HHG4M(A): Issues in Human Growth and Development

Family Studies I/S

Unit Design Assignment

Issues in Human Growth and Development

Grade 12: University/College Preparation

HHG4M(A)

Credit Value: 1.0

Unit 1

Human Development: Early Childhood

Group A:

Natasha Armstrong

Nicole King

Maria Orphanides

Bizhan Toussi

Development Date:

February 22, 2011

Table of Contents

Page / Section
2 / Unit Overview (The Graphic Organizer)
4 / Unit Description
6 / Unit Assessment and Evaluation Plan
7 / Culminating Activity
18
18
26
37
61 / Sample Activity Plans
1.1 Human Development: Bizhan Toussi
1.2 Socialization: Natasha Armstrong
1.3 Attachment and Bonding: Maria Orphanides
1.4 Environmental Deprivation: Nicole King
72 / Works Cited List

1. UNIT OVERVIEW

Issues in Human Growth and Development, HHG4M

Grade 12, University/College Preparation

Unit 1: Human Development: Early Childhood, Ages 0-5

Culminating Activity: Investigating Children’s Case Studies

Students are to act as a researcher that is analyzing a child's development based on a case study they will be assigned too. Each case study outlines a child's brain development, attachment situation, environmental deprivation, and socialization. Students, aka the acting physiologist, will need to communicate their results in a 3-4 page report to other researchers in the field. Provide a timeline showing the development of the child from 0-5 years, visual component and lastly present their findings (either through a video, skit, poster etc) to small groups in the class.

Major expectations:

Strand: Human Development

· demonstrate an understanding of established theories of bonding and attachment

· evaluate the significance of neuroscience and theories of brain development during critical periods in early childhood

· demonstrate an understanding of the consequences of environmental deprivation during early childhood

Strand: Socialization and Human Development

· demonstrate an understanding of the critical role that family plays in the socialization of its members

Major Matching Performance Indicators/Assessments AND Overall Unit Formative Assessment plan

Activity 1: 2 – Students will have to do a short presentation to assess whether or not they understand social learning theory and the positive effects of observational learning on children. (K/I/C/A)

Activity 1: 3 – Social Worker Assignment – students are responsible to pick a character (a child) from a film, show, story, or article. The student is to analyze parent-child relationship and apply it to a theory studied in the activity. Students must also incorporate factors that contribute to that child’s well-being. (K/I/C/A)

Activity 1:4 – The Jeffery Baldwin Case: students will discuss the case in pairs or groups of four. Students are responsible to do a write-up that discusses what his development would have been had he survived to the age of 16. (K/I/C/A)

All the above are intended to help students prepare for the Unit Culminating Activity

Overall Activity List/Timing

Activity 1: 1 / Brain Development / Brain structures and functions (1 period)
Environmental influences on brain development (1 period)
Genetic influences on brain
development (1 period)
Brain development and research (1 period) / 300 minutes total
Activity 1: 2 / Socialization / Socialization, social learning theory, and observational learning (1 period)
The negative effects of observational learning and Bandura's Bobo Doll
experiment (1 period)
Domestic violence and observational learning theory (1 period)
Social learning theory, classical conditioning, and punishing children for
misbehavior-- with a consideration of how different cultural groups punish
their children (2 periods)
Teaching report writing skills (1 period) / 450 minutes total
Activity 1: 3 / Attachment and Bonding / Investigating theorist beliefs on attachment and bonding (1 period)
Nature vs. Nurture (1 period)
Investigating Parent/Guardian-Child Relationships (2 periods) / 300 minutes total
Activity 1: 4 / Environmental Deprivation / PowerPoint and Organizational Skills
(.5 period)
Language Development (1.5 periods)
Environmental Deprivation (2 periods)
Connecting Development to Deprivation (1 period) / 375 minutes total
Activity 1: 5 / Culminating / 10 periods / 750 minutes total
29 Total Classes / 2175 Minutes Total

2. Unit Description

Human Development: Early Childhood, 0-5

Rationale

The purpose of this unit is to introduce students to early childhood development. The rest of the course will develop an understanding of the lifecycle from this level and move through adulthood.

The importance of this unit is to provide students with a strong foundation in human development after birth. This cluster of expectations specifically focuses on the mental and physical development of the child. Students will build on these concepts throughout the course.

It is expected that students will take this unit to:

Understand more about human development;
To prepare themselves for post secondary study; and
To have credits for their post-secondary school applications.

Image of the Learner

The learners of this unit are in a grade twelve college/university mixed class. The impression this gives is that they are interested in being prepared fro post-secondary studies. The students should be able to maintain an organized binder and have some note taking ability. They will need to be at a grade 11 college level in literacy and organizational skills to be successful in the course.

The prerequisite for this course is any college, university or mixed course in Social Sciences and Humanities, English, or Canadian and World Studies. The students with a social science background would have an understanding of sociology, psychology and anthropological concepts. Students without this background should have some interest in learning the concepts and an ability to apply the information to this course.

The students will need to have cognitive functioning that allows them to understand abstract concepts. They will also need to be able to synthesis a response using information from their research and notes.

Design process

To create this unit the team researched the unit design in the course profile on curriculum.org for an understanding of design needs. After this, through the use of backward planning, the team began building the unit. The group chose overall expectations based on what the group considered enduring understandings.

During the expectations planning stage, the group began thinking about how all items can be assessed in a culminating activity. Together, the group brainstormed a culminating activity with the enduring understandings in mind.

Once the expectations and culminating activity were decided, the group divided the tasks. Each member was place in charge of one activity based on the expectation. The components of the project was also divided between the team members so each member had a unit design factor to contribute to the final project.

The group had a defining moment at the beginning of the project when we finally figured out how activities and teaching strategies were related. We had a conversation with Laura Featherstone and she explained the concepts in details. This helped the group continue working on the project with more direction as to what is expected.

The group members worked best independently, so, once the work was divided, the members worked on their own. We met weekly to update each other on the progress of the project. When collaboration was required, the item was discussed during our weekly meeting. For example, for the Unit Assessment Evaluation Plan, Bizhan required input from each member. The group met 30 minutes before class and discussed it. We also maintained contact via email and any questions raised during the week were discussed in this manner.

The final stage of the planning involved compiling the work together and posting it to the WiKi. One group member volunteered to do this and the other members sent their information by email. The combined project was sent to all members for review before it was posted. Another set of members decided to print out a hard copy for the instructor.

3. Unit Assessment and Evaluation Plan

Formative Assessment Plan for HHG4M

Unit: Human Development – Early Childhood

Task/Topic / Achievement Chart Category / Strategies / Tools / Assessor
P/S/T
Brain Structures / K/U / Parts of the brain formative quiz / Quiz / Student
Attachment / T/I, C / Group media analysis of attachment theory / Group Presentation / Teacher
Deprivation / K/U, A / Case analysis (Jeffery Baldwin) / Written / Teacher & Student
Environmental Influences / T/I, C / Reflection / Written / Student
All / K/U / Glossary List / Homework check / Teacher
All / All / Confirmation checks / Questions ongoing / Teacher

Summative Performance Task

Task/Topic / Achievement Chart Category / Strategies / Tools / Assessor
P/S/T
Summative Assesment / K/U, C, T/I, A / Research development based on Attachment Theory, Socialization, Brain Development and Deprivation / Various (Described in detail under summative assessment outline) / Teacher
Research Skills / K/U / Report writing (APA) / Written / Teacher
Group Project / Meet with group to check in / Group meeting / Teacher, Peer & Student

4. CULMINATING ACTIVITY

Human Development Case Studies/Family Scenario’s

Description:

Using various theories and terms that have been discussed throughout the unit, students will pretend that they researchers and will analyze a case study/family scenario that describes the psychological and social development of a child between the ages of 2 and 5. Students will choose from 4 different case studies and will work together in groups of 4 to complete assignment. Each group will report and do a presentation on only one of the case studies/family scenarios.

The purpose of this activity is for students to think critically about the development of children and to as well act like a researcher and predict how a child can be affected as a result of their experiences and living environment.

Expectations:

Strand: Human Development

· demonstrate an understanding of established theories of bonding and attachment;

· evaluate the significance of neuroscience and theories of brain development during critical periods in early childhood;

· demonstrate an understanding of the consequences of environmental deprivation during early childhood;

Strand: Socialization and Human Development

· demonstrate an understanding of the critical role that family plays in the socialization of its members;

Strand: Research and Inquiry Skills

· demonstrate an understanding of the diverse influences that shape human growth and development;

· use appropriate psychological and sociological terminology relating to human growth and development;

· demonstrate an understanding of how to access, organize, analyse, and evaluate information for research purposes;

· communicate the results of their findings effectively

Major Details:

Planning Notes

Teacher should...

· tell students at the beginning of the unit about the culminating activity so that students can prepare lesson by lesson for the activity and are also made aware of the ultimate purpose of every lesson;

· remind students about the relevance of every lesson to the culminating activity;

· scaffold the culminating activity by providing individual lessons throughout the unit on how to critically analyze a text, write in and verbally express oneself through psychological and sociological language, give a group presentation, work collaboratively in a group, and write a report;

· give students in class time (roughly 5 classes) to work together in their case study groups;

· assist and provide ELL and IEP students with extra time, support, and guidance to ensure they have been treated equitably, allowing them to have an equal chance of academic success.

Student Section

Student should...

· attend every class possible to participate in the lessons that teach students the various writing, critical thinking, and report writing skills so that they can be successful on the culminating activity;

· work cooperatively and efficiently with their group members to complete the culminating activity before or by the due date;

· express any concerns or problems they are having with their group to the teacher early culminating activity stages so that these can be addressed and fixed earlier rather than later in the assignment completion process;

· come to class prepared to ask questions about the culminating activity during the in-class group work time;

· make themselves available to work with the group members after class hours;

· decide who will do what when it comes to answering the case study questions, and presenting the findings to the class.

Culminating Evaluation:

See rubric.

Unit 1

Human Development: Early Childhood (20%)

Case Studies/Family Scenario Culminating Activity

Due Date: Monday March 7 2011

Instructions:

You are to pretend that you are a famous world renowned researcher who is writing a report on children’s psychological and psychosocial development. At your psychological institute where you work, you and your colleagues have been handed a very important file that describes the life of a child in your community. You are expected to write a report about the stage of this child’s brain development, attachment situation, possible experiences with environmental deprivation, and their socialization experiences, and you are to share you and your colleague’s (your other group members) findings at the Canadian Psychological Association Annual Convention.

So here’s what you do:

1. Choose one of the five case studies.

2. Get into your case study groups and identify your case study group mates.

3. Review the list of case study questions with your group and decide on who will answer which question(s).

4. Individually Write a Report: on your own you will write a report that...

a. answers ALL of the Case Study questions attached to this assignment*;

b. uses the appropriate theories to explain the child’s development;

c. uses APA format throughout the entire report;

d. is 3-4 pages in length;

e. is double spaced;

f. is written in times new roman font;

g. and uses 12 size font;

*note: although you can share your answers to the case studies with your group members, the final written report MUST be completed on your own. Be careful not to rely on your fellow group mates for the answers because you are ultimately responsible for completing the final report ON YOUR OWN. Do not plagiarize. Although you can share answers with one other, you must use your own words to write your report.

5. Create a Timeline on Your Own: working on your own are to create a timeline of the development of the child in the case study beginning from the age of 0 and ending at their current age.