Human Behaviors, grades 10-12                                                                                        Page  of

Units:

Unit #  1 Introduction to Psychology

Unit # 2 Psychology as a Science (this unit can be combined with unit 1)

Unit # 3 The Brain

Unit # 4 The Senses/Perception

Unit # 5 Consciousness

Unit # 6 Learning via Conditioning

Unit # 7 Memory

Unit # 8 Thought and Language Development

Unit #9 Intelligences

Unit # 10 Motivation & Emotion

Unit # 11 Childhood Development

Unit # 12 Adolescent Development

Unit # 13  Adulthood Development

Unit # 14  Stress and Abnormal Psychology



COPY FROM THE LINE BELOW TO THE NEXT HORIZONTAL LINE. PASTE FOR EACH UNIT.


Unit Title

Unit #  1 Introduction to Psychology

Timeframe 

6 days

Unit Summary

To define psychology and branches of study, including the founding fathers; to identify and describe what type of work exists for therapy; to be able to analyze person’s behavior according to methods of study

Learning Targets

Essential Questions

  • What is psychology?
  • What are the goals of psychology?
  • Who is the most important father of psychology?
  • What method of studying behavior is the most accurate/reliable?

Enduring Understandings

Students will understand:

  • That psychology is the study our mind and behavior.
  • There are different ways to understand and analyze the human brain and behavior.
  • The founding fathers of psychology established theories and practices that are still in use and/or referenced today

Know

By the end of this unit, students will know

  • The definition of psychology
  • The 5 major methods/ways of viewing, studying, and analyzing human behavior
  • The influence the founding fathers of psychology had on their perspective area of study

Do

By the end of this unit, students will be able to

  • Define psychology
  • Identify and define the 5 major methods of analyzing behavior
  • Analyze an individual's behavior using all 5 methods
  • Describe how the founding fathers of psychology influenced/changed the field.

Evidence of Learning

Formative

  • Kahoots/coogle surveys
  • Classwork worksheets that require students to identify, explain, and analyze the components of the chapter.

Summative/ Benchmark

  • Analyze yourself or someone you know using the 5 major methods of study/understanding behavior
  • Edconnect assessment (quiz) of chapter topics

Alternative Assessments

Performance Task: Create a skit that demonstrates your knowledge of each father of psychology and their area of study, including your opinion on who has the best method of study. Scored based on rubric.

OR

Performance Task: Examine Gateway’s policies and systems of help for students.  How can Gateway improve upon its care of students using all 5 major methods.  Must identify ways to help students in the classroom setting, during times of stress or crisis, overall school environment,including source information. Include a way to present the information and a way for participants to review the information (i.e. kahoot) Score based on rubric

Learning Activities

  • How well do you know yourself: using teacher resource, students choose their favorite/least favorite chair in the room, color, number, and shape.  Students then analyze each other/themselves and compare results to answer key. This will establish the basis that psychology studies our mind, thinking, behavior and that is in fact accurate.
  • Think of an incident where you wondered why you acted a certain way. Describe the incident.  Students will review major methods for understanding behavior and analyze a case study and use each method to understand the behavior. (analyze in a group one of the methods-present and share to class; then reflection upon which you think is the best method
  • Can you name any famous psychologists? Review fathers of psychology and then match the fathers to the methods of studying behavior. (graphic organizer completed via google docs); create a skit with a partner or small groups to demonstrate knowledge of methods and fathers of psychology.
  • Rubrics/grading criteria reviewed and provided to each student
  • Kahoots/coogles/do-now/closures/edconnect chapter content quizzes to hook and keep students engaged and to assess achievement of standards
  • Pair/group students based on abilities (or lack of abilities);use google as exit tickets that review concepts (accessible to students after class for review

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Google classroom or google sites (class site)

Introduction to psychology textbooks for reference/downloaded available texts

Classwork packets via teacher resource books.

Some sort of online portfolio maker:google sites/weebly/edublogs/kidblog

Equipment

Chromebooks

Supplemental Resources

Current event articles via izzit.org/psychology today

Standards

Content Statement

Indicator

 Define psychology as a discipline and identify its goals as a science- 1.1

Describe the emergence of psychology as a scientific discipline - 1.2

Describe perspectives employed to understand behavior and mental processes

1.3

 Explain how psychology evolved as a scientific discipline

1.4

Describe the major subfields of psychology

2.2

Identify the important role psychology plays in benefiting society and improving people’s lives

2.3

Science: Discussion of scientists/psychologists and their use of science

English: Written skits

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP10. Plan education and career paths aligned to personal goals.
  • CRP11. Use technology to enhance productivity.

By the end of 12th grade,

  • 9.2.12.C.1 Review career goals and determine steps necessary for attainment.
  • 9.2.12.C.3 Identify transferable career skills and design alternate career plans.
  • 9.2.12.C.6 Investigate entrepreneurship opportunities as options for career planning and identify the knowledge, skills, abilities, and resources required for owning and managing a business. (those who own private practice)

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

8.1.12.A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources. (Students will create a running online portfolio of major assessments throughout year)

  • Select and use applications effectively and productively.

8.1.12.A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.

8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.12.B.2 Apply previous content knowledge by creating and piloting a digital learning game or tutorial.

-Students often create a game show for their skits so they can transfer it to a digital game

Students will articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of contexts. Students will use various media to communicate.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community. (behavior issues at gateway)

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.12.D.1 Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original work.

 

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.12.F.1 Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.

-Students will use technology as a tool to research, organize, evaluate, and communicate information. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information

-: Students will interact with others through listening and speaking in a respectable and professional manner, manage goals, work independently and be self-directed.

-Students will use various types of reasoning as appropriate to the situation.

Modifications/Accommodations

IEPs

  • Extra time
  • Posting of background material via powerpoints
  • Modified reading/ writing based on ability
  • Pair with learning buddy
  • Videos and manipulatives when possible

504s

  • Extra time
  • Posting of background material via powerpoints

ELLs

  • Extra time
  • Posting of background material via powerpoints
  • Modified reading/ writing based on ability
  • Pair with learning buddy

G/T

  • Present work to the guidance department or create an online forum for teenagers in need of support

END OF UNIT


Unit Title

Unit # 2 Psychology as a Science

Timeframe 

7 days

Unit Summary

Determine if and why psychology is a science; explain parts of the scientific method; create your own experiment

Learning Targets

Essential Questions

  • Is psychology a science?
  • What is the most important step in designing and experiment for psychology?
  • What is bias and how does it affect experiments
  • What are ethical issues that need to be considered before designing an experiment

Enduring Understandings

Students will understand:

  • That psychology is a science
  • The parts of the scientific method and how to design an experiment
  • Bias is anything that can alter the results or analysis of an experiment (i.epre-determine opinions)
  • Ethical issues when designing an experiment

Know

By the end of this unit, students will know

  • Why psychology can be considered a science
  • The parts of the scientific experiment
  • Bias can greatly affect the results of an experiment and results of experiments need to be analyzed due to bias
  • The 5 major ethical issues when completing experiments

Do

By the end of this unit, students will be able to

  • Analyze psychological experiments for components of scientific method, bias and ethical issues
  • Create their own psychological experiment that could be completed in school, following the scientific method, and identify their bias and possible ethical issues

Evidence of Learning

Formative

  • Kahoots/coogle surveys
  • Classwork worksheets that require students to identify, explain, and analyze the components of the chapter.

Summative/ Benchmark

  • Analyze yourself or someone you know using the 5 major methods of study/understanding behavior. Identify an issue facing  a general behavior/cognition behavior of Gateway students to compare to a non-western society, provide at least 2 possible reasons/solutions to these perceived problems
  • Edconnect assessment (quiz) of chapter topics

Alternative Assessments

Performance Task:

  Design your own psychological experiment to be conducted in school (must follow all parts of scientific method and identify bias and possible ethical violations

View the documentary : Child of Rage ( https://youtu.be/g2-Re_Fl_L4) Identify problems in ethics and bias in relation to her treatment and propose alternative. Create a short video of your thoughts that would be presented to training psychologists.

Learning Activities

  • How would a SOCIAL scientist find answers to their questions/conduct research? (reviews previous unit and begins new discussion of how to find answers to psychological problems)
  • Read an article about an experiment  and use this to identify parts of scientifically method based experiment
  • 33-Animals and Research-video of psychology experiments using animals/ leads to Values walk: Rank which ethical issues do you think are most important and be able to explain why
  • Rubrics/grading criteria reviewed and provided to each student.  Self-assessment and/or peer assessment on rubrics prior to submission
  • Kahoots/coogles/do-now/closures/edconnect chapter content quizzes to hook and keep students engaged and to assess achievement of standards
  • Pair/group students based on abilities (or lack of abilities);use coogle as exit tickets that review concepts (accessible to students after class for review

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Google classroom or google sites (class site)

Introduction to psychology textbooks for reference/downloaded available texts

Classwork packets via teacher resource books.

Some sort of online portfolio maker:google sites/weebly/edublogs/kidblog

Equipment

Chromebooks

Supplemental Resources

Current event articles via izzit.org/psychology today

Standards

Content Statement

Indicator

Describe the scientific method and its role in psychology

1.1

Describe and compare a variety of quantitative (e.g., surveys, correlations, experiments) and qualitative (e.g., interviews, narratives, focus groups) research methods

1.2

Describe the emergence of psychology as a scientific discipline

1.2

Define systematic procedures used to improve the validity of research findings, such as external validity

1.3

Explain how psychology evolved as a scientific discipline

1.4

Discuss how and why psychologists use non-human animals in research

1.4

Discuss the value of both basic and applied psychological research with human and non-human animals

2.1

Identify ethical standards psychologists must address regarding research with human participants

2.1

Identify ethical guidelines psychologists must address regarding research with nonhuman animals

2.2

Define descriptive statistics and explain how they are used by psychological scientists

3.1

Define forms of qualitative data and explain how they are used by psychological scientists

3.2

Define correlation coefficients and explain their appropriate interpretation

3.3

Interpret graphical representations of data as used in both quantitative and qualitative methods

3.4

Explain other statistical concepts, such as statistical significance and effect size

3.5

Explain how validity and reliability of observations and measurements relate to data analysis

3.6

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science: Identifying parts of a science experiment to create their own psychological experiment to be completed in school

English: Provide written explanation that is coherent and well structured to justify opinion

  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP11. Use technology to enhance productivity.

By the end of 12th grade,

  • 9.2.12.C.1 Review career goals and determine steps necessary for attainment.
  • 9.2.12.C.2 Modify Personalized Student Learning Plans to support declared career goals.
  • 9.2.12.C.3 Identify transferable career skills and design alternate career plans.

(relate to the need to have a background in science research, analyzing data, etc)

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.12.A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources.

  • Select and use applications effectively and productively.

8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.12.B.2 Apply previous content knowledge by creating and piloting a digital learning game or tutorial.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.(experiment)

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources. (experiment)

 

Modifications/Accommodations

IEPs

  • Extra time
  • Posting of background material via powerpoints
  • Modified reading/ writing based on ability
  • Pair with learning buddy
  • Videos and manipulatives when possible

504s

  • Extra time
  • Posting of background material via powerpoints

ELLs

  • Extra time
  • Posting of background material via powerpoints
  • Modified reading/ writing based on ability
  • Pair with learning buddy

G/T

  • Present work to the science department and propose a way science project that would test an area of psychology that science classes can do.

END OF UNIT


Unit Title

Unit # 3 The Brain

Timeframe 

3 weeks

Unit Summary

Describe the role of the brain in determining behavior; locate specific regions of the brain and identify what bodily/cognitive process occur there; analyze what would happen to an area of the brain that becomes damaged.

Learning Targets

Essential Questions

  • What role does the brain play in controlling our body/behaviors?
  • Is the brain the most important part of our bodies?
  • How does our brain communicate with our body?
  • What are parts of nervous system and d
  • What are neurotransmitters?
  • What are hormones?

Enduring Understandings

Students will understand

  • That the brain is the command center for actions/thoughts/movements of the body
  • The brain is part of a complex network called the nervous system which is comprised of the autonomic and peripheral nervous systems
  • The nervous system works in conjunction with the endocrine system
  • The endocrine system is the system of organs that release hormones which communicate to the CNS
  • Neurotransmitters serve as the “walkie-talkies” for the brain and body.
  • Damage to an area of the brain or inappropriate number of neurotransmitters will lead to changed behaviors/abilities

Know

By the end of this unit, students will know

  • Why the brain is the body’s command center
  • The levels and components of the entire nervous system
  • The role neurotransmitters play in communicating messages between the brain and body.
  • The brain and body can continue to function with damage to one area of the brain

Do

By the end of this unit, students will be able to

  • Label the major parts of the brain and explain what functions it is responsible for
  • Create a neurotransmitter using pipe cleaners to identify parts of a neurotransmitter
  • Describe the process of neurotransmission
  • Explain how caffeine is considered a drug based on how it affects neurotransmission
  • Research and create a presentation of their choice about how another substance is a drug.

Evidence of Learning

Formative

  • Kahoots/coogle surveys
  • Classwork worksheets that require students to identify, explain, and analyze the components of the chapter.

Summative/ Benchmark

  • Essay (or propose other means of presenting) compare and contrast the nervous system to the endocrine system and decide which you think is more important and justify.
  • Phineas gage research and reflection

Alternative Assessments

Performance Task:

  • Neurotransmission webquest with caffeine and other drug of choice analysis
  • Create an educational poster that can be displayed in the school to quickly educate students/staff about the different parts of the body work together to affect behavior and body functions

Learning Activities

  • Which area of the brain do you think would be the worst to injury-why?
  • What are of the brain would have to be injured for your personality to change?
  • Ruler balance experiment
  • Research on phineas gage, neurotransmission webquest, and video quest to learn the glands (tie to day 1-3 above)
  • Rubrics/grading criteria reviewed and provided to each student.  Self-assessment and/or peer assessment on rubrics prior to submission
  • Kahoots/coogles/do-now/closures/edconnect chapter content quizzes to hook and keep students engaged and to assess achievement of standards
  • Pair/group students based on abilities (or lack of abilities);use google as exit tickets that review concepts (accessible to students after class for review

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Google classroom or google sites (class site)

Introduction to psychology textbooks for reference/downloaded available texts

Classwork packets via teacher resource books.

Some sort of online portfolio maker:google sites/weebly/edublogs/kidblog

Equipment

Chromebooks

Supplemental Resources

Current event articles via izzit.org/psychology today

Standards

Content Statement

Indicator

Identify the major divisions and subdivisions of the human nervous system

1.1

Identify the parts of the neuron and describe the basic process of neural transmission

1.2

Differentiate between the structures and functions of the various parts of the central nervous system

1.3

Define systematic procedures used to improve the validity of research findings, such as external validity

1.3

Describe lateralization of brain functions

1.4

Discuss the mechanisms and the importance of plasticity of the nervous system

1.5

Describe how the endocrine glands are linked to the nervous system

2.1

Identify ethical standards psychologists must address regarding research with human participants

2.1

Describe the effects of hormones on behavior and mental processes

2.2

Describe hormone effects on the immune system

2.3

Characterize the major categories of psychoactive drugs and their effects

3.1

Describe the interactive effects of heredity and environment

3.2

Describe how psychoactive drugs act at the synaptic level

3.2

Explain how evolved tendencies influence behavior

3.3

Evaluate the biological and psychological effects of psychoactive drugs

3.3

Explain how culture and expectations influence the use and experience of drugs

3.4

Identify tools used to study the nervous system

4.1

Describe advances made in neuroscience

4.2

Discuss issues related to scientific advances in neuroscience and genetics

4.3

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science: Biology and Anatomy and physiology

English: Written responses that are clear and coherent, based on cited resources

  • CRP2. Apply appropriate academic and technical skills.
  • CRP3. Attend to personal health and financial well-being.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP11. Use technology to enhance productivity.

By the end of 12th grade,

  • 9.2.12.C.1 Review career goals and determine steps necessary for attainment.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.12.A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources.

  • Select and use applications effectively and productively.

8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.12.B.2 Apply previous content knowledge by creating and piloting a digital learning game or tutorial.(instead of poster/ppt of caffeine and other drug-PPT or poster should only be used during technological snags)

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.

8.1.12.C.1 …. present ideas for feedback through social media or in an online community.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

 

Modifications/Accommodations

IEPs

  • Extra time
  • Posting of background material via powerpoints
  • Modified reading/ writing based on ability
  • Pair with learning buddy
  • Videos and manipulatives when possible

504s

  • Extra time
  • Posting of background material via powerpoints

ELLs

  • Extra time
  • Posting of background material via powerpoints
  • Modified reading/ writing based on ability
  • Pair with learning buddy

G/T

  • Find a local hospital and do a needs assessment on their children neurobiological department (or lack there off) and create a plan for revamping their program to meet the needs of those with neurobiological issues.

END OF UNIT


Unit Title

Unit # 4 The Senses/Perception

Timeframe 

3 weeks

Unit Summary

Identify the 5 senses; Describe how and where we actually experience these senses; Describe the difference between sensing and perceiving; explain how an individual's background/experiences/culture can influence how they perceive

Learning Targets

Essential Questions

 

  • What are the 5 senses?
  • What organs/parts are used to capture the stimuli from the environment
  • Where do we experience the 5 senses?
  • What is sound? What is light/color? What is taste?
  • What is perception?
  • How do sensation and perception differ but also work in conjunction with each other

Enduring Understandings

Students will understand

  • The 5 senses are: smell, taste,touch, hearing, and sight
  • The body uses receptors in the nose, ear, tongue, eyes and skin to capture the stimuli from the environment
  • Once receptors receive the information, the information is sent to the brain where we finally experience it.
  • Sound is vibration of air  molecules
  • Taste is chemical reactions on your tongue
  • Color of objects is a reflection of light bouncing off the object
  • Perception is how the brain interprets information received via our senses
  • Perception occurs once your brain receives information via receptors, your brain has to interpret the information. You can not perceive unless you sense, but sensing something doesn’t mean everyone experiences it the same way

Know

By the end of this unit, students will know

  • How the 5 senses retrieve information from the environment and how it is translated to the brain
  • What stimuli from the environment is picked up by the receptors ;
  • That if the final step in sensing (reaching the brain) is broken, a person may still be able to see/hear/feel but not correctly
  • That sensing and perceiving are different experiences but you can not have one without the other
  • Our cultural and life experiences shape the way we perceive our environment

Do

By the end of this unit, students will be able to

  • Label parts of eyes/ears to explain how stimuli travel to the brain
  • Explain which sense they would least/most like to use and why.
  • Create a children’s storybook or children’s tv episode to describe how our senses work.
  • Analyze illusions and artwork for perceptual constancies, gestalt principles, etc.
  • Create their own illusion

Evidence of Learning

Formative

  • Kahoots/coogle surveys
  • Classwork worksheets that require students to identify, explain, and analyze the components of the chapter.

Summative/ Benchmark

  • Label parts of eyes/ears
  • Organize steps of hearing/seeing
  • Analyze illusions for their use of perceptual devices/gestalt principles

Alternative Assessments

Performance Task:

  • Create childs storybook or TV episode
  • Create own illusion

Learning Activities

  • Describe your favorite holiday using all 5 senses-introduce unit via discussion
  • What color is my dress today -connect to the idea that color is a reflection of light and can vary person to person-tie to how we see. Toothpick in straw experiment with discussion reflection
  • Watch Geico commerical “if a tree falls in the forest video”-quick poll, did tree make a sound? (led to how we hear)
  • Who is Bill Nye the Science Guy?  Who is Mrs. Fritz:  view episodes to reinforce/teach senses and to preview what a children’s tv episode/story...Create your own for the senses
  • View famous illusions to compare and analyze perception.
  • Rubrics/grading criteria reviewed and provided to each student.  Self-assessment and/or peer assessment on rubrics prior to submission
  • Kahoots/coogles/do-now/closures/edconnect chapter content quizzes to hook and keep students engaged and to assess achievement of standards
  • Pair/group students based on abilities (or lack of abilities);use google as exit tickets that review concepts (accessible to students after class for review

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Google classroom or google sites (class site)

Introduction to psychology textbooks for reference/downloaded available texts

Classwork packets via teacher resource books.

Some sort of online portfolio maker:google sites/weebly/edublogs/kidblog

STORYJUMPER for storybooks

Equipment

Chromebooks

Supplemental Resources

Current event articles via izzit.org/psychology today

Standards

Content Statement

Indicator

Discuss processes of sensation and perception and how they interact

1.1

Explain the concepts of threshold and adaptation

1.2

List forms of physical energy for which

humans and nonhuman animals do and do not have sensory receptors

2.1

Describe the visual sensory system

2.2

Describe the auditory sensory system

2.3

Describe other sensory systems, such as olfaction, gustation, and somesthesis (e.g., skin senses, kinesthesis, and vestibular sense)

2.4

Explain Gestalt principles of perception

3.1

Describe binocular and monocular depth cues

3.2

Describe the importance of perceptual constancies

3.3

Describe perceptual illusions

3.4

Describe the nature of attention

3.5

Explain how experiences and expectations influence perception

3.6

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science: Anatomy and physiology

English: Writing of scripts

Media: Storyboarding

  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP11. Use technology to enhance productivity.

  • 9.2.12.C.1 Review career goals and determine steps necessary for attainment.
  • 9.2.12.C.3 Identify transferable career skills and design alternate career plans.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.12.A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources.

  • Select and use applications effectively and productively.

8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue.(best way to create digital story)

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.12.B.2 Apply previous content knowledge by creating and piloting a digital learning game or tutorial.(digital storybook

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue (how to educate elementary age children about the eye and ear) in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Plan and manage activities to develop a solution or complete a project.

8.1.12.F.1 Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.

Modifications/Accommodations

IEPs

  • Extra time
  • Posting of background material via powerpoints
  • Modified reading/ writing based on ability
  • Pair with learning buddy
  • Videos and manipulatives when possible

504s

  • Extra time
  • Posting of background material via powerpoints

ELLs

  • Extra time
  • Posting of background material via powerpoints
  • Modified reading/ writing based on ability
  • Pair with learning buddy

G/T

Use information from this unit to design a better school environment for students with perception/sensation difficulties.


END OF UNIT


Unit Title

Unit # 5 Consciousness

Timeframe 

3 weeks

Unit Summary

Identify and explain consciousness and altered state of consciousness; sleep and dream theories.

Learning Targets

Essential Questions

 

  • When are you consciousness and not consciousness
  • What effects do drugs, hypnosis and meditation have on your consciousness?
  • Are altered states of consciousness good or bad
  • Why do we sleep?
  • Why do we dream?

Enduring Understandings

Students will understand

Know

By the end of this unit, students will know

  • Definition of consciousness (Consciousness is being aware of one’s environment and self)
  • Definition of an altered state of consciousness (various mental states in which the mind can be aware but is not in its usual wakeful condition)
  • There are multiple states of altered consciousness including sleep, hypnosis, drug induced, etc.
  • The major sleep disorders and their causes/symptoms
  • Theories for why we sleep and dream.

Do

By the end of this unit, students will be able to

  • Define and give examples of an altered state of consciousness
  • Describe the major sleep disorders
  • Rank and provide explanation of ranking for sleeping disorders
  • Analyze the content of their dreams according to Freud and EWL and reflect upon the purpose of dreams

Evidence of Learning

Formative

  • Kahoots/coogle surveys
  • Classwork worksheets that require students to identify, explain, and analyze the components of the chapter.

Summative/ Benchmark

  • Content assessment quiz/test
  • Sleep disorder posters with reflection

Alternative Assessments

Performance Task:

  • Keep and analyze a dream journal

Learning Activities

  • Are you conscious right now-discuss definition and altered states of consciousness
  • What would you say if we scheduled a nap time for the last 20 minutes of class today-review alter stages and discuss if sleeping is a conscious experience or not?
  • “Sleep quiz”/What good is a sleep deprived doctor reading?-Transition to research sleep disorders description
  • View documentaries on sleep/dreams- tie to keeping analyzing dreams
  • Rubrics/grading criteria reviewed and provided to each student.  Self-assessment and/or peer assessment on rubrics prior to submission
  • Kahoots/coogles/do-now/closures/edconnect chapter content quizzes to hook and keep students engaged and to assess achievement of standards
  • Pair/group students based on abilities (or lack of abilities);use google as exit tickets that review concepts (accessible to students after class for review

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Google classroom or google sites (class site)

Introduction to psychology textbooks for reference/downloaded available texts

Classwork packets via teacher resource books.

Some sort of online portfolio maker:google sites/weebly/edublogs/kidblog

Equipment

Chromebooks

Supplemental Resources

Current event articles via izzit.org/psychology today

Standards

Content Statement

Indicator

Identify states of consciousness

1.1

Distinguish between processing that is conscious (i.e., explicit) and other processing that happens without conscious awareness (i.e., implicit)

1.2

Describe the circadian rhythm and its relation to sleep

2.1

Compare theories about the functions of sleep

2.2

Describe the sleep cycle

2.3

Describe types of sleep disorders

2.4

Compare theories about the functions of dreams

2.5

Describe meditation and relaxation and their effects

4.1

Describe hypnosis and controversies surrounding its nature and use

4.2

Describe flow states

4.3

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science: Anatomy and Physiology

English: Keep written journal to write a analysis

  • CRP2. Apply appropriate academic and technical skills..
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP11. Use technology to enhance productivity.

  • 9.2.12.C.1 Review career goals and determine steps necessary for attainment. .
  • 9.2.12.C.3 Identify transferable career skills and design alternate career plans.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.12.A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources.

  • Select and use applications effectively and productively.

8.1.12.A.3 Students will use technology as a tool to research, organize, evaluate, and communicate information

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.12.B.2 Students will brainstorm and produce original narratives/arguments inspired from the texts read. Students will analyze texts for discussion and for developing a written response. Students will be open and responsive to new and diverse perspectives and develop arguments relating to the risks and rewards of undertaking bold actions.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

(how to improve sleep/effects of sleep patterns on teenagers-dream journal and sleep disorder project)

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

 

Modifications/Accommodations

IEPs

  • Extra time
  • Posting of background material via powerpoints
  • Modified reading/ writing based on ability
  • Pair with learning buddy
  • Videos and manipulatives when possible

504s

  • Extra time
  • Posting of background material via powerpoints

ELLs

  • Extra time
  • Posting of background material via powerpoints
  • Modified reading/ writing based on ability
  • Pair with learning buddy

G/T

Gateway has been implementing alternative courses that provide real life experiences/knowledge.  Design new curriculum for science, physical education and psychology based on the topics


END OF UNIT


Unit Title

Unit # 6 Learning via Conditioning

Timeframe 

3 weeks

Unit Summary

Describe the different theories for how we learn new behaviors (classical conditioning, operant conditioning, observational learning, etc) Analyze your own behavior in terms of these types of learning; analyze how the media uses these principles to influence you; create a plan to change a behavior about yourself or a family member that you do not like.

Learning Targets

Essential Questions

  • What is learning?
  • How do we know learning has occurred?
  • What are the ways that we can learn/install new behaviors?
  • Which is the most effective?
  • How have you learned certain behaviors?
  • How can you apply these principles to your life today?

Enduring Understandings

Students will understand

  • When a person or other living creature has demonstrated that they have learned
  • Our brain has multiple ways of storing learning information and therefore, there are different ways to learn new behaviors
  • Positive reinforcement tends to have a greater impact on learning than punishment
  • Learning is a part of our everyday lives.

Know

By the end of this unit, students will know

  • Learning is the process through which we acquire new information or build on information previously learnt….it requires a change in behavior
  • Classical conditioning was discovered by Ivan Pavlov as he experimented on dogs reactions to the sight of food while being paired/unpaired with a sound of a bell
  • Classical conditioning occurs when our brains connects two separate stimuli that forces an unnatural reaction
  • Operational conditioning was discovered by B.F. Skinner while studying how rats responded to the addition or subtraction of “rewards” or “punishments”
  • Albert Bandura analyzed  the influence of observational learning on children watching adults beat up Bobo the clown.
  • Advertising companies, the media, and other institutions use these concepts to entice consumers to buy certain products or to create a status quo..

Do

By the end of this unit, students will be able to

  • Define and give examples of major learning theories
  • Analyze situations and identify which learning has occurred and the components of that learning
  • Identify how advertisers use the concepts of classical/observational learning to change buying habits
  • Analyze 2 case studies to determine the causes of a behavioral problem and then also to create solutions
  • Identify and describe when classical and operant conditioning have occurred in their life
  • Create their own plan for changing behavior

Evidence of Learning

Formative

  • Kahoots/coogle surveys
  • Classwork worksheets that require students to identify, explain, and analyze the components of the chapter.

Summative/ Benchmark

  • Content assessment quiz/test
  • Classical, operant, and observational learning reflections

Alternative Assessments

Performance Task:

  • Personal change project
  • Create online game for teaching others about different learning theories

Learning Activities

  • What does it mean when you “condition”your body for a sport-tie conditioning to training-discuss how to “learn”
  • Is it normal to respond to the sound of a bell or alarm(view short clip of children sleeping through smoke detectors”tie to classical conditioning   https://youtu.be/HUiiuHZZDyk
  • “What is the best way for Gateway to encourage attendance,adherence to school policy, motivation-tie to punishment/reward
  • View BoBo Beat down-discuss-how many times have you done something that made you uncomfortable because you saw others do it?
  • Rubrics/grading criteria reviewed and provided to each student.  Self-assessment and/or peer assessment on rubrics prior to submission
  • Kahoots/coogles/do-now/closures/edconnect chapter content quizzes to hook and keep students engaged and to assess achievement of standards
  • Pair/group students based on abilities (or lack of abilities);use google as exit tickets that review concepts (accessible to students after class for review

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Google classroom or google sites (class site)

Introduction to psychology textbooks for reference/downloaded available texts

Classwork packets via teacher resource books.

Some sort of online portfolio maker:google sites/weebly/edublogs/kidblog

Equipment

Chromebooks

Supplemental Resources

Current event articles via izzit.org/psychology today

Standards

Content Statement

Indicator

Describe the principles of classical conditioning

1.1

Describe clinical and experimental examples of classical conditioning

1.2

Apply classical conditioning to everyday life

1.3

Describe the Law of Effect

2.1

Describe the principles of operant conditioning

2.2

Describe clinical and experimental examples of operant conditioning

2.3

Apply operant conditioning to everyday life

2.4

Describe the principles of observational and cognitive learning

3.1

Apply observational and cognitive learning to everyday life

3.2

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science: Identifying problem and solution to fix it (scientific method)

English: Written responses-clearly and coherently communicated

  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP11. Use technology to enhance productivity.
  • 9.2.12.C.1 Review career goals and determine steps necessary for attainment.
  • 9.2.12.C.3 Identify transferable career skills and design alternate career plans.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.12.A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources.

  • Select and use applications effectively and productively.

8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue. (use one of provided resources-coogle/google sites to help/guide/discuss different ways of learning behavior)

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.12.B.2 Apply previous content knowledge by creating and piloting a digital learning game or tutorial(students can create games for learning).

Students will brainstorm and produce original narratives/arguments inspired from the texts read. Students will analyze texts for discussion and for developing a written response.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.  (Medical Students at rowan are passing out during classes that expose them to blood/body organs)

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources. (Medical Students at rowan are passing out during classes that expose them to blood/body organs)

 

Modifications/Accommodations

IEPs

  • Extra time
  • Posting of background material via powerpoints
  • Modified reading/ writing based on ability
  • Pair with learning buddy
  • Videos and manipulatives when possible

504s

  • Extra time
  • Posting of background material via powerpoints

ELLs

  • Extra time
  • Posting of background material via powerpoints
  • Modified reading/ writing based on ability
  • Pair with learning buddy

G/T

Assess Gateway’s student handbook/policy: identify problems and solutions as well as new ways to teach appropriate behavior--plan should include for classrooms as well as overall school behaviors.

OR assess one of the sending districts


END OF UNIT


Unit Title

Unit # 7 Memory

Timeframe 

10 days

Unit Summary

Define memory and explain how memories are stored and retrieved.

Learning Targets

Essential Questions

 

  • What is memory?
  • What affects our ability to memorize and remember?
  • Are there ways to improve your memory?

Enduring Understandings

Students will understand

  • Memory is a process of events that include encoding, storage (retention), and retrieval
  • Our memories are stored in multiple parts of the brains in different formats (schemas, taxonomies, cognitive maps, scripts,etc)
  • Our attention and connection to previous memories help in storage and retrieving memories.
  • There are multiple strategies to improve memory

Know

By the end of this unit, students will know

  • Memories are encoded by sensory input-sensory-memory-short term memory-long term memory.  
  • Memories move through the stages based on attention paid, outside distractions and ability to connect to existing events/memories.
  • We can improve our ability to remember by paying attention, making connections, mnemonic devices, chunking, rehearsing, etc.

Do

By the end of this unit, students will be able to

  • Define memory and describe the process of encoding, storing and retrieving information
  • Identify and explain the different ways in which our memories are stored
  • Describe what factors can affect our memory
  • Describe ways to improve one’s memory

Evidence of Learning

Formative

  • Kahoots/coogle surveys
  • Classwork worksheets that require students to identify, explain, and analyze the components of the chapter.

Summative/ Benchmark

  • Content assessment quiz/test
  • A+ Game to improve memory about memory
  • Testing recall experiment (Students read in groups or whole class a children’s storybook and study how their memories change over time

Alternative Assessments

Performance Task:

  • Write a letter to a Friend explaining why they may be struggling in school (their memory) and how to fix it
  • Create a brochure that can be offered to students in guidance that explains memory, what affects memory and how to improve it.
  • Create an experiment to test an aspect of memory in class.

Learning Activities

  • Play game of memory-see who can score the best (multiple rounds with different pictures and distractions)-tie to what factors helped you score better-an issue of memory?
  • Think of one of your favorite people or places to go when you were younger-describe it using your memories (analyze to see if there are sensory memories and did your memories branch to other memories)
  • What were some of your favorite characters in books when growing up-begin recall experiment
  • Students complete self survey to rank statements on memory...students then play A+ game to model ways to remember and to learn memory strategies
  • Rubrics/grading criteria reviewed and provided to each student.  Self-assessment and/or peer assessment on rubrics prior to submission
  • Kahoots/coogles/do-now/closures/edconnect chapter content quizzes to hook and keep students engaged and to assess achievement of standards
  • Pair/group students based on abilities (or lack of abilities);use google as exit tickets that review concepts (accessible to students after class for review

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Google classroom or google sites (class site)

Introduction to psychology textbooks for reference/downloaded available texts

Classwork packets via teacher resource books.

Some sort of online portfolio maker:google sites/weebly/edublogs/kidblog

Equipment

Chromebooks

Supplemental Resources

Current event articles via izzit.org/psychology today

Standards

Content Statement

Indicator

Identify factors that influence encoding

1.1

Characterize the difference between shallow (surface) and deep (elaborate) processing

1.2

Discuss strategies for improving the encoding of memory

1.3

Describe the differences between working memory and long-term memory

2.1

Identify and explain biological processes related to how memory is stored

2.2

Discuss types of memory and memory disorders (e.g., amnesias, dementias)

2.3

Discuss strategies for improving the storage of memories

2.4

Analyze the importance of retrieval cues in memory

3.1

Explain the role that interference plays in retrieval

3.2

Discuss the factors influencing how memories are retrieved

3.3

Explain how memories can be malleable

3.4

Discuss strategies for improving the retrieval of memories

3.5

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

English: Written responses that are coherent

Science: Working of the brain

Developing memory experiment

  • CRP2. Apply appropriate academic and technical
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP11. Use technology to enhance productivity.

  • 9.2.12.C.1 Review career goals and determine steps necessary for attainment.
  • 9.2.12.C.3 Identify transferable career skills and design alternate career plans.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.12.A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.12.B.2 Apply previous content knowledge by creating and piloting a digital learning game or tutorial.(create your own experiment on memory to be completed in school)

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community. (memory experiment)

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.(experiment)

 

Modifications/Accommodations

IEPs

  • Extra time
  • Posting of background material via powerpoints
  • Modified reading/ writing based on ability
  • Pair with learning buddy
  • Videos and manipulatives when possible

504s

  • Extra time
  • Posting of background material via powerpoints

ELLs

  • Extra time
  • Posting of background material via powerpoints
  • Modified reading/ writing based on ability
  • Pair with learning buddy

G/T

Research the effects stroke and other brain injuries have on language. Create a rehabilitation program that can help individual regain their ability to effectively communicate


END OF UNIT


Unit Title

Unit # 8 Thought and Language Development

Timeframe 

4 weeks

Unit Summary

Describe the way thoughts are stored and connected; analyze and identify how thoughts and language are influenced by culture and vice versa; experience/analyze how language/thought is created.

Learning Targets

Essential Questions

  • What makes a language, a language (what must it do)
  • How does culture influence our thoughts and language?
  • How does our language influence our thoughts/culture

Enduring Understandings

Students will understand

  • What makes a language a language
  • How languages form
  • How languages differ among cultures and those cultures influence the words that are used.

Know

By the end of this unit, students will know

  • Language must communicate simple and complex/abstract thoughts
  • Languages are typically created beginning with nouns and then simple adjective, starting with agreed upon sounds. (sounds are phonemes;combining phonemes makes morphemes; syntax and semantics shape our understanding of communications)
  • Culture shapes the way we thinking and process events, and since thoughts are reflected with words, culture also shapes are language. However the existence of certain words/phrases in a language can perpetuate a cultural thought

Do

By the end of this unit, students will be able to

  • Define language and thought
  • Explain how language and thoughts develop
  • Analyze their own behavior or that of others in terms of culture.

Evidence of Learning

Formative

  • Kahoots/coogle surveys
  • Classwork worksheets that require students to identify, explain, and analyze the components of the chapter.

Summative/ Benchmark

  • Tarzan character analysis-students documents Tarzan’s evolving language and thought development as he is introduced to the humans, in addition, they identify and explain how each character behaves due to existing schemas (caused by their culture)

Alternative Assessments

Performance Task:

-In guided simulation, create a new language with group members to describe specific shapes,colors and sizes. Use this experience and research to Create a written response or presentation that can be used by students and teachers to understand the struggles of learning a second language.

Learning Activities

  • Via modeling and teachable moments, students will learn how to listen, present, and collaborate with individuals who may represent different cultures and possess different ideas to analyze the way language is created and the formation of thoughts.
  • Through creation of posters, students will be challenged to analyze the way the different factors that affect thought and language development.
  • Tarzan character analysis-students documents Tarzan’s evolving language and thought development as he is introduced to the humans, in addition, they identify and explain how each character behaves due to existing schemas (caused by their culture)
  • Rubrics/grading criteria reviewed and provided to each student.  Self-assessment and/or peer assessment on rubrics prior to submission
  • Kahoots/coogles/do-now/closures/edconnect chapter content quizzes to hook and keep students engaged and to assess achievement of standards
  • Pair/group students based on abilities (or lack of abilities);use google as exit tickets that review concepts (accessible to students after class for review

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Google classroom or google sites (class site)

Introduction to psychology textbooks for reference/downloaded available texts

Classwork packets via teacher resource books.

Some sort of online portfolio maker:google sites/weebly/edublogs/kidblog

Equipment

Chromebooks

Supplemental Resources

Current event articles via izzit.org/psychology today

Standards

Content Statement

Indicator

Identify factors that influence encoding

1.1

Characterize the difference between shallow (surface) and deep (elaborate) processing

1.2

Discuss strategies for improving the encoding of memory

1.3

Describe the differences between working memory and long-term memory

2.1

Identify and explain biological processes related to how memory is stored

2.2

Discuss types of memory and memory disorders (e.g., amnesias, dementias)

2.3

Discuss strategies for improving the storage of memories

2.4

Analyze the importance of retrieval cues in memory

3.1

Explain the role that interference plays in retrieval

3.2

Discuss the factors influencing how memories are retrieved

3.3

Explain how memories can be malleable

3.4

Discuss strategies for improving the retrieval of memories

3.5

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

English: Written responses

Science: Concept of critical periods for developing language/affect of damage to the brain

  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP11. Use technology to enhance productivity.

  • 9.2.12.C.1 Review career goals and determine steps necessary for attainment.
  • 9.2.12.C.3 Identify transferable career skills and design alternate career plans

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.12.A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.

8.1.12.B.2 Apply previous content knowledge by

Students will brainstorm and produce original narratives/arguments inspired from the texts read. Students will analyze texts for discussion and for developing a written response.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community. (tarzan analysis/ELL experience)

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources. (ELL experience_

 

Modifications/Accommodations

IEPs

  • Extra time
  • Posting of background material via powerpoints
  • Modified reading/ writing based on ability
  • Pair with learning buddy
  • Videos and manipulatives when possible

504s

  • Extra time
  • Posting of background material via powerpoints

ELLs

  • Extra time
  • Posting of background material via powerpoints
  • Modified reading/ writing based on ability
  • Pair with learning buddy

G/T

Research the effects stroke and other brain injuries have on memory. Create a rehabilitation program that can help individual regain their memory of daily tasks and life events.


END OF UNIT


Unit Title

Unit #9 Intelligences

Timeframe 

2-3 weeks

Unit Summary

Describe the way thoughts are stored and connected; analyze and identify how thoughts and language are influenced by culture and vice versa; experience/analyze how language/thought is created.

Learning Targets

Essential Questions

  • What is intelligence (how is it defined/identified)?
  • How is it determined if someone is intelligence?
  • What factors affect an individual's intelligence?
  • What is creativity? Is it the same as intelligence?

Enduring Understandings

Students will understand

  • Creativity and Intelligence are two separate things
  • That intelligence is defined by psychologists, as either G (overall general intelligence) or as a multiple intelligence
  • Based on the definition they adhered to, there are at least major theories involving intelligence -Multiple intelligences, the Triarch, and Spearman’s G
  • There are individuals called savants who have extraordinary capabilities, yet score a 70 or lower on the IQ scale

Know

By the end of this unit, students will know

  • Intelligence refers to intellectual functioning (how you can solve problems, use language and math)
  • Creativity is the ability to create a new product or solution and creative people share similar characteristics
  • Intelligence quotients, or IQ tests, compare your performance with other people your age who take the same test.
  • These tests don’t measure all kinds of intelligence. For example, standard IQ tests can’t identify differences in social intelligence
  • There are also generational differences in the population as a whole. Better nutrition, more education and other factors have resulted in IQ improvements for each generation.
  • There are several theories involving intelligence, including Gardner’s multiple, Spearman's G (overall intelligence) and Sternberg’s Triarchic (Analytical intelligence, creativity intelligence Practical intelligence)

Do

By the end of this unit, students will be able to

  • Define intelligence and creativity
  • Explain the 3 major theories of intelligence and justify which they think is the most accurate
  • Analyze how individuals can be deemed intelligent/not intelligence, due to cultural representations/affects
  • Analyze intelligence tests for possible bias/cultural influence

Evidence of Learning

Formative

  • Kahoots/coogle surveys
  • Classwork worksheets that require students to identify, explain, and analyze the components of the chapter.

Summative/ Benchmark

  • Edconnect quiz/test on content

Alternative Assessments

Performance Task:

  • Create your own intelligence test with explanation as to why your developed it that way.

Learning Activities

  • Who is the most intelligent person you know-what makes them intelligent?
  • Read case studies about Tuskegee tribe that sails accurate without modern technology and someone who thinks they scored higher on IQ test due to clarifications-discuss-(tie to problems with IQ tests)
  • Read about the changes to Japanese Admissions to college-compare/contrast to America’s definition and model for determining entrance into universities/jobs.
  • Students take a series of sample intelligence tests
  • Students create their own intelligence.
  • Rubrics/grading criteria reviewed and provided to each student.  Self-assessment and/or peer assessment on rubrics prior to submission
  • Kahoots/coogles/do-now/closures/edconnect chapter content quizzes to hook and keep students engaged and to assess achievement of standards
  • Pair/group students based on abilities (or lack of abilities);use google as exit tickets that review concepts (accessible to students after class for review

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Google classroom or google sites (class site)

Introduction to psychology textbooks for reference/downloaded available texts

Classwork packets via teacher resource books.

Some sort of online portfolio maker:google sites/weebly/edublogs/kidblog

Equipment

Chromebooks

Supplemental Resources

Current event articles via izzit.org/psychology today

Standards

Content Statement

Indicator

Identify factors that influence encoding

1.1

Characterize the difference between shallow (surface) and deep (elaborate) processing

1.2

Discuss strategies for improving the encoding of memory

1.3

Describe the differences between working memory and long-term memory

2.1

Identify and explain biological processes related to how memory is stored

2.2

Discuss types of memory and memory disorders (e.g., amnesias, dementias)

2.3

Discuss strategies for improving the storage of memories

2.4

Analyze the importance of retrieval cues in memory

3.1

Explain the role that interference plays in retrieval

3.2

Discuss the factors influencing how memories are retrieved

3.3

Explain how memories can be malleable

3.4

Discuss strategies for improving the retrieval of memories

3.5

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

English: Written responses

Science: Evaluation of accuracy over testing (biases/cultural differences)

  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP6.Demonstrate creativity and innovation.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP11. Use technology to enhance productivity.

  • 9.2.12.C.1 Review career goals and determine steps necessary for attainment.
  • 9.2.12.C.3 Identify transferable career skills and design alternate career plans

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.12.A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.12.B.2 Apply previous content knowledge by creating and piloting a digital learning game or tutorial.(create own intelligence test)

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community. (debate over reliable intelligence test-make your own)

Modifications/Accommodations

IEPs

  • Extra time
  • Posting of background material via powerpoints
  • Modified reading/ writing based on ability
  • Pair with learning buddy
  • Videos and manipulatives when possible

504s

  • Extra time
  • Posting of background material via powerpoints

ELLs

  • Extra time
  • Posting of background material via powerpoints
  • Modified reading/ writing based on ability
  • Pair with learning buddy

G/T

Create a needs assessment of requirements to graduate high school (including state testing) and entrance into college. Identify problems and solutions to the assessment.


END OF UNIT


Unit Title

Unit # 10 Motivation & Emotion

Timeframe 

1-1.5 weeks

Unit Summary

There are multiple components and types of motivation and there are varying theories to explain motivation.

Learning Targets

Essential Questions

  • What is motivation?
  • How does our body initiate and respond to motivation and environmental factors
  • Are teenagers and adults motivated by the same things?
  • Who was Maslow and how does his hierarchy explain motivation.
  • What are emotions?
  • How are emotions viewed in terms of gender and culture?

Enduring Understandings

Students will understand

  • Motivation psychological process that directs and maintains your behavior toward a goal.
  • According to Maslow, our behaviors our motivated based upon where we fall in a hierarchy of needs
  • Knowing where someone falls on the motivation hierarchy and biological causes of motivation can help us to  analyze/understand others’ choices
  • Theories upon motivation help companies to coordinate their products to specific people/groups
  • Emotions are complex process involving our mind and body
  • Emotions are universal and relate back to our memories and future experiences

Know

 

By the end of this unit, students will know

  • The definition and components of motivation
  • Students will understand that are multiple causes of how we behave (motivated to act) based on biological, emotional, and cultural factors
  • The reasons why they and others behave in certain ways.
  • Emotions are reactions to our environment/situation but also can affect our perception or experience of the environment/situation

Do

By the end of this unit, students will be able to

  • Define motivation & emotion
  • Identify the components of motivation
  • Analyze teenage and adult motivation for certain behaviors and identify where on Maslow’s hierarchy they fall.
  • Analyze advertisements for their use of Maslow’s hierarchy in order to entice consumers to buy their products.
  • Complete a motivation survey and analyze results to compare and contrast gender and emotions

Evidence of Learning

Formative

  • Kahoots/coogle surveys
  • Classwork worksheets that require students to identify, explain, and analyze the components of the chapter.

Summative/ Benchmark

  • Create a motivation survey to analyze teenager and adult behavior
  • Emotions survey analysis
  • Advertisement analysis
  • Edconnect motivation content test

Alternative Assessments

Performance Task:

  • Personal Needs assessment: Identify areas of low motivation for you and create a plan on how to change it.
  • Needs assessment: Identify where Gateway is failing to address student’s lack of motivation and lack of control over their emotions and design a plan to correct.

Learning Activities

  • What motivates you to get out of bed? Clean your room? Get good grades? Stay healthy? -tie to discussion of what is motivation
  • Think of  someone you know who is short tempered-is there an explanation for this (maslow/emotions) Who do you think is more emotional-males or females?-tie to emotion surveys
  • What do you wish parents/teachers understood about being a teenager and what you need to feel cared and supported (motivation survey/creation)
  • Rubrics/grading criteria reviewed and provided to each student.  Self-assessment and/or peer assessment on rubrics prior to submission
  • Kahoots/coogles/do-now/closures/edconnect chapter content quizzes to hook and keep students engaged and to assess achievement of standards
  • Pair/group students based on abilities (or lack of abilities);use google as exit tickets that review concepts (accessible to students after class for review

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Google classroom or google sites (class site)

Introduction to psychology textbooks for reference/downloaded available texts

Classwork packets via teacher resource books.

Some sort of online portfolio maker:google sites/weebly/edublogs/kidblog

Equipment

Chromebooks

Supplemental Resources

Current event articles via izzit.org/psychology today

Standards

Content Statement

Indicator

Explain biologically based theories of motivation

Explain the biological and cognitive components of emotion

1.1

Explain cognitively based theories of motivation

Discuss psychological research on basic human emotions

1.2

Explain humanistic theories of motivation

Differentiate among theories of emotional experience

1.3

Explain the role of culture in human motivation

1.4

Discuss eating behavior

Explain how biological factors influence emotional interpretation and expression

2.1

Discuss sexual behavior and orientation

Explain how culture and gender influence emotional interpretation and expression

2.2

Discuss achievement motivation

Explain how other environmental factors influence emotional interpretation and expression

2.3

Discuss other ways in which humans and nonhuman animals are motivated

2.4

Identify biological and environmental influences on the expression and experience of negative emotions, such as fear

3.1

Identify biological and environmental influences on the expression and experience of positive emotions, such as happiness

3.2

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science: Biology/Ant. & phys

English: Written responses

  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP11. Use technology to enhance productivity.
  • 9.2.12.C.1 Review career goals and determine steps necessary for attainment.
  • 9.2.12.C.3 Identify transferable career skills and design alternate career plans

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.12.A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.12.B.2 Apply previous content knowledge by creating and piloting a digital learning game or tutorial. (motivation analysis/needs assessment

Students will brainstorm and produce original narratives/arguments inspired from the texts read. Students will analyze texts for discussion and for developing a written response.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online communication

Students will articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of contexts. Students will use various media to communicate. Students will demonstrate ability to work effectively and respectfully with diverse teams and work to accomplish a common goal.(motivation analysis/needs assessment)

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

 

Modifications/Accommodations

IEPs

  • Extra time
  • Posting of background material via powerpoints
  • Modified reading/ writing based on ability
  • Pair with learning buddy
  • Videos and manipulatives when possible

504s

  • Extra time
  • Posting of background material via powerpoints

ELLs

  • Extra time
  • Posting of background material via powerpoints
  • Modified reading/ writing based on ability
  • Pair with learning buddy

G/T

Analyze the Renaissance program at Gateway and determine the emotional and motivational impact is is having on students.  If there areas of concern or areas of needs improvement, provide solutions.


END OF UNIT


Unit Title

Unit # 11 Childhood Development

Timeframe 

1-2 weeks

Unit Summary

Childhood development is a complicated process of physical, emotional, social, and cognitive development. Development is affected by genetics, environment, family, etc. There are major theories to describe each of the major stages of development which help to explain how children are behaving and changing

Learning Targets

Essential Questions

  • What are the biggest physical changes children go through?
  • What are cognitive tasks children must accomplish?
  • What are emotional tasks children must progress through?

Enduring Understandings

Students will understand

  • While children develop at different paces, in general, they pass through specific developmental, emotional, physical, stages.

Know

By the end of this unit, students will know

  • The different stages of childhood development.

Do

By the end of this unit, students will be able to

  • Describe the different stages and theory of childhood development (Piaget, Erikson)
  • Analyze their own behavior according to the stages of development

Evidence of Learning

Formative

  • Kahoots/coogle surveys
  • Classwork worksheets that require students to identify, explain, and analyze the components of the chapter.

Summative/ Benchmark

  • Create a baby book to demonstrate the major developmental tasks of childhood development, including key vocabulary.

Alternative Assessments

Performance Task:

  • Create lessons/tv programming plans for preschool students through 5th grade that encourages the children to develop  at the appropriate pace.

Learning Activities

  • View youtube clips of babies trying to achieve certain milestones.-connect to analyzing bar graphs and to categorizing where child achieve certain tasks. Begin completing research with group to create a baby book
  • Students carry around a stuffed animal all day and take pictures of their “babies” interacting
  • Rubrics/grading criteria reviewed and provided to each student.  Self-assessment and/or peer assessment on rubrics prior to submission
  • Kahoots/coogles/do-now/closures/edconnect chapter content quizzes to hook and keep students engaged and to assess achievement of standards
  • Pair/group students based on abilities (or lack of abilities);use google as exit tickets that review concepts (accessible to students after class for review

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Google classroom or google sites (class site)

Introduction to psychology textbooks for reference/downloaded available texts

Classwork packets via teacher resource books.

Some sort of online portfolio maker:google sites/weebly/edublogs/kidblog

Equipment

Chromebooks

Supplemental Resources

Current event articles via izzit.org/psychology today

Standards

Content Statement

Indicator

Explain the interaction of environmental and biological factors in development, including the role of the brain in all aspects of development

1.1

 Describe the role of sensitive and critical periods in development

1.4

Discuss theories of cognitive development

2.1

Discuss theories of moral development

2.2

discuss theories of social development

2.3

Describe physical development from conception through birth and identify influences on prenatal development

3.1

Describe newborns reflexes, temperament, and abilities

3.2

Describe physical and motor development

4.1

Describe how infant perceptual abilities and intelligence develop

4.2

Describe the development of attachment and the role of the caregiver

4.3

describe physical and motor development

5.1

describe physical and motor development

5.2

Describe social, cultural, and emotional development through childhood

5.3

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science: Physical development of body

English: Written responses

  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP6.Demonstrate creativity and innovation.
  • CRP11. Use technology to enhance productivity.

  • 9.2.12.C.1 Review career goals and determine steps necessary for attainment.
  • 9.2.12.C.3 Identify transferable career skills and design alternate career plans

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.12.A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.12.B.2 Apply previous content knowledge by creating and piloting a digital learning game or tutorial. (tv programming)

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

-Students will articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of contexts. Students will use various media to communicate. Students will demonstrate ability to work effectively and respectfully with diverse teams and work to accomplish a common goal.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

 (for gaining information for tv programming or baby book)

Modifications/Accommodations

IEPs

  • Extra time
  • Posting of background material via powerpoints
  • Modified reading/ writing based on ability
  • Pair with learning buddy
  • Videos and manipulatives when possible

504s

  • Extra time
  • Posting of background material via powerpoints

ELLs

  • Extra time
  • Posting of background material via powerpoints
  • Modified reading/ writing based on ability
  • Pair with learning buddy

G/T

Arrange a visit to a preschool and elementary school to help create activities with students during school hours/after school care


END OF UNIT


Unit Title

Unit # 12 Adolescent Development

Timeframe 

2-3 weeks

Unit Summary

Adolescent development is a complicated process of physical, emotional, social, and cognitive development. Development is affected by genetics, environment, family,peer groups etc. There are major theories to describe each of the major stages of development which help to explain how children are behaving and changing.  The major developmental hurdle is to find identity

Learning Targets

Essential Questions

  • What is identity?
  • How is identity formed?
  • What influences identity and what happens when adolescents struggle to find their identity?
  • What do adolescents need in order to develop intimate relationships?

Enduring Understandings

Students will understand

  • The definition of identity and the importance of developing a sense of identity during adol.  
  • Not being able to have a clear identity due to societal/parental expectations, peer groups, sexual identity, etc can create additional stress and can lead to destructive behavior

Know

By the end of this unit, students will know

  • Identity is the way in which an individual defines himself.
  • Adolescents is the time marked by puberty, identify finding, and furthered moral development.
  • Crisis or conflict arises in adolescence when teenagers are forced to examine their beliefs/actions with that of family, peers, and media.
  • Family, peers, and media all play a huge role in impacting adolescent development.

Do

By the end of this unit, students will be able to

  • Define identity
  • Discuss major theories of adol. Development, including Erikson, Mead, Kohlberg, and Marcia
  • Analyze the role media plays in portraying specific images of teenage boys/girls and reflect upon that has or has not impacted them.
  • Identify the different types of parenting styles and impact on adol.
  • Analyze their own behavior according to specific adol. theories

Evidence of Learning

Formative

  • Kahoots/coogle surveys
  • Classwork worksheets that require students to identify, explain, and analyze the components of the chapter.

Summative/ Benchmark

  • Edconnect quiz or test for content

Alternative Assessments

Performance Task:

  • Self worth and media collage
  • Personal comparision/reflection to their development as an adolescent.

Learning Activities

  • What is the worst part about being a teenager?-tie to physical/cognitive dev
  • What pressures do teenagers face? How do teenagers handle them-tie to social/emotional dev.
  • Think about what you are wearing/carrying/how you look-do you match what media outputs depict as teenager-self worth
  • Rubrics/grading criteria reviewed and provided to each student.  Self-assessment and/or peer assessment on rubrics prior to submission
  • Kahoots/coogles/do-now/closures/edconnect chapter content quizzes to hook and keep students engaged and to assess achievement of standards
  • Pair/group students based on abilities (or lack of abilities);use google as exit tickets that review concepts (accessible to students after class for review

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Google classroom or google sites (class site)

Introduction to psychology textbooks for reference/downloaded available texts

Classwork packets via teacher resource books.

Some sort of online portfolio maker:google sites/weebly/edublogs/kidblog

Equipment

Chromebooks

Supplemental Resources

Current event articles via izzit.org/psychology today

Standards

Content Statement

Indicator

Identify major physical changes

Explain the interaction of environmental and biological factors in development, including the role of the brain in all aspects of development

1.1

Describe the development of reasoning and morality

Explain issues of continuity/discontinuity and stability/ change

1.2

Describe identity formation

1.3

Discuss the role of family and peers in adolescent development

Discuss theories of cognitive development

2.1

Discuss theories of moral development

2.2

Discuss theories of social development

2.3

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science: biological development

English: Written responses

  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP11. Use technology to enhance productivity.

By the end of 12th grade,

  • 9.2.12.C.1 Review career goals and determine steps necessary for attainment.
  • 9.2.12.C.3 Identify transferable career skills and design alternate career plans

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.12.A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Create original works as a means of personal or group expression.

8.1.12.B.2 Students will brainstorm and produce original narratives/arguments inspired from the texts read. Students will analyze texts for discussion and for developing a written response.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.

8.1.12.C.1 Students will articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of contexts. Students will use various media to communicate

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.12.E.1 Students will critically evaluate information from the internet in short research projects to assess its credibility for research purposes and use the information to accomplish a task

Modifications/Accommodations

IEPs

  • Extra time
  • Posting of background material via powerpoints
  • Modified reading/ writing based on ability
  • Pair with learning buddy
  • Videos and manipulatives when possible

504s

  • Extra time
  • Posting of background material via powerpoints

ELLs

  • Extra time
  • Posting of background material via powerpoints
  • Modified reading/ writing based on ability
  • Pair with learning buddy

G/T

Research and implement existing programs that help provide safe and supportive school environment.  In addition, either add to the existing programs by extending its concepts further OR create your own.


END OF UNIT


Unit Title

Unit # 13  Adulthood Development

Timeframe 

2 weeks

Unit Summary

Describe the changes that occur during adulthood including menopause, life crisis, the sandwich generation and dealing with death.

Learning Targets

Essential Questions

  • What are the physical, cognitive and emotional changes that occur during adulthood
  • How can adults cope with these changes?
  • How can adults handle the increasing amount of death that they will begin experiencing?

Enduring Understandings

Students will understand

  • Adulthood is the final stage of categorical development in which mental and physical functions begin to deteriorate.
  • Adulthood is a stage in which they transition from establishing a family and career, to empty nest and retirement, taking care of their adult children and their parents, and death

Know

By the end of this unit, students will know

  • How adults physical, cognitive and emotional change.
  • The resources and strategies

Do

By the end of this unit, students will be able to

  • Describe the changes that occur during adulthood
  • Analyze and individual and determine what stage of adulthood they are in
  • Identify and describe ways of dealing with grief. 

Evidence of Learning

Formative

  • Kahoots/coogle surveys
  • Classwork worksheets that require students to identify, explain, and analyze the components of the chapter.

Summative/ Benchmark

  • Edconnect quiz/test for content

Alternative Assessments

Performance Task:

  • TV project character analysis

Learning Activities

  • Summary of Key Learning Events and Instruction w/ Integration of Technology/CRP
  • Day I: What do you think is best/worst part of being an adult?-tie to background on adults/cw worksheet multiple days
  • Day II: What are your favorite movies/tv shows-do they have adults in them? Tie to TV project
  • Rubrics/grading criteria reviewed and provided to each student.  Self-assessment and/or peer assessment on rubrics prior to submission
  • Kahoots/coogles/do-now/closures/edconnect chapter content quizzes to hook and keep students engaged and to assess achievement of standards
  • Pair/group students based on abilities (or lack of abilities);use google as exit tickets that review concepts (accessible to students after class for review

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Google classroom or google sites (class site)

Introduction to psychology textbooks for reference/downloaded available texts

Classwork packets via teacher resource books.

Some sort of online portfolio maker:google sites/weebly/edublogs/kidblog

Equipment

Chromebooks

Supplemental Resources

Current event articles via izzit.org/psychology today

Standards

Content Statement

Indicator

Identify major physical changes associated with adulthood and aging

7.1

Describe cognitive changes in adulthood and aging

7.2

Discuss social, cultural, and emotional issues in aging

7.3

Discuss social, cultural, and emotional issues in aging

2.1

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science: Biological development/changes

English: Written responses

  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP6.Demonstrate creativity and innovation.
  • CRP11. Use technology to enhance productivity.

By the end of 12th grade,

  • 9.2.12.C.1 Review career goals and determine steps necessary for attainment.
  • 9.2.12.C.3 Identify transferable career skills and design alternate career plans

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.12.A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.12.B.2 Students will brainstorm and produce original narratives/arguments inspired from the texts read. Students will analyze texts for discussion and for developing a written response

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.

8.1.12.C.1 Students will articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of contexts. Students will use various media to communicate

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.12.E.1  Students will critically evaluate information from the internet in short research projects to assess its credibility for research purposes and use the information to accomplish a task. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information.

 

Modifications/Accommodations

IEPs

  • Extra time
  • Posting of background material via powerpoints
  • Modified reading/ writing based on ability
  • Pair with learning buddy
  • Videos and manipulatives when possible

504s

  • Extra time
  • Posting of background material via powerpoints

ELLs

  • Extra time
  • Posting of background material via powerpoints
  • Modified reading/ writing based on ability
  • Pair with learning buddy

G/T

Interview at least 3 different adults from each stage of adulthood and create a survival book for adults based on their experiences


END OF UNIT


Unit Title

Unit # 14  Stress and Abnormal Psychology

Timeframe 

2 weeks

Unit Summary

Describe stress, its causes and its effect on the body. Identify ways of dealing with stress.

Identify how many abnormal behaviors/disorders are often the results of varying types of stress

Describe the different psychological disorders and what determines abnormal behavior

Learning Targets

Essential Questions

  • What is stress?
  • What affect can stress have?
  • What is abnormal behavior? How is it identified?
  • What are the psychological disorders and their symptoms/treatments

Enduring Understandings

Students will understand

  • Stress is a natural response to external and internal conditions.
  • Stress can have a range of effects on your mind and body
  • Abnormal behavior is defined by a set of 5 criteria.
  • Psychological disorders can be caused by a combination of genetics, environment and stressors
  • There are multiple methods in treating abnormal behavior and psychological conditions.

Know

By the end of this unit, students will know

  • The definition of stress and abnormal behavior
  • That there are multiple causes of stress but in the end, the mind and body typically respond the same way universally.
  • There are ways to cope and reduce your stress
  • Abnormal is a culture definition that has changed over time
  • Abnormal behavior is often a manifestation of a psychological disorder that can be treated

Do

By the end of this unit, students will be able to

  • Define stress and abnormal psychology
  • Identify ways of coping with their stress
  • Analyze case studies for instances of abnormal behavior to determine if there is a psychological disorder, possible cause, and what treatment is needed

Evidence of Learning

Formative

  • Kahoots/coogle surveys
  • Classwork worksheets that require students to identify, explain, and analyze the components of the chapter.

Summative/ Benchmark

  • Edconnect quiz/test for content

Alternative Assessments

Performance Task:

  • Twisted Fairytale (rewrite fairytales so characters have physiological disorders) OR
  • Watch documentary on Stanford Prison Experiment and read several articles on prisons then answer a series of questions to complete an essay on the effects the prison system has on stress and behavior/mental capacities
  • Complete a portfolio of mental illness in which the definition/classification/representation of mental illness has  been presented via literature, cinema, and other sources.

Learning Activities

  • Day I: Is smoking an abnormal behavior?-tie to discussion of what is normal/abnormal and how to identify
  • Day II: Can you name any psychological disorders? What do you know about them? Lead to discussion of mental disorders
  • Day III: Who should be responsible for identifying abnormal behavior? Lead to discussion of should diagnosis/how to diagnosis and treatment options; case study analysis.
  • Rubrics/grading criteria reviewed and provided to each student.  Self-assessment and/or peer assessment on rubrics prior to submission
  • Kahoots/coogles/do-now/closures/edconnect chapter content quizzes to hook and keep students engaged and to assess achievement of standards
  • Pair/group students based on abilities (or lack of abilities);use google as exit tickets that review concepts (accessible to students after class for review

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Google classroom or google sites (class site)

Introduction to psychology textbooks for reference/downloaded available texts

Classwork packets via teacher resource books.

Some sort of online portfolio maker:google sites/weebly/edublogs/kidblog

Equipment

Chromebooks

Supplemental Resources

Current event articles via izzit.org/psychology today

Standards

Content Statement

Indicator

Define psychologically abnormal behavior

Explain how psychological treatments have changed over time and among cultures

1.1

Describe historical and cross-cultural views of abnormality

Match methods of treatment to psychological perspectives

1.2

Describe major models of abnormality

Explain why psychologists use a variety of treatment options

1.3

Discuss how stigma relates to abnormal behavior

1.4

Discuss the impact of psychological disorders on the individual, family, and society

1.5

Describe the classification of psychological disorders

Identify biomedical treatments

2.1

Discuss the challenges associated with diagnosis

Identify psychological treatments

2.2

Describe symptoms and causes of major categories of psychological disorders (including schizophrenic, mood, anxiety, and personality disorders)

Describe appropriate treatments for different age groups

2.3

Evaluate how different factors influence an individual's experience of psychological disorders

Evaluate the efficacy of treatments for particular disorders

2.4

Identify other factors that improve the efficacy of treatment

2.5

Identify treatment providers for psychological disorders and the training required for each

2.6

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science: Biological component of stress and mental health

English: Rewrite of classic fairytales/written responses to Prison system

  • CRP2. Apply appropriate academic and technical skills..
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP6.Demonstrate creativity and innovation.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP11. Use technology to enhance productivity.

By the end of 12th grade,

  • 9.2.12.C.1 Review career goals and determine steps necessary for attainment.
  • 9.2.12.C.2 Modify Personalized Student Learning Plans to support declared career goals.
  • 9.2.12.C.3 Identify transferable career skills and design alternate career plans

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.12.A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources.

  • Select and use applications effectively and productively.

8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.12.B.2 Students will brainstorm and produce original narratives/arguments inspired from the texts read. Students will analyze texts for discussion and for developing a written response. Students will be open and responsive to new and diverse perspectives and develop arguments relating to the risks and rewards of undertaking bold actions.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and  experts, and present ideas for feedback through social media or in an online community. (prison system reflection)

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources. (prison system)

 

Modifications/Accommodations

IEPs

  • Extra time
  • Posting of background material via powerpoints
  • Modified reading/ writing based on ability
  • Pair with learning buddy
  • Videos and manipulatives when possible

504s

  • Extra time
  • Posting of background material via powerpoints

ELLs

  • Extra time
  • Posting of background material via powerpoints
  • Modified reading/ writing based on ability
  • Pair with learning buddy

G/T

Arrange a shadow experience at a local therapist and document the experience.


END OF UNIT