136 Florida Early Learning and Developmental Standards for Four-Year-Olds V. COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE FOUR-YEAR-OLDS Related Skills Within The Standards I. Physical Development D.1., D.2. Teacher Tips For children who consistently create sets in the range of 10 to 15 objects, more objects can be used to provide appropriate challenges. Environmental Considerations Include a variety of manipulatives for children to count and compare. A. Mathematical Thinking a. Number Sense 2. Shows understanding of how to count and construct sets Four-year-olds have the ability to count objects. Most children this age understand that the last number named when counting a set represents the last object as well as the total number of objects (cardinal number). Constructing sets engages children in a meaningful counting experience using concrete objects found in the classroom or outdoors. Benchmark b: Child constructs sets in the range of 10 to 15 objects. Examples illustrating this benchmark include:  sorting markers and crayons into the appropriate baskets and telling how many markers and how many crayons there are in each basket  counting the miniature people and toy cars in the block area and saying how many are in each group  counting a pile of rocks and a pile of leaves while on the playground and telling how many are in each pile. Supportive Instructional Strategies:  Display a variety of common objects throughout the classroom that can be used to construct sets (e.g., paper clips, crayons, hats, pencils, and markers).  Model constructing sets of concrete objects (e.g., raisins in snack bags).  Incorporate constructing sets into everyday activities (e.g., asking a child to count 12 cups and give one to each child at the lunch table). V . C O G N IT IV E D EV . A N D G EN . K N O W LE D G E A . M a th em a tic a l T hi nk in g Title: Documentation of problem based assessment of the respiratory system. Purpose of Assignment: Learning the required components of documenting a problem based subjective and objective assessment of respiratory system. Identify abnormal findings. Course Competency: Apply assessment techniques for the neurological and respiratory systems. Instructions: Content: Use of three sections: · Subjective · Objective · Actual or potential risk factors for the client based on the assessment findings with description or reason for selection of them. Format: · Standard American English (correct grammar, punctuation, etc.) Resources: Chapter 5: SOAP Notes: The subjective and objective portion only Sullivan, D. D. (2012). Guide to clinical documentation. [E-Book]. Retrieved from http://ezproxy.rasmussen.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=495456&site=eds-live&ebv=EB&ppid=pp_91 Smith, L. S. (2001, ...

1. 136 Florida Early Learning and Developmental
Standards for Four-Year-Olds
V. COGNITIVE DEVELOPMENT AND GENERAL
KNOWLEDGE
FOUR-YEAR-OLDS
Related Skills Within The
Standards
I. Physical Development
D.1., D.2.
Teacher Tips
For children who consistently
create sets in the range of 10 to
15 objects, more objects can be
used to provide appropriate
challenges.
Environmental
Considerations
Include a variety of
manipulatives for children to
count and compare.
A. Mathematical Thinking
a. Number Sense
2. Shows understanding of how to count and construct sets

2. Four-year-olds have the ability to count objects. Most children
this age
understand that the last number named when counting a set
represents the last
object as well as the total number of objects (cardinal number).
Constructing
sets engages children in a meaningful counting experience using
concrete
objects found in the classroom or outdoors.
Benchmark b: Child constructs sets in the range of 10 to 15
objects.
Examples illustrating this benchmark include:
and telling how
many markers and how many crayons there are in each basket
e people and toy cars in the block area
and saying
how many are in each group
playground and
telling how many are in each pile.
Supportive Instructional Strategies:
riety of common objects throughout the
classroom that can
be used to construct sets (e.g., paper clips, crayons, hats,
pencils, and
markers).

3. snack bags).
ing sets into everyday activities (e.g.,
asking a child
to count 12 cups and give one to each child at the lunch table).
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Title:
Documentation of problem based assessment of the respiratory
system.
Purpose of Assignment:
Learning the required components of documenting a problem
based subjective and objective assessment of respiratory

5. system. Identify abnormal findings.
Course Competency:
Apply assessment techniques for the neurological and
respiratory systems.
Instructions:
Content: Use of three sections:
· Subjective
· Objective
· Actual or potential risk factors for the client based on the
assessment findings with description or reason for selection of
them.
Format:
· Standard American English (correct grammar, punctuation,
etc.)
Resources:
Chapter 5: SOAP Notes: The subjective and objective portion
only
Sullivan, D. D. (2012). Guide to clinical documentation. [E-
Book]. Retrieved from
http://ezproxy.rasmussen.edu/login?url=http://search.ebscohost.
com/login.aspx?direct=true&db=nlebk&AN=495456&site=eds-
live&ebv=EB&ppid=pp_91
Smith, L. S. (2001, September). Documentation do’s and don’ts.
Nursing, 31(9), 30. Retrieved from
http://ezproxy.rasmussen.edu/login?url=http://search.ebscohost.
com/login.aspx?direct=true&db=rzh&AN=107055742&site=eds-
live
Documentation Grading Rubric - 10 possible points
Levels of Achievement

6. Criteria
Emerging
Competence
Proficiency
Mastery
Subjective
(4 Pts)
Missing components such as biographic data, medications, or
allergies. Symptoms analysis is incomplete. May contain
objective data.
Basic biographic data provided. Medications and allergies
included. Symptoms analysis incomplete. Lacking detail. No
objective data.
Basic biographic data provided. Included list of medications and
allergies. Symptoms analysis: PQRSTU completed. Lacking
detail. No objective data. Information is solely what “client”
provided.
Basic biographic data provided. Included list of medications and
allergies. Symptoms analysis: PQRSTU completed. Detailed. No
objective data. Information is solely what “client” provided.
Points: 1
Points: 2
Points: 3
Points: 4
Objective
(4 Pts)
Missing components of assessment for particular system. May
contain subjective data. May have signs of bias or explanation
of findings. May have included words such as “normal”,
“appropriate”,
“okay”, and “good”.
Includes all components of assessment for particular system.
Lacks detail. Uses words such as “normal”, “appropriate”, or

7. “good”. Contains all objective information. May have signs of
bias or explanation of findings.
Includes all components of assessment for particular system.
Avoided use of words such as “normal”, “appropriate”, or
“good”. No bias or explanation for findings evident Contains
all objective information
Includes all components of assessment for particular system.
Detailed information provided. Avoided use of words such as
“normal”, “appropriate”, or “good”. No bias or explanation for
findings evident. All objective information
Points: 1
Points: 2
Points: 3
Points: 4
Actual or Potential Risk Factors
(2 pts)
Lists one to two actual or potential risk factors for the client
based on the assessment findings with no description or reason
for selection of them. Failure to provide any potential or actual
risk factors will result in zero points for this criterion.
Brief description of one or two actual or potential risk factors
for the client based on the assessment findings with description
or reason for selection of them.
Limited description of two actual or potential risk factors for
the client based on the assessment findings with description or
reason for selection of them.
Comprehensive, detailed description of two actual or potential
risk factors for the client based on the assessment findings with
description or reason for selection of them.
Points: 0.5
Points: 1
Points: 1.5
Points: 2

8. Preschool Final Lesson Plan and TEACH Experience
Lesson Length: 30 Minutes
WHOLE GROUP ACTIVITY
(Both Caterpillars and Butterflies Together) (15 Minutes):
Lesson Subject Area: Math Art PE Science Social
Studies Reading/Literacy
Whole Group Lesson Objective: The children will be able to…
(You may not use the word “learn”):
_____________________________________________________
_____________________________________________________
____________________________
Standard:
_____________________________________________________
_____________________________________________________
____________________________
Lesson set (how will you introduce the lesson/concept/theme to
the children?):
_____________________________________________________
_____________________________________________________
__________________________________________
Materials Needed (Number your materials):
_____________________________________________________
_____________________________________________________
____________________________
Steps/Procedures of WHOLE GROUP Activity (Number your
steps):
_____________________________________________________
_____________________________________________________
_____________________________________________________
__________________________________________
SKILLS REVIEW: (What should the students already know to
participate in your lesson?)

9. _____________________________________________________
_____________________________________________________
____________________________
Whole Group Assessment: (What will the children do to prove
that they met your objective?
BE SPECIFIC!
_____________________________________________________
_____________________________________________________
____________________________
Individual Activity
(Separate Caterpillars and Butterflies) (15 Minutes):
Individual Lesson Objective Again :
_____________________________________________________
_____________________________________________________
____________________________
Standard Again:
_____________________________________________________
______________
Caterpillars
(Younger students)
Butterflies
(Older students)
Activity Description:
Activity Description:
List Materials Needed:
List Materials Needed:

10. Assessment:
Assessment:
How are the activities for the Caterpillars different than the
butterflies? How did you make sure you were giving each group
a developmentally appropriate activity?