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Stage 1 – Desired ResultsUnit Title: AP Psychology: Developmental PsychologyPower Standards:1] Students will be able to determine how much genetic inheritance and experience influence human development.2] Students will be able to understand that the developing person proceeds through a sequence of separate stages in a gradual and predictable order.3] Students will be able to understand that developmental psychology studies the physical, mental, and social changes throughout the human life cycle.Established Goals:Students will be able to use their thinking to : 1] Analyze the role inheritance plays in the development of personality and behavior.2] Analyze the stages of a developing person progresses through in relation to their physical, mental, and social behaviors.Understandings: Students will understand that:1] The biological perspective in psychology developed from understanding the interaction between the brain, the nervous system, human thought, and behavior.2] Psychology’s “big issue” is the controversy over the relative contributions of biology [nature] and experience [nurture].3] Psychology’s levels of analysis and related perspectives ask different questions and have limitations.Essential Questions: (Unit and Content Questions)What is Piaget’s Theory?What are psychology’s levels of analysis and related perspectives?What are psychology’s main subfields?What is psychology’s “big issue”?Knowledge: Students will know:The conceptual problem in the nature v. nurture debate.Different levels of analysis and perspective approaches’ benefits and limitations. Piaget’s Theory of DevelopmentErickson’s Theory of Psychosocial DevelopmentOperational stages of developmentThe effects of attachmentSkills: Students will be skilled at:Active textual reading and analysis using summary, analysis, synthesis, and evaluation [SASE] methodology for reading response.Discussing the psychological approaches and perspectives.Practicing AP multiple choice and free response questions. Stage 2 – Assessment EvidencePerformance Tasks:Close reading with annotations:Unit Exam with FRQ and Multiple Choice questionsObservation checklist creationGroup observationsQuizzesPre-assessment: Standard multiple choice and free response questions from past AP test on sections dealing with historical perspectives and methodologies in research studiesFormative Assessments:Vocabulary concepts-terms and quizzesObservations of infants, toddlers, preteens; adolescents, adults and comparing observed behaviors to the ideas in the unit.Journal writingObservation checklistsSummative Assessments:Unit Exam [Multiple choice questions taken from test bank of AP Central and the class text]Free Response Question [FRQ taken from previously released AP tests of the past]Stage 3 – Learning PlanSummary of Learning Activities (Day 1 through 5): What pre-assessments will you use to check prior knowledge, skill levels, interests, and potential misconceptions?Day 1: Test Preparations [Student study and academic success time]Sample Free Response Question and Rubric Review: The Developing Person [Exploration of the scoring rubric from the past AP testHuman developmental psychology presentation of essential questions and associated vocabulary by student groups. Collaborative preparations between students [each student group gets approximately five minutes to present the essential question, the knowledge components, and the necessary academic vocabulary to the class. [Cornell Notes Required]Day 2: Unit Test: Developmental PsychologyDay 3: Video connections to developmental psychology: stages of child development Habits of Mind: Questioning and posing problemsThinking and communicating with clarity and precisionThinking interdependentlyUsing active reading strategies:1] Marking the text 2] Close reading3] Vocabulary in context: [psychometrics; basic research; developmental psychology; prenatal development; zygotes; fetus; embryo; teratogens; Fetal Alcohol Syndrome (FAS); rooting reflex; maturation; schemas; assimilate; accommodate; sensorimotor stage; object permanence; cognition; preoperational stage; conservation; egocentrism; theory of mind; concrete operational stage; formal operational stage; stranger anxiety; imprinting; basic trust; attachment; self-concept; adolescence; puberty; menarche; pre-conventional morality; conventional morality; post-conventional morality; identity; intimacy; menopause; cross-sectional; longitudinal; crystalized intelligence; fluid intelligence; social clock; personality psychology; social psychology; applied research; industrial-organizational psychology; structuralism; functionalism; empiricism][flash card and Word Wall practice]Topics for Discussion: [Levels of analysis; bio-psycho-social approach; biological psychology; evolutionary psychology; psychodynamic psychology; behavioral psychology; cognitive psychology; socio-cultural psychology]SMELL Strategy for identification of rhetorical appealsQuestions for Reviewing Essays: reading roles for group jig-sawing of essaysMOWAW [Meaning of the Work as a Whole]Rhetorical Triangle: Ethos; Pathos; Logos Short Films: Learning Plan: 1a. Based on previous instruction, how will students engage in learning this week?1b. Students will be engaged in preparing for the third unit test. Within this week’s studies is a focus on the big issue of nature versus nurture, and how that question plays into the scope of research studies in psychology. The main focus of the unit is on the developing person and the stages of development in relation to human behavior. 2a. Question: What do I expect the formative assessments to tell me about student learning? 2b. Answer: The formative assessments in this week’s learning will focus on learning about the development of a person physically, mentally, and socially and its relation to behavior.3a. How will I respond when students have not learned?3b. Certain elements of the week’s learning may not be comprehended by students at an appropriate level, resulting in a remediation of ideas within the following weeks in the new context of the next material. The journals can show me the levels of understanding4a. How will I respond when students already know the material?4b. If students seem to already have had exposure to the information I will help create the context of that information for them from the framework of the class by providing them extensions for learning, specifically film and the simulation study they have set up for completion during the second quarter. ................
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