Week of: __August 24-31, 2015_______________
Teacher(s): Mrs. C. Belcher
Grade Level: _9-12th_______
Subject: _Family Dynamics
Lesson Title: _Growth Patterns_______________________________
Lesson Defined
Essential Questions:
What are two principles that apply to growth patterns? Discuss sequences of development and rate of
development.
Planning and Preparation
1. Explore personality development in relation to one’s self and others. DOK3, FCS 6.1, FCS 6.2, FCS 13.1, FCS 13.2,
FCS 13.3, FCS 13.4, FCS 13.5, FCS 13.6
CCRS:
MS Framework: (Science, S.S.)
Objectives: “I can…”
Formative Assessment:
Academic and Domain-Specific
Vocabulary:
2. Identify personal traits that build character. DOK1, FCS6.1, FCS 13.1, FCS 13.3, FCS 14.2
Describe physical, intellectual, social and emotional growth patterns of teens. I can determine factors that
influence character development, and I can explain how personality is related to self concept, temperament,
and human needs. List and explain parts of brain.
Brain model, Character Poster, Quiz
BRAIN , BRAIN STEM CEREBELLUM CEREBRUM CORPUS CALLOSUM CORTEX
LIMBIC SYSTEM MEDULLA OBLONGATA, ETHICS, CHARACTER, SELF DISCIPLINE,
DEPENDABLITY, RESPONSIBLE, INTERGRITY, MOTIVATION, SENSE OF MERCY AND
JUSTICE.
Planning and Preparation Continued
Behavior Expectations and
Procedures:
I expect student to be able to understand functions of the brain. I also expect them to be able to list their
major functions and explain in detail their job. I also expect students to know why character and ethics
are important.
Week of: __August 24-31, 2015_______________
Teacher(s): Mrs. C. Belcher
Grade Level: _9-12th_______
Subject: _Family Dynamics
Monday- Internet, handouts
Tuesday- Internet, handouts
Materials& Resources:
(Internet, URL, chart paper, sticky
notes, audio/video, handouts, etc.)
Wednesday- Internet, handouts
Thursday- Internet, handouts
Friday- Internet, handouts
Teach: Lesson Introduction
Lesson Introduction:
Bellringer
Monday: What is the job of the Cerebrum?
Student Exploratory Activity
Monday/Tuesday:
Tuesday/Wednesday: Why is it important to have
character traits?
Wednesday/Thursday:
Friday/Monday:
Thursday/Friday: Is ethic and character the same?
Can you have ethics without having character?
Teach: Lesson Flow
Week of: __August 24-31, 2015_______________
Teacher(s): Mrs. C. Belcher
Monday/Tuesday: The teacher will review the major parts
of the brain. The teacher will also discuss brain functions
and the importance of each component of the brain.
Grade Level: _9-12th_______
Subject: _Family Dynamics
HOT Questions
Monday/Tuesday: What is another name
for the Cerebrum?
REVIEW: A Piece of your Mind: Brain Anatomy
Discuss different parts of brain; highlight each function of
each brain part. Compare the difference and similarities.
Answer questions on quiz related to lesson.
Teacher will lead discussion on the brain. Teacher will ask
questions that will prompt students to think about the
function of each part of the brain. Teacher will ask several
students to explain the functions of the major part of the
brain. Teacher will also lead a discussion about how the
brain control you senses.
Lesson Flow:
GUIDED PRACTICE: Students will answer discussion
questions related to brain. Students will also label parts of
the brain.
INDEPENDENT PRACTICE: Students will complete
quiz on the four major lobes of the brain.
Wednesday/Thursday: Teacher will explain the directions
for completing a 3 D model of the brain. The teacher will
show students examples of the assignment. Teacher will
also go over rubric with students and explain the
expectations in order to receive a passing grade on the
assignment. Next the teacher will take questions from
students concerning the assignment.
Review major parts of brain and their functions. Discuss
3D Brain model assignment. Show examples, and answer
questions.
Wednesday/Thursday: What is the average
size of the brain?
Friday/Monday: What is the difference
between character and ethics, or are the
two of the same.
Week of: __August 24-31, 2015_______________
Teacher(s): Mrs. C. Belcher
GUIDED PRACTICE: Show students’ example of
models of the brain and lead discussion on ideas on how to
create brain, and discuss what major parts of brain should
be included in the model.
Grade Level: _9-12th_______
Subject: _Family Dynamics
INDEPENDENT PRACTICE: Students will be able to
label model of brain and complete Nervous System
Review.
Friday/Monday: The teacher will review all Chapter 2:1
lesson notes. Also the teacher will refer back to the
character traits discussed in this section. Teacher will ask
students to explain the different between character and
ethics.
GUIDED PRACTICE: Teacher will discuss character and
ethics. We will examine several character traits and
discuss why they are important. Students will be assigned a
character trait. Student will be divided into groups of three
to discuss how they can clearly define their trait.
Relevance/Real-World Application:
Differentiation:
INDEPENDENT PRACTICE: Students will have to
work cooperatively in group to create a poster on the
assigned character they were assigned. Students will have
to work with other to complete a task.
The process of learning about the brain is important to real world experience. Students need to
understand brain function and be aware of the effects of brain function and understand what it will
mean.
Targeted Students for Intervention:
Strategies:
Teach: Closing
Targeted Students for Enrichment:
Strategies:
Week of: __August 24-31, 2015_______________
Teacher(s): Mrs. C. Belcher
Grade Level: _9-12th_______
Subject: _Family Dynamics
Monday/Tuesday: Q&A Session, Quiz
Lesson Closure:
Wednesday/Thursday: Check Brain Model and collect exit ticket at the door.
Friday/Monday: Check poster for completion and ask students to discuss their character trait.
Monday/Tuesday: Review Brain Model
Homework:
Wednesday/Thursday: Review Lesson 2.1 notes and bring in a Poster Board
Friday/Monday: Review Notes on Chapter 2
Summative Assessment:
Performance Task: Brain Model and Character Trait Poster
Marzano Strategies: (Please check all that apply.)
X
Identifying Similarities & Differences
Homework and Practice
X Setting Objectives and Providing Feedback
X
Summarizing and Note Taking
Nonlinguistic Representations
Generating and Testing Hypothesis
X Reinforcing Effort and Providing
Recognition
X Cooperative Learning
X Cues, Questions, and Advance Organizers