Reconciliation note: this plan was written to the scope and sequence and then reconciled to every lesson page, the project sheet, and the quiz as they landed in the folder. Where a lesson page and this plan disagree, the lesson page wins; the calendar and this plan follow the lessons' handout names, points, and check slots. Rubric 03 and Assessment 03.2 landed after this plan was first written and are reconciled to it here.

1. Why this unit

I have watched what peer groups do to a middle school room. One group chat can change who sits where, who talks, and who stops raising a hand, and it can do it overnight. Kids do not learn from people they do not trust, and at 11 to 14 the people they trust most are each other. So this is the unit where the room learns to talk to each other: how to listen, how to say what you feel without starting a fight, how to say no to a friend and keep the friend, and how to tell a healthy relationship from one that is hurting you.

In my certification program I took Infant Development and Prenatal Care and Family Relations, and both changed how I teach this. Infant development gave me the egg under the napkin, the ages and stages chart, and a way to show a 12-year-old what a brain is doing at eight months and again at thirteen years. Family Relations gave me the language for what students already live: families that change shape, older siblings who are the after-school caregiver, and the plain fact that a family is where a kid first learns how to handle stress and conflict.

The unit ends with a job. Babysitting is the first paid work many of my students will do, and some of them are already doing it without pay for a younger brother or sister. They leave this unit knowing the seven rules of babysitting, safe sleep, what goes on the emergency card, why you never shake a baby, and how to build something for a child that fits the child's age, costs under $5, and passes a safety check twice. They test it, they present it, and they take it home. A student who can do that can be trusted with a kid, and that is the point.

2. Content identified (the concept map, written out)

2.1 What the NYS module lists for this unit

The state's HDR module has 28 lettered lines in seven topics numbered 1 to 7. The June 2018 PDF printed Parenting as 7 and Career Pathways as 8 with no topic 6; the NYSED 2023 copy fixed the gap, and this unit cites the 2023 numbers (crosswalk E.5). All 28 lines are taught here. None are skipped. HDR is the one content module with no Consumer Resources and Finance topic; the money that belongs to families (a transition, a baby's first year, child care) comes in through the Financial and Consumer Literacy theme instead (Section 2.2).

2.2 How the CTE themes come in

• Communication and Interpersonal Relationships (primary): Topics 3.2 and 3.3 are built on CIR 4. Relationships, 5. Peer Relationships, and 6. Conflict Prevention and Management. Hearing versus listening and the listening checklist (CIR 2. b) and c)), the I-message frame and the performance task (CIR 1. f)), the four refusal steps (5. e)), the conflict role plays with a coach (6. c)), and the 24-card sort (4. e)) are the practice the theme asks for. The state's own HDR illustrative activity for this theme is the healthy and unhealthy relationships video recreation; Lesson 3.12 does it with a card sort and Lesson 3.11 with role plays instead of video.
• Health, Safety, and Wellness: Topic 3.2 is stress (HSW 6. a), c), d), e)) and social-emotional learning (HSW 5. a), c), e)), and Lessons 3.2 and 3.17 are personal safety for a child in your care (HSW 3. c), 3. e), and 4. g)). The counselor, the nurse, and the who-to-ask list are named as the school personnel to go to (HSW 5. e)) in 3.7, 3.9, and 3.12.
• Career and Community Opportunities: Lesson 3.1 uses CCO 5. a) (what people need at each stage), 3.15 uses 1. c) (home as a work environment), 3.16 uses 1. a) and 5. b) (unpaid work and community resources for families), and 3.19 uses 2. d) on the careers walk. The state's HDR illustrative activity for this theme is an afterschool activity plan; the kit is the same idea built for one child.
• Problem Solving and Innovation: the kit follows the state's design process (PSI 2. a) a., b., c., f., and g. as Lesson 3.18 and Project 03 cite them): define the problem, write criteria and constraints, build, test against them, and change one thing. The state's own HDR illustrative activity for this theme is a toy prototype tested with children; the kit is that at middle school scale, tested on a partner playing the age.
• Financial and Consumer Literacy: HDR has no finance topic, so the theme carries the money at unit level (no lesson page prints an FCL line). Lesson 3.14 puts "a job change or a job lost" on the transitions chart, which is a financial risk in the sense of FCL 3. a) and the IGLR 4. g) line Unit 2 flagged for this unit; Lesson 3.16 prices three of the eight jobs (food, diapers, child care) from the figures on the slide, which is the state's own HDR illustrative activity (a family budget with a child care line) cut to one calculation (FCL 4. b) and 4. c)).
• Sustainability: thin here, on purpose. The one piece that carries it is the kit's bin: shared materials priced on a posted list, a $5 limit that is about choosing rather than shopping, cardboard scraps and paper goods that last across periods, and kits that can be donated after the showcase (SUS 1. b) and g), unit level).

2.3 Trends, issues, and news

1. Phones and group chats. Most of the room is in at least one group chat, and that is where peer pressure now lives: the screenshot, the pile-on, the person left out of the chat. Lesson 3.6's ten scenario cards use everyday pressure (copying homework, skipping a class, sharing a photo, leaving someone out, a dare), Lesson 3.9's six scenarios are all online, and Lesson 3.13 has group chat rules.
2. Screen time and sleep. Students know they are tired. Lesson 3.3 puts the sleep ranges from Lesson 2.6 on its slide, Lesson 3.8's sixth tool is sleep and food basics, and the Stress Plan in 3.9 requires one specific phone boundary (a time, a chat, a notification, a place) with a reason.
3. Anxiety talk among teens. "I have anxiety" is a sentence students say to each other. Lesson 3.7 defines stress as a normal response with body signals on a blank outline, defines "mental health" in one line, and puts the who-to-ask list on the slide; anything that is more than stress goes to the counselor or the nurse, and 3.7, 3.9, and 3.12 say so.
4. Changing family structures. Blended, single-parent, grandparent-led, two-household, adoptive, foster, and multigenerational families are all in the room. Lesson 3.14 puts every structure on one chart with the same four things every family does, so no student's family is the odd one, and its teacher notes say how the lesson handles students' own families.
5. Older siblings as caregivers. Many students already pick up a younger sibling, feed them, and put them to bed. Lesson 3.15's home jobs list names younger siblings as a job, and Lessons 3.16 and 3.17 treat that as real caregiving, name the safety rules, and say where a family gets help when it is too much for a kid to carry alone (HDR 5. f)).
6. Babysitting apps and age rules. The big babysitting apps require sitters to be 18, so a 12-year-old's first jobs come from neighbors and family. New York has no law that sets a minimum babysitting age; the American Red Cross babysitting course was written for ages 11 and up at last check. Lesson 3.17 puts the Red Cross course on one slide and Lesson 3.19's walk asks what a parent looks for.

2.4 What students this age find interesting

1. Babies and little kids: what a baby can see, why a toddler drops the spoon fifty times, why an eight-month-old cries when a parent leaves the room.
2. Whether what is happening to them is normal (it is), and hearing that from someone other than a parent.
3. Friend drama, and a chance to act it out in a skit where nobody real gets hurt.
4. A private map of what stresses them, that nobody collects.
5. Getting paid to babysit, and knowing what to say to a parent to get the job.
6. Building something with their hands, pricing it under $5, and watching a "kid" (a partner in role) try to break it.

2.5 Links to other subjects

• Health: puberty, body image, reproductive health, substances, and mental health diagnoses stay in health class. Lesson 3.3 teaches adolescence as a stage in the four aspects and marks the body changes as the health teacher's; Lesson 3.5 stays on self-concept and self-talk and never edits a picture of a person; Lesson 3.6's cards carry no substance or sexual pressure by design; Lessons 3.7 and 3.8 teach stress and a toolkit and stop at the who-to-ask list. See Section 11.
• ELA: the I-message frame (Lesson 3.10) is a four-part sentence students use in every role play; the parent card in the kit (Lesson 3.18) is written for an adult reader in three plain steps, which is audience awareness on one card; the refusal skit (3.6) is dialogue writing.
• Social studies: family and culture (Lessons 3.14 and 3.15): family structures across cultures, and the tradition a family teaches and whether to keep it, change it, or pass it on.
• Science: brain development (Lessons 3.2 and 3.3): the infant brain building connections (object permanence and separation anxiety as signs it is working), and current brain research on the adolescent brain (National FCS 12.1.3), which is why "why did you do that" often has the honest answer "I do not know."
• Art: the kit (Lesson 3.18) uses color, size, and texture chosen for one age, and the parent card's picture version draws the three steps with one word under each.
• Math: the 24-hour caregiver clock in Lesson 3.16 (hours out of 24, shaded), the monthly cost of food, diapers, and child care from the slide's figures, and the kit's priced materials list under $5.00.

3. Enduring understandings and essential questions

Big ideas:

• People grow in four ways at once (physical, intellectual, emotional, social), at every stage, and what a person can do depends on where they are, not on how hard they try.
• What you say to yourself and what your friends say to you both shape who you become. You can change both.
• Stress is normal and has signals; a plan for it is a skill, not a personality trait.
• Every relationship runs on the same things: listening, saying what you feel without attacking, respecting a boundary, and repairing after a fight.
• A family is whoever does the four things a family does. Families change shape, and a change does not un-family the family.
• Caring for a child is real work with real rules, and the rules are learnable at twelve.

Essential questions:

1. How do people grow and change from birth to old age, and what is happening to me right now?
2. Who decides who I am: my genes, my family, my friends, my phone, or me?
3. What do I do when I am stressed, and what should I do?
4. How do I say what I need and hear what someone else needs, even when we disagree?
5. What makes a family a family, and what happens when a family changes?
6. What does it take to be trusted with a child?

4. Knowledge and skills

Knowledge (facts, vocabulary, ideas):

• The seven stages of the lifespan and the age ranges the lessons use: infancy (birth to 1), early childhood (1 to 5), middle childhood (6 to 11), adolescence (12 to 18), young adulthood (19 to 39), middle adulthood (40 to 64), older adulthood (65 and up); the ranges are approximate.
• The four aspects of development (physical, intellectual, emotional, social) and how a change in one pulls on the others.
• Six milestones from birth to five (rolling over, sitting, walking, first words, two-word sentences, pretend play); object permanence and why a baby under about eight months does not look for the hidden egg; separation anxiety as a sign the brain is working the way it should; what a 6-month-old, a 2-year-old, and a 4-year-old need and what safety step matches each new skill.
• What changes at 11 to 14 in all four aspects; the myths and facts about adolescence; what current brain research says about the adolescent brain; the common problems of the stage.
• Heredity versus environment, and the influences that shape a person (the private influences map).
• Self-concept, self-image, self-talk; the factors that shape self-concept; the marks of a positive and a negative self-concept; what a filter does to a picture and what an unfiltered picture is for.
• Peer, peer pressure, positive and negative pressure, direct and indirect pressure; the four refusal steps (say no clearly, give a reason, offer an alternative, walk away), used in any order and not all four at once; how family, peers, and media each push a decision.
• Stress, stressor, the body signals of stress, "mental health" in one line; the six tools (breathing, walking, writing a list, music or movement, talking to someone, sleep and food basics) and a before and after rating for each; what a Stress Plan is (a stressor, two tools from the toolkit card, a person to talk to, a phone boundary).
• Digital footprint; the four online channels; what lasts; the who-to-tell list for an online problem.
• Hearing versus listening; the listening checklist; the I-message frame: I feel (feeling) when (what happened) because (why it matters) and I need (one specific thing).
• Conflict, escalation, compromise, repair; the escalation ladder; the difference between prevent, manage, and repair; the repair steps; the coach checklist.
• The signs of a healthy and an unhealthy relationship (the 24 cards); who to tell (the counselor, the dean, the nurse, the social worker, an adult at home).
• What a boundary is and the boundary frame; the saying-no practice; the group chat rules; what friendship looks like at this age.
• Family structures on one chart; the four things every family does (care, teach, provide, belong); the family life cycle; six transitions (a move, a new sibling, a job change or a job lost, a divorce or a separation, a death, a new country) and the rule that a transition changes the shape and does not un-family the family.
• The home jobs list (meals, dishes, laundry, cleaning, trash, pets, younger siblings, errands, repairs, bills), which ones a 12 to 14 year old can do alone, and what a fair share is (not always equal); traditions and what they teach.
• The eight jobs of a parent or caregiver (safety, food, health, love, teaching, limits, money, time); the 24-hour caregiver clock; what food, diapers, and child care cost in a month; readiness for parenting; the supports (the pediatric clinic, the family liaison, the public library, WIC, 211).
• The seven rules of babysitting, including back to sleep in an empty crib and never shake a baby; the tube rule (anything that fits through a toilet paper tube can choke a child under 3); water and stairs as the two places you never look away; what goes on the emergency card; when to call 911 and what to say; the four job scenarios and which to say no to; the Red Cross course.
• Eight human services and education careers (teacher, pediatric nurse, social worker, school counselor, child care director, speech therapist, coach, family lawyer), what each does, and the pathway line to each.

Skills (what students will be able to do):

• Sort 21 cards to seven stages on a table timeline and mark the aspect each card shows; compare what two stages need most and defend which need is hardest to meet.
• Run the egg-under-the-napkin demo on a partner in role and explain what a baby under eight months does and why; read six milestones off the Ages and Stages chart; design one caregiver action and one safety step for a child at three ages.
• Sort twelve statements about adolescence into myth and fact and correct one myth in a sentence.
• Build a private influences map and write a defense paragraph on heredity versus environment that names no one.
• Swap six negative self-talk lines for accurate ones; say what a filter changed in a picture of an object.
• Run a scenario through the five-step decision model with family, peers, and media each pushing; demonstrate the four refusal steps in a role play; perform a 60 to 90 second skit and rate a classmate's skit against the four steps with a reason.
• Draw a Private Stress Map (stressors by category, body signals, what I do now) that stays in the folder, and turn in the exit strip.
• Test six stress tools in class, rate each before and after, and cut and keep a toolkit card.
• Run the footprint check on a described profile across four online channels; classify six online scenarios and name the person to tell; write the Stress Plan with a stressor, two tools, a person, and a phone boundary.
• Pass the 30-second hearing versus listening test; run a Draw/See/Hear round; rewrite ten you-statements as four-part I-messages.
• Build the class conflict map; walk a scenario up and down the escalation ladder; in a triad, manage and then repair a conflict from a scenario card while a coach scores the checklist.
• Sort 24 relationship cards on the three-column mat in a group of three and complete the answer sheet; name who to tell.
• Say a boundary from the boundary frame and keep it when pushed once; complete the 90-second Communication Performance Task with a partner on the four-criterion checklist and self-score it.
• Match twelve family scenario cards to the structures chart; place a transition on the life cycle chart and say what stays the same.
• Build a fair-share chart for a fictional family card that assigns every home job and explains one assignment that is not equal but is fair; write the tradition card.
• Shade the 24-hour caregiver clock; price three of the eight jobs for a month; match a family need to a support; write the readiness lines.
• State the seven babysitting rules and why each exists; run the choke test with the tube; strip the shoebox crib to what belongs in it; find eight hazards in the described home and fix each; fill the emergency card; judge four job scenarios with the rule that decides each.
• Plan, build, safety-check twice, test on a partner in role, change one thing, and demo a Babysitter's Activity Kit for one age (2 to 6) that builds one development area, costs under $5 from the bin price list, and comes with a parent card a parent can read in one minute.
• Walk eight career cards with the "would I like this" check and write the pathway line to one career.

5. Unit objectives

One per topic, upper half of Bloom's:

• Topic 3.1: Students will analyze how people change in the physical, intellectual, emotional, and social aspects across the seven stages of the lifespan, run and explain the object permanence demo, and evaluate the roles of heredity and environment in who they are becoming.
• Topic 3.2: Students will evaluate the influence of self-talk, family, peers, and media on their own choices, perform a refusal skit that asserts a personal choice inside a peer group with the four refusal steps, and create a Stress Plan with two tested tools, a person to talk to, and a justified phone boundary.
• Topic 3.3: Students will apply the listening checklist, the four-part I-message, and a stated boundary in a 90-second scenario with a partner, analyze a conflict on the escalation ladder and repair it in a role play, and justify which signs make a relationship healthy or unhealthy and who to tell.
• Topic 3.4: Students will evaluate what every family does and what a transition changes, demonstrate the seven babysitting rules and the emergency card for a child in their care, and design, build, safety-check, test, and present a Babysitter's Activity Kit that fits one age, builds one development area, costs under $5, and passes the checklist twice.

6. Topics, sequence, and timeline

Day counts: 5 + 6 + 6 + 8 = 25. The day-by-day placement is in Calendar 03.md.

The first 10 minutes of day 66. Lesson 3.1 opens with the Unit 2 close, as Step 0 of its procedure: the Gilded Age Market Round 2 standings go up by investor number and two or three "sentence to my future self" lines from Entry 10 are read aloud, no names, and any Investor Journal still out is collected. Then the do now and the timeline. Lesson 3.1's teacher notes hold the close to 10 minutes and not one more. If I would rather post the standings on the wall and skip the read-aloud, Lesson 3.1 gets its 10 minutes back for the needs-at-each-stage writing.

Flex lessons (drop first when time runs short): Lesson 3.9 (fold the footprint check into Lesson 3.5 as the online half of the filtered life, one slide on the phone boundary in Lesson 3.8's closure, and the Stress Plan written as the do now of Lesson 3.10 and scored on the same mini rubric) and Lesson 3.15 (the fair-share chart becomes homework from Lesson 3.14's closure and the tradition card is written on Day 1 of Lesson 3.18 so it still reaches the showcase wall; the performance task retakes move to Lesson 3.16's first five minutes). For the 30-week version (Unit 3 at 22 days), also run Lesson 3.11 in one day: the conflict map, the ladder, and prevent versus manage versus repair on Day 1, with the triad role plays cut to one round of ten minutes and the repair steps read from the handout. Those three moves take 25 to 22. Lessons that must not be cut: 3.17 (babysitting safety: the seven rules, safe sleep, the choke test, the emergency card, never shake a baby). That is the safety lesson of this unit. A student who leaves without it is the student who gets a child hurt. Also protect 3.10 (listening and the I-message), because every role play and the performance task run on it.

Semester version (12 days): Topic 3.1 as 3.1 (1), 3.2 (1), and 3.3 and 3.4 combined with the quiz in the last 15 minutes and the influences map as homework (1); Topic 3.2 as 3.5 (1), 3.6 in one day with the refusal steps taught and two skits performed instead of a full round (1), and 3.7 and 3.8 combined with three tools tested instead of six and the Stress Plan written as homework and scored at the next meeting (1); Topic 3.3 as 3.10 (1), 3.11 in one day (1), and 3.12 and 3.13 combined with the card sort in the first 15 minutes and the performance task in the last 25 (1); Topic 3.4 as 3.14 and 3.16 combined (1), 3.17 as written (1), and 3.18 in one day (the plan and the build from the bin in one period, the parent card as homework, the test on a partner and a one-minute demo at the table for the teacher only; Rubric 03 scored with criterion 5 from the table demo) with the unit test given as the do now of the next unit's first day (1). Total 12. The careers walk (3.19) is a full lesson in the year version, where it feeds the Unit 7 careers thread; in the semester version it is cut and Unit 7 carries its content. Every-other-day version: the same 12 meetings, with the stress tools tested at home between meetings and rated on the test sheet, the fair-share chart run at home for a week, and the kit built at home from the bin price list with the test on a sibling or a stuffed animal, logged on the plan's test notes and checked against the tube rule at the next meeting.

7. Standards block

NYS module lines taught (every line, by code, with the lesson that teaches it)

• NYS HDR 1. Human Growth and Development Across the Lifespan a) Identify the stages of human growth and development across the lifespan : Lessons 3.1, 3.4
• NYS HDR 1. Human Growth and Development Across the Lifespan b) Identify the relationships among and characteristics of the physical, emotional, social, and intellectual aspects of human growth and development : Lessons 3.1, 3.2, 3.3, 3.4
• NYS HDR 1. Human Growth and Development Across the Lifespan c) Demonstrate understanding of procedures required for the care of an infant or young child : Lessons 3.2, 3.17, 3.18; Project 03
• NYS HDR 1. Human Growth and Development Across the Lifespan d) Plan and implement experiences for young children which promote physical, social, emotional, and intellectual growth and development : Lesson 3.18; Project 03
• NYS HDR 2. Self-Concept and Self-Image a) Define the term self-concept and identify factors which affect the formation of self-concept : Lessons 3.4, 3.5
• NYS HDR 2. Self-Concept and Self-Image b) Compare characteristics of a positive and a negative self-concept : Lesson 3.5
• NYS HDR 2. Self-Concept and Self-Image c) Identify ways that an individual's self-concept changes : Lesson 3.5
• NYS HDR 2. Self-Concept and Self-Image d) Describe ways personal image is projected to others through physical appearance, verbal and nonverbal communication, behavior, and action : Lessons 3.5, 3.9, 3.10
• NYS HDR 2. Self-Concept and Self-Image e) Assess the impact of first impressions on the development of relationships in social and work settings : Lesson 3.5 (Step 4); revisited in Lessons 3.9 (grade 8 stretch) and 3.19 (the walk sheet)
• NYS HDR 3. Peer Influence and Stress Management a) Define the terms "pee" and "peer pressure" : Lesson 3.6 (the state PDF prints "pee"; cited as printed, taught as "peer"; crosswalk D.4 and E.5)
• NYS HDR 3. Peer Influence and Stress Management b) Compare the influence of family, peers, media, and others on decision-making : Lesson 3.6
• NYS HDR 3. Peer Influence and Stress Management c) Analyze positive and negative aspects of peer pressure and ways to assert individual choices within a peer group : Lessons 3.6, 3.13
• NYS HDR 3. Peer Influence and Stress Management d) Recognize that adolescents experience common problems : Lessons 3.3, 3.7
• NYS HDR 3. Peer Influence and Stress Management e) Identify the causes of stress and examine appropriate ways to manage stressors : Lessons 3.7, 3.8, 3.9
• NYS HDR 4. Human Relationships a) Identify characteristics of healthy human relationships : Lessons 3.9, 3.11, 3.12, 3.13
• NYS HDR 4. Human Relationships b) Identify characteristics of unhealthy human relationships : Lesson 3.12
• NYS HDR 4. Human Relationships c) Discuss strategies for strengthening human relationships : Lessons 3.10, 3.11, 3.13
• NYS HDR 5. Family Role in Society a) Evaluate the significance of family and its impact on the well-being of individuals and society : Lesson 3.14
• NYS HDR 5. Family Role in Society b) Examine "family" as the basic unit of society : Lesson 3.14
• NYS HDR 5. Family Role in Society c) Investigate family structures and transitions : Lesson 3.14
• NYS HDR 5. Family Role in Society d) Examine the role of the family in teaching cultural traditions and understanding of cultural diversity : Lesson 3.15; Project 03
• NYS HDR 5. Family Role in Society e) Discuss ways family influence can nurture or impede the development of an adolescent's self-concept, personality, and emerging independence : Lesson 3.15
• NYS HDR 5. Family Role in Society f) Identify support groups, agencies, and community organizations which assist the family in carrying out its basic functions : Lesson 3.16
• NYS HDR 6. Parenting a) Evaluate the impact of parenting roles and responsibilities on strengthening the well-being of individuals and families : Lesson 3.16
• NYS HDR 6. Parenting b) Identify roles and responsibilities of parenting : Lesson 3.16
• NYS HDR 6. Parenting c) Analyze physical, social, and emotional factors related to readiness for parenting : Lesson 3.16
• NYS HDR 7. Career Pathways a) Investigate a career in human development or human services field and identify the pathways used to reach that career : Lesson 3.19
• NYS HDR 7. Career Pathways b) Assess personal knowledge, skills, and interest in careers in human development and human services and evaluate personal suitability for these careers : Lesson 3.19

This unit cites the NYSED 2023 copy, where Parenting is HDR 6. and Career Pathways is HDR 7. The June 2018 release printed them as 7 and 8 with no topic 6 (crosswalk E.2 and E.5).

CTE theme lines used (text verbatim from the theme modules)

Lines printed on a lesson page or on Project 03 are listed with that file. Lines marked "unit level" come from the crosswalk's HDR rows and are carried by the unit where no lesson page prints them.

Communication and Interpersonal Relationships:

• CTE CIR 1. Communication b) Describe types of communication (e.g., oral, verbal, nonverbal, digital) : Lesson 3.9
• CTE CIR 1. Communication f) Demonstrate personal development of communication skills through practice of these skills in a variety of classroom applications : Lessons 3.10, 3.13, 3.18; Project 03
• CTE CIR 2. Listening b) Distinguish between hearing and listening : Lesson 3.10
• CTE CIR 2. Listening c) Show understanding of active listening and feedback techniques : Lesson 3.10
• CTE CIR 4. Relationships a) Define the term "relationship" : Lesson 3.14
• CTE CIR 4. Relationships b) Analyze the functions and expectations of various types of relationships and how they may change over time : Lessons 3.4, 3.14
• CTE CIR 4. Relationships c) Examine processes for building and maintaining relationships : Lesson 3.15
• CTE CIR 4. Relationships e) Demonstrate and practice behaviors that promote healthy relationships through a variety of classroom applications : Lesson 3.12
• CTE CIR 5. Peer Relationships c) Describe how self-esteem and self-image impact peer relationships : Lesson 3.5
• CTE CIR 5. Peer Relationships d) Analyze the influence of peers on personal development, choices, and relationships : Lessons 3.6, 3.12
• CTE CIR 5. Peer Relationships e) Explain how individuals can assert personal choices within a peer group structure : Lessons 3.6, 3.13
• CTE CIR 6. Conflict Prevention and Management b) List and describe factors that contribute to healthy and unhealthy relationships : Lesson 3.11
• CTE CIR 6. Conflict Prevention and Management c) Research conflict prevention and management techniques : Lesson 3.11
• CTE CIR 6. Conflict Prevention and Management d) Explore how similarities and differences among people affect conflict prevention and management : Lesson 3.11
• CTE CIR 7. Careers in the Communication and Human Services Field c) Evaluate personal skills, abilities, and interests for employment in the communications and human services fields : Lesson 3.19
• CTE CIR 5. Peer Relationships a) Define the term "peer" : Lesson 3.6 (unit level; the lesson prints 5. d) and e) and defines the term in Step 1)
• CTE CIR 6. Conflict Prevention and Management f) Contribute to a classroom environment that encourages respect for the ideas, perspectives, and contributions of all : Lessons 3.6, 3.11, 3.18 (unit level; the feedback rules for every skit and the showcase)
• CTE CIR 7. Careers in the Communication and Human Services Field b) Analyze career paths within the communications and human services fields : Lesson 3.19 (unit level; the pathway line)

Health, Safety, and Wellness:

• CTE HSW 3. Personal Safety c) Summarize common causes of intentional and unintentional injury and describe associated prevention strategies : Lessons 3.2, 3.17; Project 03
• CTE HSW 3. Personal Safety e) Develop safety plans and practice emergency responses : Lesson 3.17 (the emergency card)
• CTE HSW 4. Classroom and Workplace Safety g) Understand and follow preplanned procedures in the case of accident or emergency : Lesson 3.17
• CTE HSW 5. Social-Emotional Learning a) Discuss how personal habits, environment, and heredity affect social-emotional health : Lessons 3.1, 3.4, 3.5
• CTE HSW 5. Social-Emotional Learning c) Label, understand, and apply strategies for managing emotions; feeling and showing empathy for others; making responsible decisions; and handling challenging situations : Lesson 3.3
• CTE HSW 5. Social-Emotional Learning e) Identify school personnel with whom to discuss social, emotional, or mental health issues : Lessons 3.9, 3.12 (the counselor's ten minutes); 3.7 at unit level (the who-to-ask slide)
• CTE HSW 6. Stress Management a) Define "stress" and identify situations that contribute to stress : Lesson 3.7
• CTE HSW 6. Stress Management c) Recognize signs of stress and take steps to reduce its impact on overall wellness : Lesson 3.7
• CTE HSW 6. Stress Management d) Research and practice techniques to manage stressful situations : Lesson 3.8
• CTE HSW 6. Stress Management e) Assess the effectiveness of stress management techniques and determine steps to take to address stress if reduction is not achieved : Lesson 3.8
• CTE HSW 1. Health Practices a) Define physical health, social health, and mental/emotional health and describe how they interact as dimensions of overall wellness : Lessons 3.1, 3.3 (unit level; the four aspects)
• CTE HSW 5. Social-Emotional Learning d) Define "mental health" : Lesson 3.7 (unit level; the one-line definition on the slide)
• CTE HSW 5. Social-Emotional Learning f) Identify school, workplace, and community resources providing services for individuals and families facing social, emotional, or mental health issues : Lessons 3.12, 3.16 (unit level)
• CTE HSW 7. Careers in Health, Safety, and Wellness Fields b) Analyze career paths within the healthcare, human services, and safety fields : Lesson 3.19 (unit level; the pediatric nurse and speech therapist cards)

Career and Community Opportunities:

• CTE CCO 1. The Work World a) Describe reasons for working in paid and unpaid work environments : Lesson 3.16
• CTE CCO 1. The Work World c) Compare the similarities and differences among home, school, community, and work environments : Lesson 3.15
• CTE CCO 2. Career Clusters d) Identify clusters for further investigation based on personal interests : Lesson 3.19
• CTE CCO 5. Community Needs Assessment a) List and describe the typical needs of community members at each stage in the lifespan : Lesson 3.1
• CTE CCO 5. Community Needs Assessment b) Research community resources available to support individuals and families : Lesson 3.16
• CTE CCO 6. Participation in Community Activities b) Demonstrate personal development of employability skills through practice of these skills in an activity to benefit a community program or project : Lesson 3.18 (unit level; the donated kits, if that runs)

Problem Solving and Innovation:

• CTE PSI 2. Design Process (Proactive) a) Implement a formal design process to solve a given problem by a. Defining the problem being addressed : Lesson 3.18; Project 03
• CTE PSI 2. Design Process (Proactive) a) b. Defining criteria that must be met through the finished design : Lesson 3.18; Project 03
• CTE PSI 2. Design Process (Proactive) a) c. Defining constraints that must be adhered to : Project 03
• CTE PSI 2. Design Process (Proactive) a) f. Developing and constructing a prototype or model of the selected design : Lesson 3.18; Project 03
• CTE PSI 2. Design Process (Proactive) a) g. Testing and evaluating the prototype and model against the design criteria and constraints : Lesson 3.18; Project 03

Financial and Consumer Literacy (all unit level; no lesson page prints an FCL line):

• CTE FCL 3. Protecting and Insuring a) Identify various types of financial risk : Lesson 3.14 (the job change or job lost transition on the chart; the IGLR 4. g) link from Unit 2)
• CTE FCL 4. Buying Goods and Services b) Distinguish between needs, wants, values, and goals and tell how each impacts spending and savings decisions : Lesson 3.16 (what a baby needs against what the ads sell, in the readiness discussion)
• CTE FCL 4. Buying Goods and Services c) Develop a spending and savings plan (budget) based on income and expenses : Lesson 3.16 (the monthly cost of food, diapers, and child care from the slide's figures)

Sustainability (unit level):

• CTE SUS 1. Resources b) Explain how sustainability can be a factor in decision making : Lesson 3.18 (the bin price list, the $5 limit, the donated kits)
• CTE SUS 1. Resources g) Practice making decisions that show consideration for sustainability of resources in a variety of classroom applications : Lesson 3.18 (the shared bin across periods and years)

NYS FACS Learning Standards (Intermediate)

The state's HDR module block lists only Standard 2. Every lesson cites Standard 2 with the key idea; the child care lessons add PI A and the home lessons add PI B. Crosswalk E.3 notes that Standard 3 PI A fits the family lines (HDR 5. a) to f) and 6. b)) and Standard 3 PI E fits the careers lines (HDR 7. a) and b)) better than anything in Standard 2, and recommends adding Standard 3 as a second citation with a note. Lessons 3.14 and 3.19 say so in their own standards blocks and leave the choice to me. This plan lists the Standard 3 PIs below as that option.

Standard 2: A Safe and Healthy Environment. Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment.
Key Idea: Students will know the basic principles of home and community safety. They can demonstrate the skills necessary to maintain their homes and workplaces in a safe and comfortable condition. They can provide a safe and nurturing environment for themselves and others.

• PI A: Students demonstrate the principles of safe and healthy childcare. (Lessons 3.2, 3.16, 3.17, 3.18; Project 03)
• PI B: Students know the basics of managing a safe and healthy home. (Lessons 3.15, 3.17)
• Key idea only (the last sentence, "a safe and nurturing environment for themselves and others"): Lessons 3.1, 3.3 to 3.14, and 3.19, as each lesson page says; no Standard 2 PI fits those lines.

Standard 3: Resource Management (optional second citation; not in the state's HDR block). Students will understand and be able to manage their personal and community resources.
Key Idea: Students will understand and be able to manage personal resources of talent, time, energy, and money and make effective decisions in order to balance their obligations to work, family, and self.

• PI A: Students understand how the family can provide for the economic, physical, and emotional needs of its members. (Would fit Lessons 3.14, 3.15, 3.16: HDR 5. a) to f) and 6. b))
• PI E: Students identify their own abilities and interests as possible guides to career choice. (Would fit Lesson 3.19: HDR 7. a) and b))

The PI letters are NYLearns codes; the NYSED print document lists the indicators as bullets.

CDOS (Intermediate)

• CDOS 1 Career Development: Students will be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes, and abilities to future career decisions. (Lesson 3.19)
• CDOS 2 Integrated Learning: Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings. (Unit level: Lesson 3.18, where the Ages and Stages chart becomes a design brief; Lesson 3.16, where the caregiver clock and the monthly costs are arithmetic with a purpose)
• CDOS 3a Universal Foundation Skills: Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace. Sub skills used in this unit, as the lesson pages cite them:
  • Thinking Skills: Students evaluate facts, solve advanced problems, and make decisions by applying logic and reasoning skills. (Lessons 3.1, 3.4, 3.14, 3.18; Project 03)
  • Managing Information: Students select and communicate information in an appropriate format (e.g., oral, written, graphic, pictorial, multimedia). (Lesson 3.2; Rubric 03, criterion 3)
  • Personal Qualities: Students demonstrate an understanding of the relationship between individuals and society and interact with others in a positive manner. (Lessons 3.3, 3.5, 3.7, 3.8, 3.17)
  • Interpersonal Skills: Students demonstrate the ability to work with others, present facts that support arguments, listen to dissenting points of view, and reach a shared decision. (Lessons 3.6, 3.10, 3.11, 3.12, 3.13, 3.18; Project 03)
  • Technology: Students select and use appropriate technology to complete a task. (Lesson 3.9)
  • Managing Resources: Students understand the material, human, and financial resources needed to accomplish tasks and activities. (Lessons 3.15, 3.16; Project 03)
  • Basic Skills: Students listen to and read the ideas of others and analyze what they hear and read; acquire and use information from a variety of sources; and apply a combination of mathematical operations to solve problems in oral or written form. (Unit level: the card reading in 3.1 and 3.3, the monthly costs in 3.16, the priced materials list in 3.18)
  • Systems: Students understand the process of evaluating and modifying systems within an organization. (Unit level: Lesson 3.18 Day 3, test, one change, and the test notes)

National FCS 3.0 (LEAD FCS Education, 2018 to 2028; descriptors paraphrased from the 3.0 compilation, crosswalk A.5)

The state's HDR block prints only content standards 6.1, 6.2, 15.1, and 15.2, no competencies. Every competency below is confirmed in the 3.0 text (crosswalk B.2 and E.1).

Core competencies, printed on a lesson page or on Project 03:

• 12.1.1 Examine physical, emotional, social, moral, and cognitive development. (Lessons 3.1, 3.3, 3.18; Project 03)
• 12.1.2 Examine how the physical, emotional, social, moral, and cognitive sides of development affect one another. (Lesson 3.2)
• 12.1.3 Examine current research on human growth and development, brain research included. (Lesson 3.3)
• 12.2.1 Examine how heredity and environment shape growth and development. (Lesson 3.4)
• 12.2.2 Examine how social, economic, and technological forces shape individual growth and development. (Lessons 3.5, 3.6)
• 13.1.4 Examine what makes relationships healthy and what makes them unhealthy. (Lessons 3.9, 3.12)
• 13.1.5 Examine ways to handle an unhealthy relationship. (Lesson 3.12)
• 13.1.6 Show ways to manage stress at home, at work, and in the community. (Lessons 3.7, 3.8)
• 13.2.3 Examine how self-esteem and self-image affect relationships. (Lesson 3.5)
• 13.2.5 Explain how personal standards and behavior affect relationships with others. (Lesson 3.6)
• 13.3.2 Show the spoken and unspoken behaviors and attitudes that make communication work. (Lesson 3.10)
• 13.3.3 Show how to listen well and give useful feedback. (Lessons 3.10, 3.13)
• 13.3.6 Examine how technology changes communication at home, at work, and in the community. (Lesson 3.9)
• 13.4.3 Use decision making and problem solving to reduce and manage conflict. (Lesson 3.11)
• 13.4.4 Show nonviolent ways to deal with conflict. (Lessons 3.11, 3.13)
• 14.1.1 Explain the physical, emotional, social, psychological, cultural, and spiritual sides of individual and family wellness. (Lesson 3.7)
• 6.1.1 Examine the family as the basic unit of society. (Lesson 3.14)
• 6.1.4 Examine how families pass on culture and traditions across a lifetime. (Lesson 3.15)
• 6.1.5 Examine how families build independence, interdependence, and commitment in their members. (Lesson 3.15)
• 6.1.6 Examine how change and life transitions affect people over the life course. (Lesson 3.14)
• 15.1.2 Examine what parents are expected to do and answer for. (Lesson 3.16)
• 15.2.1 Examine the nurturing habits that support a child's growth and development. (Lessons 3.2, 3.17, 3.18; Project 03)
• 15.2.4 Examine what abuse and neglect do to children and families, and how prevention works. (Lesson 3.17; the never-shake-a-baby rule and the crying plan only; the rest of this competency is high school)
• 15.3.1 Examine the resources and services a community offers families. (Lesson 3.16)
• 7.1.1 Explain what the people who work in family and human services careers do. (Lesson 3.19)
• 1.2.1 Examine possible careers to find what each one requires and offers in knowledge, skills, attitudes, and openings. (Lesson 3.19)

Unit-level competencies from the crosswalk's HDR rows, not printed on a lesson page:

• 12.3.1 Examine how nurturing shapes human growth and development. (Lesson 3.18; the HDR 1. d) row)
• 12.3.2 Examine how communication shapes human growth and development. (Lesson 3.18; the parent card and the story-with-props kit)
• 13.1.1 Examine how people build and keep interpersonal relationships. (Lessons 3.10, 3.11; the HDR 4. c) row)
• 13.2.1 Examine how personal characteristics affect relationships. (Lessons 3.9, 3.19; the HDR 2. e) row)
• 15.2.5 Use a set of criteria to choose care and services for children and youth. (Lesson 3.17; the HDR 1. c) row, turned around: what a parent should ask a sitter)
• 15.1.3 Examine how parenting practices affect individuals, families, and society. (Lesson 3.16; the HDR 6. a) row)
• 15.1.4 Examine the conditions in society that shape parenting across the life span. (Lesson 3.16; the HDR 6. c) row)
• 6.2.1 Show awareness of the many kinds of diversity and how they affect individuals, families, and society. (Lesson 3.14; the HDR 5. c) row)
• 6.2.4 Treat people of every age, gender, culture, and background with respect and fairness. (Lessons 3.14, 3.15; the HDR 5. d) row)
• 1.3.4 Examine the community resources and the formal and informal support open to individuals and families. (Lesson 3.16; the HDR 5. f) row)
• 7.1.3 Sum up the education and training that family and human services careers require and the openings they offer. (Lesson 3.19; the pathway line)
• 2.4.2 Examine how media and new technology shape family and consumer decisions. (Lessons 3.5, 3.6; the HDR 3. b) row)
• 13.5.7 Show how to cooperate, compromise, and collaborate. (Lessons 3.11, 3.13)

Area 4 (Education and Early Childhood): HDR 1. d) and the kit would fit competencies under 4.1, 4.3, and 4.4, but only the content standards are confirmed in 02 Standards/STANDARDS SOURCES - web research.md (crosswalk E.1: "Area 4 competencies were not extracted"). Cited as content standards only, no competency numbers: 4.3 Demonstrate integration of curriculum and instruction to meet developmental needs and interests of children, youth and adults, considering gender, ethnicity, geographical, cultural, and global influences (Lesson 3.18); 4.4 Demonstrate a safe and healthy learning environment for children, youth and adults (Lessons 3.17, 3.18); 4.1 Analyze career paths within early childhood, education & related services (Lesson 3.19).

Not cited: the Human Services Career Cluster standards and the Early Childhood and Family and Community Services pathway standards the HDR block prints. They are Advance CTE cluster standards, not National FCS, and could not be confirmed (crosswalk E.1). Credit LEAD FCS Education on the site.

Career Ready Practices (as the HDR module lists them; wording from the extract's assembled list)

• CRP 3. Attend to personal health and financial well-being
• CRP 4. Communicate clearly and effectively and with reason
• CRP 5. Consider environmental, social, and economic impacts of decisions
• CRP 9. Model integrity, ethical leadership, and effective management
• CRP 12. Work productively in teams while using cultural global competence

Career Ready Practices are a secondary citation on the unit page only; the CCTC source text has not been fetched (crosswalk E.2).

8. Project

Name: Babysitter's Activity Kit and Family Showcase. Full sheet in Project 03 - Babysitters Activity Kit and Family Showcase.md (handed out at the start of Lesson 3.18 Day 1 with the rubric; Lesson 3.17's safety walk is the rehearsal for its safety checklist); rubric in Rubric 03 - Babysitters Activity Kit.md, five criteria at four levels, 20 points. The Project 03 sheet is the authority on the deliverables, the ages, the dollar cap, and the showcase format; this is the summary.

The scenario: You have been asked to babysit a child on Saturday afternoon, and the parent says the child gets bored fast. You show up with one activity you designed for exactly this child's age: safe enough that the parent does not have to worry, cheap enough that you made it for under $5, and good enough that the child learns something while playing. You pick the age (2, 3, 4, 5, or 6), read what a child that age is working on in each of the four areas on the Ages and Stages chart, and pick one area and one thing. Your kit builds that one thing, not four. You pick a kit type from the menu (a sensory bag, a story with props, a sorting game, a movement game, a simple craft), each with an age range and a watch-out line.

Criteria and constraints, as the sheet sets them: fit the age exactly; build one development area and say which and why; pass every line of the safety checklist, twice; cost under $5 from the posted bin price list; come with a parent card a parent can read in one minute. Bin materials only, no food in any kit, nothing sharp, nothing plugged in, nothing that goes in a mouth, built in one class period, and the tube rule: for ages 2 and 3, nothing loose that fits through a toilet paper tube; for ages 4 to 6, small pieces only if the card says "with an adult."

Deliverables: (1) the plan template, signed by the teacher on Day 1, with the age, the area, the one thing, the kit type, the three steps, the priced materials list under $5, the first safety check, any change made during the build, and the test notes; (2) the ten-line safety checklist, initialed by the student and by a partner; (3) the parent card: the kit's name, the age, what it builds in one sentence, three steps in plain language, one safety line, one cleanup line, and "made by" with first name or initials only; (4) the kit itself, complete and labeled; (5) the two-minute demo at the Family Showcase. Also turned in, not scored: the self-assessment row and the gallery card (one kit you would bring to a job and why).

Steps by day: Day 1 (Lesson 3.18, day 87): the brief, the menu, the criteria and constraints; pick an age and an area; plan on the template; price the materials; first safety check; the teacher signs the plan. Day 2 (day 88): build from the bin; write any change on the plan; write the parent card; run the checklist and have a partner run it again; fix what fails. Day 3 (day 89): test with a partner playing the child's age; write the test notes and make one change; demo at the Family Showcase; self-assess; submit everything together. A student absent on Day 2 or Day 3 does the written alternative on the sheet (a full plan, a parent card, and a written test) scored on the same rubric.

The Family Showcase: the Day 3 demo round, not a separate event. Kits sit on the counter under age signs (2, 3, 4, 5, 6) with the parent card in front of each, the tradition cards from Lesson 3.15 are posted on the wall above (name optional), each student or pair gives a two-minute demo at their kit, and everyone else walks the showcase with a gallery card. If the room has a hallway case, the kits and cards stay up for the rest of the unit.

Group or individual: alone or in a pair, the student's choice. A pair makes one kit and each person gives half the demo; the pair gets one score on criteria 1 to 4 and each person gets their own score on criterion 5.

Choice built in: the age (any of five); the area and the one thing; the kit type (any of five that fits the age); alone or with a partner; the parent card written, drawn as a three-box picture card, both, or in two languages; the demo at the kit for the class or at the table for the teacher only.

ELL and IEP supports, as the sheet lists them: sentence starters for the parent card and the demo in Spanish, to be verified by a native speaker (the sheet's own set; Vocabulary 03.md adds a few more); the picture instruction card with a safety box; the plan template with checkboxes and the bin prices printed so only the quantity is written; kit types with large pieces (the movement game, the story with props) for a student who cannot work with small pieces; extended time (the plan into Day 2, the card into Day 3); the demo for the teacher only; the written alternative for an absence.

How it is presented and scored: the student fills the self-assessment row first with one sentence of evidence per criterion, then the teacher scores. A kit that fails a safety line at the showcase (a loose piece that fits through the tube on a kit for a 2 or 3 year old) is capped at Approaching on criterion 2 until it is fixed, and it can be fixed the same day. A late project is accepted with a one-level drop on one criterion, never a zero. The grade is the rubric, not the applause: a plain sorting game that fits a 4-year-old, costs $1.40 from the list, passes the checklist twice, and comes with a clear card scores higher than a beautiful kit with a small part in it. I say that on Day 1 and again before the showcase. Kits may be donated after the showcase (a pre-K, an after-school program, a library children's room, a family shelter's play area) with permission and a second safety look by that adult, only kits that passed every line, and never with a student's last name on the card.

9. Assessment plan

• Formative (daily): the do now, a check for understanding in every lesson (thumbs, a clipboard walk with a yes or no per student, a quick sort, a cold call), a 3-2-1 or one-line exit card most days, the skit feedback slips (3.6) and the coach checklist (3.11), the stress tool ratings (3.8), the exit strip torn off the Private Stress Map (3.7), the signed plan and the initialed checklist (3.18), and the gallery card at the showcase. All daily work is scored complete, partial, or missing. Two things are never collected: the Private Stress Map pages (3.7) and the influences map (3.4); only the exit strip and the defense paragraph come in, and neither names anyone.
• Formal at the end of each topic:
  • Topic 3.1: Assessment 03.1 - Lifespan Stages Quiz.md, 12 items, 20 points, given in the last 15 minutes of Lesson 3.4 Day 2 (day 70) after the Lifespan Lightning review game. Part 1 the stages (5 points, with the stage word bank), Part 2 young children (5 points: milestones with a word bank and object permanence), Part 3 adolescence and influences (10 points: a myth versus fact set with one correction, a scenario on heredity and environment, and a short performance item on a card described in words). One retake after a review; best score counts. Accommodations are on the file's header.
  • Topic 3.2: the Stress Plan, written in the last 10 minutes of Lesson 3.9 (day 76) on page 2 of Handout 03.09 - Digital Footprint Check and Stress Plan.md with the mini rubric printed on it, scored on three criteria at four levels (stressor and tools; person to talk to; phone boundary), 12 points, topic assessments category, one retake after a conversation. A plan that names a real person by name instead of a role is handed back to fix before it is scored, not marked down. The toolkit card from 3.8 is the evidence for the tools.
  • Topic 3.3: the Communication Performance Task, in the last 30 minutes of Lesson 3.13 Day 2 (day 82): pairs draw a scenario card face down, perform a 90-second exchange, and are scored on the clipboard sheet on four criteria at 0 to 3 each, 12 points, with the student's self-score turned in; topic assessments category; a retake is one more 90-second exchange with a new card in the first five minutes of Lesson 3.15. Each student is scored on their own turn.
  • Topic 3.4: the project, scored on Rubric 03 - Babysitters Activity Kit.md (five criteria: age fit and development area; safety; the parent card; the build and materials; the demo; each Not Yet 1 to Exceeds 4; 20 points) from the showcase on day 89 and the submitted plan, checklist, card, and kit.
• Unit test: Assessment 03.2 - Unit 3 Test.md, given in the last 20 minutes of Lesson 3.19 (day 90) after the careers walk; tests are face down at seats before the walk ends. The lesson pages say what returns on it: the footprint definition (3.9), safe sleep, the choking rule, the emergency card lines, and one job scenario (3.17), plus the stages, self-concept and peer pressure, stress, the I-message, the healthy and unhealthy signs, and family structures and transitions. Retake once after a review.
• Grade weights within the unit follow the course grading plan: labs and projects 40 percent (Rubric 03), topic assessments 25 percent (the Lifespan Stages Quiz, the Stress Plan, the Communication Performance Task, the unit test), daily work 20 percent (exit cards and strips, the sort sheets, the toolkit test sheet, the fair-share chart, the caregiver clock, the safety walk, the gallery card, the careers walk sheet), participation 15 percent (skit and role play conduct counts here; a student who breaks the feedback rules or mocks a classmate's family, stressor, or kit gets a zero for that day's participation and a conversation, not a lecture).
• Marking period note: all 25 days are in marking period 2, and day 90 is its last day, so the unit test and the project both land in MP2 and grades must be in fast.
• Missed days: a student who misses a skit or role play day does the scenario with the teacher or a partner in the next do now; a student who misses the performance task does the retake slot in Lesson 3.15; a student who misses a kit day does the written alternative on the Project 03 sheet; a student who misses the quiz or the test takes it during the next do now.
• Sensitive content: anything a student writes on an exit strip, a Stress Plan, a card sort answer sheet, or a family scenario line that describes harm at home or to themselves is a referral to the counselor the same day, not a grade and not a class discussion. Lessons 3.7, 3.9, 3.12, and 3.14 carry the who-to-ask slides and the teacher notes for it, and the counselor knows the dates.

10. Materials, budget, and room

Room assumptions: a regular classroom, no kitchen needed for any lesson in this unit; tables that seat four, cleared for card sorting; an open floor space (push tables back) for the skits (3.6), the triads (3.11), the walk loop (3.8), the performance task (3.13), and the careers walk (3.19); a counter or a row of tables for the showcase with age signs 2 to 6; wall space for the seven stage headers, the MYTH and FACT signs, the class conflict map, the eight career cards, and the tradition cards; a projector for the slides and the described scenarios; a document camera or a phone on a stand for the egg demo (3.2) and the shoebox crib (3.17). No device is required for any student task; Lesson 3.9's profile and chat are described on the handout, not live, and no student logs in to anything.

Consumables, per section:

Unit total for one section: about $52 to $71 in consumables the first year (about $25 after that, once the card sets exist and the bin is stocked), around the $60 target; the build bin decides which end. The bin is the only line a second section draws down, and most of it survives a period.

Equipment (already in a regular classroom; buy what is missing): projector and screen; a document camera or a phone on a stand; a timer visible to the room (90 seconds is the performance length in 3.13); the reset cue; painter's tape for the walk loop (3.8) and the showcase counter; child-safe scissors and glue sticks in the bin (the only tools the kit build uses); a speaker (3.8); envelopes or paper clips for the card sets.

Handouts (in 05 Materials/Unit 03/, as the lessons name them):

• Topic 3.1: Handout 03.01 - Lifespan Timeline Sort Cards.md; Handout 03.02 - Ages and Stages Chart and Demo Sheet.md; Handout 03.03 - Adolescence Myth vs Fact Sort.md; Handout 03.04 - My Influences Map.md.
• Topic 3.2: Handout 03.05 - Self-Talk Swap.md; Handout 03.06 - Peer Pressure Scenario Cards and Skit Planner.md (ten cards, the refusal steps sheet and skit planner, the feedback slips); Handout 03.07 - Private Stress Map.md (never collected; the exit strip is torn off); Handout 03.08 - Toolkit Test Sheet and Toolkit Card.md; Handout 03.09 - Digital Footprint Check and Stress Plan.md (page 2 is the Stress Plan with the mini rubric).
• Topic 3.3: Handout 03.10 - Listening Checklist and I-Message Frame.md (with the Draw/See/Hear picture cards); Handout 03.11 - Conflict Scenarios Coach Checklist and Repair Steps.md; Handout 03.12 - Healthy or Unhealthy Card Sort.md (24 cards, the sort mat, the answer sheet); Handout 03.13 - Boundaries Practice and Performance Task Cards.md (the boundary frame, the saying-no practice, the group chat rules, twelve scenario cards, the planning sheet, the four-criterion checklist).
• Topic 3.4: Handout 03.14 - Family Structures and Life Cycle.md; Handout 03.15 - Fair Share Chart and Tradition Card.md; Handout 03.16 - Caregiver Clock and Community Supports.md; Handout 03.17 - Babysitter Safety Walk and Emergency Card.md (the seven rules, the described home, the emergency card, the four job scenarios); Handout 03.18 - Kit Plan Template Safety Checklist and Parent Card.md; Handout 03.19 - Human Services Careers Walk.md (eight career cards plus four for the stretch, the walk sheet, the pathway line).

Slides: one slide outline per lesson, 3.1 through 3.19, in 05 Materials/Unit 03/Slides, Slides 03.MM - [Title].md, named as each lesson names them. The site build renders every outline as an HTML deck.

No-kitchen and no-device plan for the whole unit: nothing in this unit needs a kitchen, a sewing station, or a student device. The two demos (the egg and the shoebox crib) need a table and a document camera or a circle of chairs. The kit build needs the bin, child-safe scissors, and glue sticks. If the room has no open floor space, the skits and role plays run at the tables with the audience turned in their chairs, and the 3.8 walk loop becomes a hallway loop agreed with the office. Every scenario in the unit is described in words on a handout or a slide, so a lost print run is a slide.

11. Health and other-department coordination

Health: the health course owns puberty and the body changes of adolescence, body image and eating concerns, reproductive health, substance use, mental health diagnoses, and, in some buildings, hands-only CPR. FACS stops at the line every time and says so on the slide. Lesson 3.3 teaches adolescence as a stage in the four aspects, sorts myths from facts, uses the sleep ranges from Lesson 2.6, and marks the body changes as the health teacher's; nothing in it asks a student to say anything about their own body out loud. Lesson 3.5 stays on self-concept and self-talk and never edits a picture of a person (the filtered pair is an object). Lesson 3.6's coordination line keeps substances and sexual pressure off the scenario cards; if a student brings one up, the four refusal steps still apply and the conversation goes to health, and if the health teacher wants one shared scenario, it runs in both rooms with the same four steps in the same order. Lessons 3.7 and 3.8 teach stress as a normal response with body signals and six tools, define "mental health" in one line, and send anything beyond stress to the who-to-ask list. Lesson 3.12 teaches the signs of a healthy and an unhealthy relationship for friendships and family; the health teacher owns consent and dating violence in the grade 8 curriculum and should know that 3.12 and 3.13 run in mid-January. Lesson 3.17 covers the choking rule and the emergency card but not CPR; if health teaches hands-only CPR, 3.17 says so and does not repeat it.

The school counselor: the counselor is on the who-to-ask slide in Lesson 3.7 and the who-to-tell slide in 3.9, visits for the last ten minutes of Lesson 3.12 (day 80) to say where the office is, what happens when a student comes in (it is not trouble), and take two questions, and receives the same-day referral for anything written on an exit strip, a Stress Plan, or a family line that describes harm. The counselor also gets a copy of the Stress Plan mini rubric so the language matches what the office uses.

The school nurse: Lesson 3.17's connections line offers the nurse Step 1's safe sleep demonstration (the shoebox crib) to say in the nurse's own words, and the nurse is on the 3.7 who-to-ask list. If the nurse cannot come, the lesson runs from the slides and the shoebox; either way the nurse should read the seven rules and the emergency card before they print.

Science: the science course reaches the brain and the nervous system in grade 7 or 8. Lessons 3.2 and 3.3 use two facts (an infant brain builds connections fast, which is why object permanence and separation anxiety show up when they do; current brain research on the adolescent brain) and name the science teacher as the source. Share the two slides so the words match.

ELA: the I-message frame is a sentence frame; the parent card is writing for an adult audience in three plain steps; the refusal skit is dialogue. Share the I-message frame and the parent card template with the ELA teacher so students see one structure in two rooms.

Social studies: family structures across cultures and the tradition card (3.14 and 3.15) can borrow whatever the social studies course has on family and community; FACS stays on what a family does and what a transition changes.

Art: the kit uses color, size, and texture chosen for one age, and the picture version of the parent card draws three steps with one word each; the art room can lend construction paper, yarn, and craft sticks to the bin.

12. Connections (in-building and community)

• Inside the building: the school counselor, for Lessons 3.7, 3.9, and 3.12. FACS gives the counselor a class that has a written Stress Plan with a named person to go to and a phone boundary, knows the signs of an unhealthy relationship, and has heard what the office does; the counselor gives FACS the last ten minutes of day 80, the referral procedure, and the building's language for stress and mental health so the slides match it.
• Inside the building: the health teacher, for Lessons 3.3, 3.5, 3.6, 3.7, 3.8, 3.12, and 3.17. FACS gives the health class a room that already has six stress tools, four refusal steps, and the I-message frame, so the health units on substances and consent start with skills in place; the health teacher gives FACS the sleep numbers, the stress and mental health definitions, the refusal steps in the same order, a heads-up on which grade covers puberty and when, and word on whether health teaches CPR.
• Inside the building: the school nurse, for Lessons 3.7 and 3.17. FACS gives the nurse a class that knows the seven babysitting rules, safe sleep, and the emergency card, which is a class less likely to bring a preventable injury to the office; the nurse gives FACS the safe sleep demonstration in her own words on day 86 if she can, a read of the seven rules and the emergency card before they print, and a name on the who-to-ask slide.
• Community: a public library children's librarian, for the kit project (Lesson 3.18). FACS gives the library a class of future babysitters who know what a 2-year-old and a 6-year-old can do, a set of tested activity kits the library may photograph (kits only, no students) or receive as a donation for its children's room after a second safety look, and a thank-you card from each student; the librarian gives FACS a 10-minute talk on Day 1 (what works in storytime at each age, what falls apart) and, if the schedule allows, a walk through the Family Showcase with a gallery card.
• Community: the American Red Cross, for Lesson 3.17. FACS gives the Red Cross a class that has heard the basics and knows the course exists; the Red Cross gives FACS the current course name, format, age minimum, and cost for its babysitting training so the lesson's slide is right, a flyer for the FACS folder, and the local chapter's contact.
• Community: a local pediatric practice or the county WIC office, for Lesson 3.16. FACS gives the practice or office a class that knows what WIC is, what a well visit is, and what a baby's food, diapers, and child care cost in a month, and a stack of thank-you cards; the practice or office gives FACS a 10-minute visit (in person or on video) from a nurse, a nurse practitioner, or a WIC nutritionist on what a new parent asks most, a real well-visit schedule for the caregiver clock, local figures for the three costs, and the WIC income and age rules for the supports match.

13. Vocabulary for translation

See Vocabulary 03.md: 47 Tier 3 terms across the four topics with a one-line student definition and a Spanish column, to be checked by a native speaker, plus sentence starters for an I-message, for giving feedback on a skit, and for the kit demo, in English and Spanish. Project 03 carries its own six starters for the parent card and the demo; where the two sets overlap, the project sheet's wording is the one printed on the handout. Lesson 3.19 adds its eight career names on the posted cards; they are not in the table.