3.1 cards and team whiteboards; CHECK: Assessment 03.1 Lifespan Stages Quiz, 12 items, 20 points, in the last 15 minutes |
| Week 2 (Topic 3.2 Self-Concept, Peers, and Stress) | **Day 71: 3.5 Self-Concept, Self-Image, and the Filtered Life**
Self-concept defined and the factors that shape it; the influences map reread; the Self-Talk Swap (five lines); the filtered and unfiltered picture of an object, never a person; index card closure; a clean break point follows [Sal: if a long break lands after day 71, nothing is lost: the Stress Plan work starts at day 72 on purpose, so nothing is due across a break.] | **Day 72: 3.6 Peer Influence, Pressure, and Refusal Skills, Day 1**
Peer, peer pressure, positive and negative, direct and indirect; a scenario card through the five-step decision model with family, peers, and media each pushing; the four refusal steps (say no clearly, give a reason, offer an alternative, walk away) modeled and drilled | **Day 73: 3.6 Peer Influence, Day 2**
Skit teams plan from the ten scenario cards; 60 to 90 second skits performed; feedback slips rate each skit against the four steps with a reason | **Day 74: 3.7 Stress: What It Is and My Stress Map**
Stress and stressor defined; body signals on the blank outline; "mental health" in one line; the who-to-ask slide (counselor, nurse, any teacher, the office, an adult at home, the approved help line); the Private Stress Map, never collected; the exit strip torn off and turned in | **Day 75: 3.8 Stress Management Toolkit**
Six tools tested in order (breathing, walking the taped loop, writing a list, music or movement, talking to a partner, sleep and food basics), each rated before and after; the toolkit card cut off and kept |
| Week 3 (Topic 3.2 ends; Topic 3.3 Communication, Conflict, Relationships) | **Day 76: 3.9 Digital Footprint and Online Relationships, and the Stress Plan**
The footprint check on a described profile across four online channels; what lasts; six online scenarios classified and the person to tell named; CHECK: the Stress Plan written in the last 10 minutes and scored on the three-criterion mini rubric (stressor and tools, person to talk to, phone boundary), 12 points | **Day 77: 3.10 Listening and I-Messages**
The 30-second hearing versus listening test; a Draw/See/Hear round in pairs; the listening checklist; the I-message frame (I feel, when, because, and I need); ten you-statements rewritten | **Day 78: 3.11 Conflict: Prevent, Manage, Repair, Day 1**
The class conflict map on chart paper with sticky notes; the escalation ladder; prevent versus manage versus repair; the ten scenario cards read | **Day 79: 3.11 Conflict, Day 2**
Tables pushed back; triads (two in the conflict, one coach with the checklist); manage it, then the repair steps; rotate; feedback from the coach | **Day 80: 3.12 Healthy vs Unhealthy Relationships: The Signs**
"Relationship" defined; 24 cards sorted on the three-column mat in groups of three; the answer sheet; who to tell; GUEST: the counselor for the last ten minutes (where the office is, what happens when you come in, two questions) |
| Week 4 (Topic 3.3 ends; Topic 3.4 Families and Caring for Others begins) | **Day 81: 3.13 Friendship, Boundaries, and the Communication Performance Task, Day 1**
What friendship looks like at this age; the boundary frame; the saying-no practice; the group chat rules; the planning sheet with a partner; the performance order posted | **Day 82: 3.13 Friendship, Boundaries, and the Communication Performance Task, Day 2**
CHECK: pairs draw a scenario card face down and perform the 90-second exchange in the last 25 minutes; scored on four criteria at 0 to 3 each, 12 points; the self-score turned in | **Day 83: 3.14 Types of Families and How Families Change**
The structures chart; twelve scenario cards matched to it; the four things every family does (care, teach, provide, belong); the life cycle chart and six transitions (a move, a new sibling, a job change or a job lost, a divorce or a separation, a death, a new country); a transition changes the shape and does not un-family the family; index card closure; the build bin note goes home | **Day 84: 3.15 Roles and Responsibilities at Home**
Performance task retakes at the side table in the first five minutes; the home jobs list and which a 12 to 14 year old can do alone; the fair-share chart for a fictional family card, with one assignment that is not equal but is fair; the tradition card (keep, change, or pass on), saved for the showcase wall | **Day 85: 3.16 What Parents and Caregivers Do**
The eight jobs of a caregiver (safety, food, health, love, teaching, limits, money, time); the 24-hour caregiver clock shaded in pairs; food, diapers, and child care priced for a month; the supports match (the pediatric clinic, the family liaison, the library, WIC, 211); the readiness lines; GUEST: the WIC or pediatric visit if it lands |
| Week 5 (Topic 3.4: babysitting, the project, careers) | **Day 86: 3.17 Babysitting Basics: Safety, Safe Sleep, Emergencies**
The seven rules, one picture each; the shoebox crib stripped to what belongs (back to sleep, empty crib); never shake a baby and the crying plan; the choke test with the tube; water and stairs; the safety walk through the described home (eight hazards, each fixed); the emergency card; four job scenarios judged; the Red Cross course slide; GUEST: the nurse takes the safe sleep demonstration if she can. Never cut this lesson | **Day 87: 3.18 Project: Babysitter's Activity Kit, Day 1**
PROJECT: the project sheet and rubric handed out; the brief, the kit menu, the criteria and constraints, the tube rule; pick an age (2 to 6) and one area; plan on the template alone or in a pair; price the materials from the bin list under $5; first safety check; the teacher signs the plan; GUEST: the children's librarian for 10 minutes if it lands | **Day 88: 3.18 Babysitter's Activity Kit, Day 2**
PROJECT: build from the bin; any change written on the plan; the parent card (name, age, what it builds, three steps, a safety line, a cleanup line, first name or initials only); the ten-line safety checklist run by the student and again by a partner; fix what fails | **Day 89: 3.18 Babysitter's Activity Kit, Day 3**
PROJECT: test with a partner playing the child's age; test notes and one change; the Family Showcase: kits on the counter under age signs with the parent cards, the tradition cards on the wall above, two-minute demos, the gallery card walk; self-assess; submit everything; CHECK: Rubric 03, five criteria, 20 points | **Day 90: 3.19 Careers in Human Services and Education, and the Unit 3 Test**
Eight career cards posted at stations (teacher, pediatric nurse, social worker, school counselor, child care director, speech therapist, coach, family lawyer; four more for the stretch); the walk sheet with the "would I like this" check; the pathway line; CHECK: Assessment 03.2 Unit 3 Test in the last 20 minutes, tests face down at seats before the walk ends; last day of marking period 2 [Sal: day 90 is the last day of marking period 2; see the unit plan, Section 9, for the swap if grades are due earlier.] |
Day 91 is Unit 4 Lesson 4.1. Nothing from Unit 3 carries into it except a student who missed the test, who takes it during that do now, and a kit that failed a safety line at the showcase, which is fixed and rescored on criterion 2 the same day or the next.
## Counts
- Lessons: 19 (3.1 to 3.19). Two-day lessons: 3.4, 3.6, 3.11, 3.13. Three-day lesson: 3.18.
- CHECK days: 5 (days 70, 76, 82, 89, 90). The Lifespan Stages Quiz (day 70, 12 items, 20 points, the last 15 minutes of 3.4 Day 2) closes Topic 3.1 at the end of the unit's first week. The Stress Plan (day 76, the last 10 minutes of 3.9, 12 points on the three-criterion mini rubric inside the lesson) closes Topic 3.2. The Communication Performance Task (day 82, the last 25 minutes of 3.13 Day 2, 12 points on the four-criterion checklist inside the lesson) closes Topic 3.3, with retakes in the first five minutes of 3.15. The project (day 89) is scored on Rubric 03, 20 points. The unit test (day 90, the last 20 minutes of 3.19) closes the unit and the marking period.
- PROJECT days: 3 (days 87 to 89).
- GUEST days: up to 5 (day 80 counselor, day 85 WIC or pediatric, day 86 nurse, day 87 librarian, day 89 librarian on the showcase walk). Only the counselor's ten minutes (day 80) is written into a lesson's timed procedure; the others are bonuses the lessons absorb from their practice time, and no lesson depends on a visitor.
- Topic day counts: 3.1 five (days 66 to 70), 3.2 six (days 71 to 76), 3.3 six (days 77 to 82), 3.4 eight (days 83 to 90). Total 25.
- Marking period: all 25 days are MP2 (days 46 to 90). Day 90 is the last day of MP2.
- Break points: this unit is built so long breaks land cleanly after day 71 and after day 81. Neither point has anything due across it: the Stress Plan is drafted from the toolkit card after the day 71 break point, and the performance task's planning day and its scored day are both live periods with the order posted.
- Things that carry forward inside the unit: the 21 lifespan cards (3.1 to 3.4 Day 2), the influences map (3.4 to 3.5), the skit teams (3.6 to 3.8's talking partners), the toolkit card (3.8 to 3.9), the toilet paper tubes (3.17 to 3.18), and the tradition cards (3.15 to the showcase wall on day 89).
## If a day is lost
A snow day or an assembly pushes everything one cell to the right. Drop days in this order to get back on schedule: 3.9 (fold the footprint check into 3.5, put the phone boundary on one slide in 3.8's closure, and write the Stress Plan as the do now of 3.10 on the same mini rubric), then 3.15 (the fair-share chart becomes homework from 3.14's closure, the tradition card is written on Day 1 of 3.18 so it still reaches the wall, and the performance task retakes move to 3.16's first five minutes), then 3.11 Day 2 (one round of triads in ten minutes on Day 1 and the repair steps read from the handout), then 3.4 Day 1 (the influences map becomes homework and the defense paragraph is the do now of Day 2; the quiz keeps its 15 minutes). Never drop 3.17. Never cut 3.18 below two days: if one project day is lost, Day 2's build and the parent card run in one period with the card finished at the start of Day 3, and the showcase keeps its day. If the loss lands on day 90, the unit test moves to the first day of Unit 4 and the careers walk is cut to the walk sheet as homework; the marking period grade is entered from the project and the three topic checks, and the test is added when it is scored. If a guest cancels, the lesson runs from its slides and its demo.