Unit Overview/Summary:
This unit examines how humans grow and change from infancy through late adulthood, focusing on physical, cognitive, social, and emotional development. Students will study major theories of development, explore how biological, psychological, and sociocultural factors influence growth, and connect these ideas to real-world contexts such as parenting, education, and healthcare. By analyzing stages of development and applying key principles, students will better understand both the patterns of human growth and the ways this knowledge can guide decisions across the lifespan.
Unit Duration:
15 days
Relevant Standards:
College, Career, and Civic Life (C3) Framework for Social Studies State Standards
D2.Psy.9.9-12.
Describe biological, psychological, and sociocultural factors that influence individuals’ cognition, perception, and behavior.
American Psychological Association National Standards for High School Psychology Curricula (APA)
APA Standard Area: Life Span Development; Content Standard 1
Methods and issues in lifespan development.
APAStandard Area: Life Span Development; Content Standard 2
Physical, cognitive, and social development across the lifespan.
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.9.9-12.
command of the language; written and verbal
D2.Psy.9.9-12.
Skilled Socially
uses effective verbal and non-verbal communication skills
D2.Psy.9.9-12.
A Critical Thinker
applies unbiased analysis and evaluation
D2.Psy.9.9-12.
APA Content Standard 1
APA Content Standard 2
willing to adapt new information and question things
D2.Psy.9.9-12.
APA Content Standard 1
APA Content Standard 2
A Problem Solver
able to determine the root cause of issues
D2.Psy.9.9-12.
APA Content Standard 1
APA Content Standard 2
Essential Questions:
What factors most influence how we think, perceive, and behave?
How do biology, psychology, and culture interact to shape development?
How do individuals change over time across the lifespan?
Why do people develop differently from one another?
How do psychologists study human development, and what challenges do they face?
Is development more continuous or stage-based?
How do early experiences influence later behavior and cognition?
How do social and cultural contexts shape identity and decision-making?
Big Ideas:
Human behavior and thinking are shaped by the interaction of biological, psychological, and sociocultural factors.
Development is a lifelong process involving physical, cognitive, and social changes.
Individuals develop differently due to varying experiences, environments, and biological factors.
Psychologists use research methods and data to study and explain human development.
Development occurs through both continuous and stage-based processes across the lifespan.
Culture, environment, and social relationships play a critical role in shaping identity, perception, and behavior.
What Students Will Know:
D2.Psy.9.9-12
Biological factors (genetics, brain, hormones)
Psychological factors (thoughts, emotions, personality)
Sociocultural factors (culture, environment, social groups)
Cognition
Perception
Behavior
Individual differences
Nature vs. nurture
Environment and experience
Social influences (family, peers, media)
Cultural norms and values
APA Standard Area: Content Standard 1
Lifespan development
Research methods (longitudinal studies, cross-sectional studies)
Case studies
Naturalistic observation
Experimental design
Variables (independent, dependent)
Correlation vs. causation
Reliability and validity
Ethics in research
Informed consent
Confidentiality
Bias
Cohort effects
Developmental issues (nature vs. nurture, continuity vs. stages, stability vs. change)
APA Standard Area: Content Standard 2
Lifespan development
Developmental stages (infancy, childhood, adolescence, adulthood)
Physical development
Cognitive development
Social development
Brain development
Motor skills
Puberty
Aging
Cognitive abilities (memory, language, reasoning)
Developmental theories (e.g., Piaget, Erikson)
Identity
Attachment
Social relationships
Environmental influences
Milestones
What Students Will Do:
D2.Psy.9.9-12
Describe how biological, psychological, and sociocultural factors influence behavior
Explain how these factors shape cognition and perception
Analyze the interaction between multiple influences on behavior
Apply psychological concepts to real-world situations
Compare how different individuals may respond to similar experiences
Examine how culture and environment impact thinking and behavior
Use examples and evidence to support explanations
Make connections between internal processes and observable behavior
APA Standard Area: Content Standard 1
Describe major research methods used to study development
Compare longitudinal and cross-sectional studies
Explain the strengths and limitations of different research methods
Analyze how variables are used in developmental research
Distinguish between correlation and causation
Evaluate the reliability and validity of research findings
Identify ethical considerations in psychological research
Examine key debates in development (nature vs. nurture, continuity vs. stages)
Interpret research findings related to human development
Apply research concepts to real-world examples
APA Standard Area: Content Standard 2
Describe physical, cognitive, and social changes across the lifespan
Identify key developmental stages and milestones
Explain major developmental theories and their significance
Analyze how development progresses from infancy through adulthood
Compare development across different stages of life
Examine how biological and environmental factors influence development
Apply developmental concepts to real-life examples
Interpret patterns of growth and change over time
Evaluate how experiences shape development
Make connections between different domains of development
Demonstration of Learning:
Assessments:
Formative Assessments:
REQUIRED:
Unit 4 - Human Growth & Development 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 4 - Human Growth & Development
Introduction to Growth & Development Notes (See: Marzano Combination Notes Organizer, Informal Outlines, and Academic Notebook Entries)
Child Cognitive Developmental Theories Slideshow (See: Marzano Combination Notes Organizer, Informal Outlines, and Academic Notebook Entries)
Erik Erikson’s Stages of Human Development - Create Your Own Graphic Organizer
Summative Assessments:
REQUIRED:
Unit 4 - Human Growth & Development CFAs TBD on Performance Matters
Suggested:
Quizzes and Exams
Projects (individual and group)
Presentations
Case Study Analyses
Evidence-Based Arguments
Research Papers
Unit 4 - Human Growth & Development
Unit 4 - Textbook Worksheets & Assessments:
Guided Reading Activity, Lesson 1; Guided Reading Activity, Lesson 2; Guided Reading Activity, Lesson 3; Graphic Organizer Activity - Piaget
Unit Specific Vocabulary and Terminology:
Academic Vocabulary: (*Construct Relevant Vocabulary for Social Studies)
Cognition
Socialization
Agents of socialization: Family, peers, school, media
Content Vocabulary:
Developmental Psychology
Sensitive Period
Critical Period
Rooting Reflex
Grasping Reflex
Disciplinary Vocabulary:
Sensorimotor
Preoperational
Concrete Operations
Formal Operations
Object Permanence
Representational Thought
Conservation
Egocentrism
Imprinting
Separation Anxiety
Stranger Anxiety
Avoidant Attachment
Secure Attachment
Resistant Attachment
Disorganized Attachment
Aligned Unit Materials, Resources, and Technology:
Resources:
Technology:
YouTube (Monkeys and Morality: Crash Course Psychology #19; Adolescence: Crash Course Psychology #20,)
TedEd Psychology Videos
Edpuzzles
Websites/ Online Articles:
Fox Valley Technical College Open Resource: Developmental Psychology
“Understanding Psychology” McGraw Hill Digital Access, Student Learning Center & Teacher Suite
Suggested Texts:
“Understanding Psychology” McGraw Hill; Chapter 3 “Infancy and Childhood”
“Understanding Psychology” McGraw Hill; Chapter 4 “Adolescence”
“Understanding Psychology” McGraw Hill; Chapter 5 “Adulthood and Old Age”
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:
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 apply human growth and development theories to individuals in their own lives at various stages. For example, what motor skills do you observe from a younger sibling?
Students will interview their own parents/caregivers regarding parenting style and its impact on their personal development.
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.