Unit Overview/Summary:
The purpose of the unit is to examine the correlation between the central nervous system, brain functioning and human behavior. Students will learn about the central nervous system as a processing center that manages everything the body does, from thoughts and feelings to movements. Additionally, students will examine the anatomy of the brain, and investigate the impact of brain injuries on behavior.
Unit Duration:
8-10 Days (Cycle 1)
Relevant Standards:
College, Career, and Civic Life (C3) Framework for Social Studies State Standards
D2.Psy.8.9-12.
Explain the complexities of human thought and behavior, as well as the factors related to the individual differences among people.
D2.Psy.10.9-12.
Explain the interaction of biology and experience (i.e., nature and nurture) and its influence on behavior.
American Psychological Association National Standards for High School Psychology Curricula (APA)
APA Standard Area: Biological Bases of Behavior; Content Standard 1
Structure and function of the nervous system and endocrine system in human and non-human animals.
APA Standard Area: Biological Bases of Behavior; Content Standard 2
The interaction between biological factors and experiences.
Transfer Goal: Aligned to District Vision of a Graduate
Aligned to District Vision of a Graduate
An Effective Communicator
clearly and concisely conveys information for shared understanding
D2.Psy.8.9-12.
D2.Psy.10.9-12.
command of the language; written and verbal
D2.Psy.8.9-12.
D2.Psy.10.9-12.
Skilled Socially
uses effective verbal and non-verbal communication skills
D2.Psy.8.9-12.
D2.Psy.10.9-12.
A Critical Thinker
applies unbiased analysis and evaluation
D2.Psy.8.9-12.
D2.Psy.10.9-12.
APA Content Standard 2
willing to adapt new information and question things
D2.Psy.8.9-12.
D2.Psy.10.9-12.
APA Content Standard 1
APA Content Standard 2
A Problem Solver
able to determine the root cause of issues
D2.Psy.8.9-12.
D2.Psy.10.9-12.
APA Content Standard 2
Essential Questions:
How do the nervous system and endocrine system influence behavior and mental processes?
To what extent are our thoughts and behaviors determined by biology vs. experience?
Why do individuals think and behave differently, even in similar situations?
How do nature and nurture interact to shape who we become?
Can behavior be changed by altering biology, environment, or both?
How do biological systems help explain both universal human behaviors and individual differences?
Big Ideas
The brain and body systems drive behavior. The nervous and endocrine systems work together to control thoughts, emotions, and actions in both humans and animals.
Behavior is shaped by both biology and experience.Who we are is influenced by the interaction between our genetic makeup and our environment.
Human behavior is complex and varies across individuals. Differences in thinking, personality, and behavior result from a combination of biological, psychological, and environmental factors.
Nature and nurture are constantly interacting. Biological predispositions and life experiences continuously influence each other over time.
What Students Will Know:
D2.Psy.8.9-12.
Human thought processes
Human behavior
Cognitive processes (e.g., perception, memory, decision-making)
Emotions and motivation
Personality traits
Individual differences
Biological factors (genetics, brain structure, hormones)
Environmental influences (culture, family, social context)
Nature vs. nurture
Psychological perspectives (behavioral, cognitive, humanistic, biological, sociocultural)
Developmental factors
Mental health and psychological functioning
D2.Psy.10.9-12.
Nature (genetics, heredity)
Nurture (environment, experience)
Interaction of biology and experience
Human behavior
Genetic influences
Brain structure and function
Nervous system
Hormones and endocrine system
Environmental factors (family, culture, social context)
Learning and experience
Development across the lifespan
Psychological traits (intelligence, personality, behavior patterns)
APA Standard Area:Content Standard 1
Nervous system
Central nervous system (brain, spinal cord)
Peripheral nervous system
Somatic nervous system
Autonomic nervous system (sympathetic, parasympathetic)
Neurons (structure: dendrites, axon, synapse)
Neurotransmitters
Brain structures (cerebrum, cerebellum, brainstem, limbic system)
Functions of major brain regions
Endocrine system
Hormones
Major glands (pituitary, thyroid, adrenal, pancreas)
Interaction between nervous and endocrine systems
Homeostasis
Human vs. non-human animal systems
APA Standard Area: Content Standard 2
Biological factors (genes, brain structure, hormones)
Experience (learning, environment, culture)
Nature vs. nurture
Gene-environment interaction
Epigenetics
Neural plasticity
Development across the lifespan
Learning processes
Environmental influences (family, peers, society)
Behavior and mental processes
Psychological traits (personality, intelligence, behavior patterns)
What Students Will Do:
D2.Psy.8.9-12.
Explain how multiple factors influence human thought and behavior
Analyze the interaction between biological and environmental influences
Compare individual differences across people
Interpret how psychological perspectives explain behavior
Apply psychological concepts to real-world scenarios
Evaluate reasons for differences in personality and behavior
Examine how cognition and emotion shape decision-making
Construct explanations using evidence from psychological research
Make connections between theory and observable behavior
Support claims about human behavior with examples and evidence
D2.Psy.10.9-12.
Explain how biology and experience interact to shape behavior
Analyze examples of nature and nurture influencing human traits
Evaluate the relative impact of genetic and environmental factors
Apply the concept of nature vs. nurture to real-world scenarios
Examine how brain and body systems respond to experience
Construct explanations using evidence from psychological research
Compare different perspectives on nature vs. nurture
Make connections between biological processes and learned behaviors
Support claims about behavior with examples and evidence
APA Standard Area Content Standard 1
Identify structures of the nervous and endocrine systems
Describe the functions of major brain regions and body systems
Explain how neurons transmit information
Analyze how neurotransmitters influence behavior
Compare divisions of the nervous system and their roles
Examine how hormones regulate body processes and behavior
Explain how the nervous and endocrine systems interact
Apply knowledge of brain and body systems to behavior and real-world examples
Interpret diagrams/models of the brain and nervous system
Compare similarities and differences between human and non-human systems
APA Standard Area: Content Standard 2
Explain how biological factors and experiences interact to shape behavior
Analyze examples of nature and nurture influencing development
Evaluate the impact of genes and environment on psychological traits
Apply concepts of gene-environment interaction to real-world situations
Examine how experience changes the brain (neural plasticity)
Interpret evidence from psychological studies on behavior and development
Compare different explanations for human behavior
Make connections between biology, experience, and observable behavior
Construct evidence-based explanations of behavior
Support claims using examples from research and real-life scenarios
Demonstration of Learning
Please also See: Sensible Assessment Practices (CSDE)
Assessments:
Formative Assessments:
REQUIRED:
Unit 2 - Biology & Behavior CFAs TBD on Performance Matters
Suggested:
Do Nows/ Bell Ringers/ Exit Tickets
Student Academic Notebooks
Source Analysis: Annotations, Close Reading Strategies, DBQs
Class discussions (Suggested: The TQE Method, Talk Moves, Snowball Discussions, Cover-Stations)
Observations of Students/ Check Work in Progress
1:1 or small group conferring
Unit 2 - Biology & Behavior
Draw and label a diagram of neuron (See: Marzano Pictorial Notes Strategy)
Explain the function of different neurotransmitters (Acetylcholine (ACh), Dopamine, Serotonin, Norepinephrine (Noradrenaline), GABA (Gamma-Aminobutyric Acid), Glutamate, Endorphins) and what could happen when there is too little/ too much of them (See: Marzano Graphic Organizer Reproducible)
Neural & Brain Disorder Research (suggested jigsaw activity)
Summative Assessments:
REQUIRED:
Unit 2 - Biology & Behavior CFAs on Performance Matters to TBD
Suggested:
Quizzes and Exams
Projects (individual and group)
Presentations
Case Study Analyses
Evidence Based Arguments
Research Papers
Unit 2 - Biology & Behavior
Children's Game Project (rubric embedded)
"Concussion" Film Analysis
Unit 2 - Textbook Worksheets & Assessments:
Vocabulary Activity; Graphic Organizer Activity; Guided Reading Activity, Lesson 2
Unit Specific Vocabulary and Terminology:
Academic Vocabulary: (*Construct Relevant Vocabulary for Social Studies)
Biology
Heredity
Content Vocabulary:
Central Nervous System
Concussion
Endocrine System
Electroencephalograph
Positron Emission Tomography (PET)
Magnetic Resonance Imaging (MRI)
Disciplinary Vocabulary:
Hindbrain
Brainstem, medulla, pons, cerebellum
Midbrain
limbic system, thalamus, hypothalamus, amygdala
Forebrain
Lobes
Frontal, Temporal, Occipital, Parietal
Left and Right Hemispheres
Neurons, neurotransmitters
Axons
Dendrites
Aligned Unit Materials, Resources, and Technology:
Resources:
Technology:
YouTube - (“The Chemical Mind: Crash Course Psychology #3”, “Meet Your Master - Getting to Know Your Brain: Crash Course Psychology #4”)
“Concussion” Film
Edpuzzles
TedEd Psychology Videos
Aaron Hernandez Documentary
Websites/ Online Articles:
Quizlet Psychology; Chapter 3: Biology and Behavior Flashcards
“Understanding Psychology” McGraw Hill Digital Access, Student Learning Center & Teacher Suite
Suggested Texts:
“Understanding Psychology” McGraw Hill; Chapter 6 “Body & Behavior”
Case Studies: Reading 6: Reversing Stroke and Spinal Cord Damage;
Other relevant case study option: Aaron Hernandez & CTE
Cross Cycle Tasks:
Suggestions:
Have students begin reading a brief connected text at the end of the academic and finish during the trade cycle.
Use Google Forms for a questionnaire or survey about upcoming topic.
Brief writing task related to end of cycle lesson or as a discussion piece for upcoming lesson.
Student question development about upcoming topic. Provide question starters: Classroom Question Stems by Cormier; Hess; DOK; Bloom's Taxonomy.
Quizlet Study Sets activity.
Last day of the Cycle:
Students meet in small groups to read and discuss text they will create posts for:
Week 1: post 2 reflections and respond to 2 reflections
Week 2: post 2 questions or wonderings
First day of the New Cycle:
Students meet in small groups to discuss reflection, response, and question posts (approx. 15 minutes)
Opportunities for Interdisciplinary Connections:
Students can use the scientific method and other psychology methodologies to form hypotheses, complete tasks, analyze data, and draw conclusions.
Connecticut Core Standards for Literacy in History/Social Studies, Science Technical Subjects
https://learning.ccsso.org/wp-content/uploads/2022/11/ELA_Standards1.pdf
Connecticut Secondary Social Studies Standards: Social Studies Inquiry Arc
Mathematical Practice Standards
Next Generation Science Standards
Standards for students that are aligned to priority standards
https://www.nextgenscience.org/search-standards
Students can use the scientific method and other psychology methodologies to form hypotheses, complete tasks, analyze data, and draw conclusions.
International Society for Technology in Education (ISTE)
Standards for students that are aligned to priority standards
https://iste.org/standards/students
CTE Competency Standards
Utilizing tasks, projects and assignments that connect to trade technologies:
Aerospace Manufacturing
Architecture
Automotive Technology
Automotive Collision Repair and Refinishing
Bioscience and Environmental Technology
Biotechnology
Building and Civil Construction
Culinary Arts
Criminal Justice and Protective Services
Digital Media
Diesel and Heavy - Duty Equipment Repair
Electrical
Graphic Design
Heating
Ventilation and Air Conditioning
Health Technology
Hairdressing and Cosmetology
Information Technology
Landscape Design
Installation and Equipment
Masonry
Mechanical Design and Engineering Technology
Precision Machining Technology
Plumbing and Heating
Plumbing, Heating and Cooling
Robotics and Automation
Tourism
Hospitality and Guest Services Management
Veterinary Science
Welding and Metal Fabrication
Components of Social, Emotional, and Intellectual Habits
Develop logic and reasoning/Critical and analytic thinking
Use evidence and critical thinking to support claims, make arguments and critique the reasoning of others; explain own thinking and responds to others’ thinking
Develop logic and reasoning/Applying known information to new experiences
Compare, contrast and evaluate experiences, tasks and events building on prior knowledge
Develop logic and reasoning/Reasoning and problem solving
Analyze attributes to classify, compare and contrast objects, events and experiences (similarities, differences and associations)
Develop a positive attitude toward learning/Cooperation during learning experiences
Listen, discuss, and negotiate ideas in order to discover new learning with peers
Opportunities for Application of Learning:
Psychology is applicable to every individual behavior. Learning different theories provides students with the opportunity to reflect upon their own daily behaviors.
Students will self-reflect on prompt led journal questions throughout the unit.
Students will have the opportunity to apply the behaviorist approach to psychology to their own lives by conducting a mini lab that requires data collection and analysis of their own behaviors. This will allow students to draw conclusions about what systems of rewards and punishments most influence their daily behaviors.
Critical Consciousness for Diversity and Equity:
Use these reflective questions to enhance critical consciousness for diversity and equity for both educators and students.
Why is it important for me and my students to be critically conscious for diversity and equity?
How do I define diversity? How do my students define diversity? What do I need to learn? What do my students need to learn?
How do I define equity? How do my students define equity? What do I need to learn? What do my students need to learn?
How does my identity and my students’ identities impact my teaching and classroom practices? How does it impact my students’ learning and engagement?
What do I know about various aspects of identity? What do I need to learn?
What do my students know about various aspects of identity? What do they need to learn?
In developing our social studies curriculum, we place a strong emphasis on cultural relevance to captivate and empower our students. It’s important to create inclusive spaces for meaningful dialogues where students not only engage with previous lessons but also share their unique life narratives, contributing to a collective awareness of diverse perspectives. The aim is to thoughtfully integrate the rich cultural tapestry of students' homes into the social studies classroom, mindful of the multifaceted diversity within our communities.
Cultivate authentic connections with families through reciprocal conversations that honor their cultures as invaluable assets for promoting both equity and learning. This approach prioritizes experiences that place students at the forefront, ensuring activities not only mirror their lives but also provide windows to a broader understanding of an equitable world.
One crucial context, language serves as a powerful conduit to students' diverse cultural backgrounds. Embrace a translanguaging approach, recognizing and appreciating the varied linguistic repertoires our students bring to the social studies classroom. This approach acknowledges that individuals draw upon diverse languages and language varieties, such as English and Spanish, to construct a meaningful understanding of equity and diversity in their educational journey.
Multilingual Learners:
For information on how to support English Learners in this unit, refer to the Connecticut English Language Proficiency (CELP) Standards with Correspondences to the K-12 Practices and Connecticut Core Standards.
Use the EL Strategies Desk Cards (Tip Sheets for ALL Classroom Teachers) for specific questioning techniques and teaching strategies to support students’ learning.