Alliance Leichtman-Levine Family Foundation Environmental Science High School

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Assignments

Psychology Honors (Period 3)

Instructor
Mrs. Michel Mason
Term
LL-ESAT Fall 2019
Department
Electives
Description

This elective course is for highly motivated Alliance Leichtman-Levine Family Foundation Environmental Science High School students, and it will introduce the major content areas of psychology, which include: the different viewpoints applied in psychology, learning and memory, social psychology, biopsychology, and developmental psychology. We will explore topics such as identity, nature vs. nurture, helping behavior, group dynamics, and brain anatomy to name a few.

This course presents topics that are considered indispensable to a most basic understanding of human psychology and is most pertinent to the lives of high-school students and the period of cognitive and social development they currently inhabit. The course is meant to be an academic introduction to psychology as well as a place to practice academic skills, but it is also meant to encourage students to enhance their own level of self-awareness that they can develop and apply in their immediate lives.

For many students, the study of psychology is very different from other subjects they have explored. Studying psychology requires connections from research to real life. Students should expect research, reading, writing practice, activities and projects throughout the year. Students will be working with online resources, printed documents, and published research articles.  In the Honors section, students will be given more independence and more rigorous timed prompts for assessments than in an introductory class. Students are expected to apply their best abilities in reading, writing, analysis, and discussion.

Upcoming Assignments RSS Feed

Due:

Unit 3 Review

Over the course of the week, the Unit 3 packet and the Unit 3 review should be finalized. For the Unit 3 Review, select four questions to focus on first. Work on them in the first half of the week and then finish the remaining questions in the last half of the week.
 
Pace yourself by studying over time.
 
You will not have additional HW to do over Thanksgiving break, but you are encouraged to review and finalize your Unit 3 packet to keep information fresh for your return to classes after the holiday.

Due:

GRIZZLY DEN

WHAT IS THE GRIZZLY DEN?
A place where we have computers available for students. In addition, students can come and do homework, meet with any groups to complete projects and/or get tutoring support from ESAT Peer Counselors.    

Grizzly Den is open Mondays, Tuesdays, Thursdays, and Fridays from 3:45pm-5:00pm.

Grizzly Den is open on WEDNESDAYS from 1:45pm-3:30pm.

Below is the day to day Supervision and Peer Counselor support available:

MONDAYS: 
Counselor: Maria Ceja     Time: 3:45pm-5:00pm

Coby Alvarez

Monday

US History, English (all grade levels)

Maria Cos-Olivera

Monday

US History, English (all grade levels), Mathematics 1, Mathematics 2, Mathematics 3, Precalculus

 

TUESDAYS:
Counselor: Daniela Elguea      Time: 3:45-5:00 pm    

Daniel Flores

Tuesday

 

Ordaz Jessica

Tuesday

Mathematics 1, Mathematics 2, Mathematics 3, Pre-calculus

 

WEDNESDAYS:
Staff: Grecia Ruiz/Jacky Castro       Time: 1:45pm 3:00pm

Herbert Gaxiola

Wednesday

English (all grade levels), Mathematics 1, Mathematics 2, Mathematics 3, Precalculus

Rose Lee

Wednesday

Mathematics 1, Mathematics 2, Mathematics 3, Pre-calculus

 

THURSDAYS:
Counselor: Omar Jimenez       Time: 3:45-5:00 pm    

Vanessa Sanchez

Thursday

None (I am no comfortable tutoring in any of these subject matters)

Justine Montales

Thursday

English (all grade levels), I am not really comfortable tutoring but if I had to it would be English

 

FRIDAYS
Counselor: Veronica Gonzalez       Time: 3:45-5:00 pm    

Valeria Gutierrez

Friday

US History, English (all grade levels)

Anabelle Estrada

Friday

US History, World History, English (all grade levels), Mathematics 1

 

Due:

Check Your Grades

Go to:
HTTPS://POWERSCHOOL.LAALLIANCE.ORG/PUBLIC/HOME.HTML

Username:
FIRST NAME LAST INITIAL ID NUMBER

Password:
SPECIFIC PASSWORD PROVIDED ON STUDENT INFO CARD

Past Assignments

Due:

Resubmit Cognitive Psychology Computer Analogy paragraph. (Packet pg. 2)

Structures to practice:
    • CLAIM: Turn the question into an answer that has a reason.
      • Cognitive psychologists are (not) correct when they relate the human mind to the computer, because...

    • EVIDENCE: Use a quote that supports your claim and tell about the source of the quote.
      • The informative article, “Introduction to Cognitive Psychology,”  is written by Saul McLeod who describes X specifically says, “Q.”

    • LINK: Paraphrase the evidence completely, then defend your claim with detail. 
 

Submit Best Nap Time for the Best Brain Benefits paragraph. (Packet pg. 14)

Structures to practice:
  • CLAIM:What nap length is the most beneficial for mental functioning? 
    • The most cognitively beneficial nap is likely a nap that is timed for X minutes, because...
  • EVIDENCE: What information from the activities support your answer best?
    • When contrasting Non Rem and REM sleep, it is can be seen that … and X is specifically stated as, “Q.”
    • When examining the brain benefits of napping, it is said that … and it is particularly evident that  “Q.”
  • LINK: What does the evidence mean and how does it support your selected nap length? How would this nap length affect a person in their day to day experiences?
    • Paraphrase completely then explain thoroughly.

Due:

Finalize and Review Unit 3 Packet Pg. 10-13

Due:

Finalize and Review Unit 3 Packet Page 1-9

  • Pg. 1-2 Annotating and paragraph are past due. If this has not been submitted yet, you have until Wednesday.
  • Pg. 1-3 You can look at the article on www.helpguide.org to read for the details and complete the assignment according to directions.
  • Pg. 5-6 Notes were to be taken during lecture. If you missed lecture, you can use the PDF readings provided on this HW reminder.
  • Pg. 7-9 Were to be done in collaboration during class. Research can be done by using key terms in each question to find the information needed. 
WE WILL HAVE A QUIZ THIS WEEK!

Due:

Unit 3 Packet: Finalize and Review pages 1-4

We will have a quiz on Wednesday.

Due:

Do Now Logs (Coral/Peach)

Monday/Tuesday 10/21-10/22 (3 points)
Would you want to be a participant in a longitudinal study? Tell why and hypothesize the kinds of questions you would be asked if you were to participate.


Wednesday 10/23 (3 points)
What class is the most challenging for you lately? Why do you think the class you identify is challenging? What can help you to address the difficulties in the class you identify?


Thursday/Friday 10/24-1024 (2 points)
What about Unit 2 did you find most interesting or valuable? What do you think was the most difficult or challenging about Unit 2?


Monday/Tuesday 10/28-10/29 (2 points)
What contributes to your ability to think clearly? What are some things that prevent you from thinking with ease? 


Wednesday 10/30 (1 point)
We all have a capacity to remember things and we tend to be forgetful in a variety of ways. What are some strategies or techniques you use to help you remember things? You can consider your memory for academic information but think about your life beyond academics as well!


Thursday/Friday 10/31-11/1 (2 points)
We are going to have our second tutorial today. What is one realistic and worthwhile goal that you can set for yourself to achieve in today’s lesson? What actions are needed to achieve your goal today?

Due:

Introduction to Cognitive Psychology

Complete Unit 3 Page 1-2.
 
Annotate according to directions and highlight details that help address the guiding questions:
  • What is cognitive psychology?
  • How does the mind work?
Draft your CEL paragraph on page 3. Use the guiding questions if you prefer them.

Claim: Answer the prompt.
Does the comparison of the computer processing accurately align to how the mind works? 

Evidence: Support your answer with the text.
What line(s) from the article support your answer above?

Link: Explain your selected quote and your answer.
What does the evidence mean and how does it support your evaluation of the computer analogy being correct or not?

Due:

STUDY FOR THE UNIT 2 ASSESSMENT

  • Look at key terms in the Unit 2 packet. Cover up their descriptions and quiz yourself. Can you define terms? Can you provide examples of how the terms appear in psychological research? If so, great! Rehearse that info. If not, re-read the information in the packet or research the term online.
  • Have you completed each review question on the end of packet Unit 2 review?? If you need some more help answering the questions, check out the PDF provided. It has quick reference information that you can use to help answer each research question.

Due:

Unit 2 Review

Looking at your Unit 2 packet, turn to the review at the end.
  • Read over each question and select four questions that you'd like at begin working on.
  • When you read each question, place an asterisk (*) or an exclamation point (!) next to key terms or questions that are confusing or concerning.

Due:

Do Now Logs (Yellow sheet)

Monday/Tuesday 10/7-10/8 (2 points)
The author, Ralph Waldo Emerson, has described the relationship between weakness and strength by saying, “Our strength grows out of our weakness.” Tell what you think he means and state whether you agree with his point.

Wednesday 10/9 (2 points)
Imagine you were running an experiment. For instance, we recently saw in class that researchers wanted to see if playing violent video games would cause more aggressive behavior. If you were to investigate how one variable or experience might lead to another variable or characteristic, what would you investigate? What do you imagine you might discover?

Thursday/Friday 10/10-10/11 (1 point)
If you could time travel and talk to the same group of people when they are 5, 15, and 50, what would you want to know about them? What would you ask them?

Monday/Tuesday 10/14-10/15 (2 points)
Imagine you are talking to a six year old child and write an explanation of what it means to be ethical. Provide an example to help the child understand what it means to make an ethical decision.

Wednesday 10/16 (2 points)
Thinking about your role as a student and Mrs. Mason’s role as a teacher, what are some ethical actions that we are each expected to display? What are some fair consequences that you would recommend for students who break the code of ethics? What about consequences for teachers who break ethical codes?
 
Thursday/Friday 10/17-10/18
No Classes--No Do Now Log

Due:

Quiz Retakes!!

  • THOUGH MRS. MASON IS OUT FOR JURY DUTY, RETAKES ARE AVAILABLE ON THURSDAY IN MR. MASON'S ENGLISH CLASSROOM DURING LUNCH OR AFTER SCHOOL. #teamwork
  • You can make up your missed quiz or retake your quiz if it scored below a 2.8 (B).
  • The two quizzes available for retakes are the Descriptive Research Quiz and the Experimental Quiz. To qualify for the retake, complete the assessment corrections handout provided in class and study key concepts in your unit packet.
  • Retakes are available at tutoring on Monday after school and at lunch on Thursday.
  • Be sure to review the topics outlined in the Unit 2 packet; the key vocabulary that was included in each quiz is listed below.

    Descriptive Research Quiz Topics
    1. Case Studies
    2. Naturalistic Observation
    3. Surveys
    4. Theories
    5. Representative Sample
    6. Operational Definitions

      Experimental Research Quiz Topics
      1. Confederates 
      2. Independent and Dependent Variables
      3. Experimental Group and Control Group
      4. Random Assignment
 
      1.  

Due:

I, Mrs. Mason, am unable to be with you again in class today due to be selected to be a juror in a civil court case.  While I am away on jury duty today, your learning is your responsibility.
 
Also, if you planned on retaking the Descriptive Research Quiz and/or your Experimental Quiz, you can take it in Mr. Mason's classroom during lunch OR after school today (Thursday) as planned. He will collect your old quiz with the corrections stapled on top, then he will give you the new quiz, and you will sit silently and do your best on the new quiz.
 
Follow each step as instructed:
  1. First 10 minutes of class
    Update your agenda: No HW
    Complete the Do Now Log on your yellow sheet. If you were absent and still have not received a new sheet for this week, kindly request a yellow Do Now sheet from the instructor. Then request a stamp or instructor's initials when all three Do Now Log entries for this week are done.

    • Monday: The author, Ralph Waldo Emerson, has described the relationship between weakness and strength by saying, “Our strength grows out of our weakness.” Tell what you think he means and state whether you agree with his point.
    • Wednesday: Imagine you were running an experiment. For instance, we recently saw in class that researchers wanted to see if playing violent video games would cause more aggressive behavior. If you were to investigate how one variable or experience might lead to another variable or characteristic, what would you investigate? What do you imagine you might discover?
    • Thursday: If you could time travel and talk to the same group of people when they are 5, 15, and 50, what would you want to know about them? What would you ask them?

  2. 55 minutes of work time in the Unit 2 Packet
    Complete Longitudinal and Cross-Sectional Studies (Unit 2 Packet Pg. 28-29).
    Work independently but quietly check in with your partner if help is needed. Follow the directions as stated in the packet:

    Directions:

    • Read closely and highlight main ideas and key supporting details.
    • Summarize main ideas in the left margin.
    • Ask questions in the right margin.
    • Complete the table provided.

     

  3. 55 minutes of  work time to research and write
    Developmental Research Study

    RESEARCH: The activity in the packet, Longitudinal and Cross-Sectional Studies, provides details and examples of each type of study. CHOOSE if you want to research longitudinal OR cross-sectional studies and look up the following questions. Then record information on each bullet pointed item below.

    WRITE: Set up a piece of binder paper with your complete heading. Include the title: Developmental Research Study. Record information in a bullet point list by answering each prompt on binder paper and adding your research-based responses.

    • Are you focusing on longitudinal OR cross-section research?
    • Other than what was already stated in the Unit 2 packet, what is an additional example of the type of study you've decided to research?
      • Name the study and provide the year(s) it was carried out
      • Tell how many participants were involved and what ages they were
      • Identify who the researchers are and what they wanted to learn
      • Describe the findings of the research study
      • Include additional details that stood out to you about the study you selected or details that stood out in general from your research
    • List the on-line resource(s) you used. Include the website name and the article name.
As you leave today, plug your Chromebook back in and place your completed research in the class basket as you exit when you are dismissed today.

Due:

I, Mrs. Mason, am unable to be with you in class today due to be called in for Jury Duty. Your learning is your responsibility. Follow each step as instructed:
  1. First 10 minutes of class
    Update your agenda: Finalize Unit 2 Packet up to p.27

    Complete the Do Now Log on your yellow sheet. If you were absent on Mon/Tues kindly request a yellow Do Now sheet from the instructor today. Then request a stamp when Do Now Log entries for Mon/Tues AND Wednesday are done.

    • Monday/Tuesday: The author, Ralph Waldo Emerson, has described the relationship between weakness and strength by saying, “Our strength grows out of our weakness.” Tell what you think he means and state whether you agree with his point.
    • Wednesday: Imagine you were running an experiment. For instance, we recently saw in class that researchers wanted to see if playing violent video games would cause more aggressive behavior. If you were to investigate how one variable or experience might lead to another variable or characteristic, what would you investigate? What do you imagine you might discover?

  2. 30 minutes of work time
    Complete Characteristics of Each Type of Research Design. Collaborate and cooperate with your small group of three (include any peer who had been absent last class) and share your ideas from the work you did on page 26-27. DO NOT give your packet to your peers. DO EXPLAIN your main ideas and tell your peers about your findings as they take notes in their packet. By the end of this 30 minutes, you are expected to be done with Unit 2 Packet pg. 26-27.

  3. Last 10 minutes of class
    Answer each Exit Ticket question by writing complete sentences. Use your notes but do this like a quiz! No talking...Open Note Quiz. 

    Write your heading on a piece of binder paper. Write complete sentences to answer the questions. Do not write the questions; just write your clear responses.
    1. Tell what descriptive statistics are and how they're used within the field of psychology. (1 point)
    2. Contrast the meaning of each correlation coefficient: positive correlation (+.85) and no correlation (0). What does each number mean? (2 points)
    3. Recall one weakness and one strength of each research type: Experimentation and Case Studies. (2 points)

As you leave today, plug your Chromebook back in and place your Exit Ticket in the class basket as you exit when you are dismissed today.

Due:

SQ3R: Descriptive Statistics in Psychology

Access the reading provided in the PDF and read carefully based on the steps outlined in the Unit 2 Packet page 21-22.

Due:

IN CLASS READING ACTIVITY:
Characteristics of Each Type of Research Design

  • In class, we can participate in a JigSaw reading activity. Each person is responsible for a certain range of pages within the text provided.
  • Focus on your selected section and do your best to read and learn closely.

Due:

KWL and SQ3R: Correlational Research (Packet p. 19-20)

Use the reading provided from page 46-50 to answer the questions in your unit 2 packet on p. 19-20.

Due:

DO NOW LOGS (Purple)


9/23-9/24 (2 points)
Imagine you were given $50 and you were told that if you saved the $50 for one month that you’d be given $100 in total at the end of the month. Do you imagine you’d be able to save the $50 for a month without spending any of it? Why or why not?


9/25 (1 point)
Today is Mrs. Mason's birthday! Either write her a kind birthday note that is more detailed than just "Happy Birthday, Mrs. Mason" OR write about your birthday story or about your dream birthday.


9/26-27 (2 points)
Adam Savage, a scientist featured on the show Mythbusters describes the value of all experimentation when he says, “In the spirit of science, there really is no such thing as a 'failed experiment.' Any test that yields valid data is a valid test.” What do you think he means by this? How would you define the “spirit of science?


9/30-10/1 (3 points)
Booker T. Washington, a presidential advisor and author, described collaboration by stating, “If you want to lift yourself up, lift up someone else.” Why do you think he might have said this? Do you agree with his statement? Tell why or why not.


10/2 (2 points)
Today, we are going to explore correlations, which is another way of saying that we are going to look at relationships between two things. For instance, there tends to be a relationship between a person’s energy levels and what a person consumes. What else, other than nutrition, is related to a person’s energy levels or mood? What is connected to your good moods?


10/3-10/4 (2 points)
How do you calculate your GPA? What’s the value of knowing your GPA?



Due:

OPTIONAL PERSONALITY SURVEY

If you are interested in exploring more about your personality beyond the survey we completed in class, check out this free, online survey:

Due:

Experimental Design: Examples in Psychology
(Unit 2 Packet should be done up to Pg. 15-18)

1. Philip Zimbardo’s Stanford Prison Experiment
Video 1: https://www.youtube.com/watch?v=1jdOoxnr7AI

Video 2: (Graphic Content)
https://www.youtube.com/watch?v=sZwfNs1pqG0&t=28s&has_verified=1 

 

2. Stanley Milgrim’s Shock Experiment
Video: (Graphic Content in Introduction)
https://www.youtube.com/watch?v=7TqJFp4y4zo&t=1s 

 

3. Asch’s Line Experiment
Video: (Introduced by Zimbardo)
https://www.youtube.com/watch?v=NyDDyT1lDhA 

 

 
4. Walter Mischel’s Marshmallow Experiment

Video 1: (English and Spanish)
https://www.youtube.com/watch?v=M0yhHKWUa0g
Video 2: https://www.youtube.com/watch?v=BLtQaRrDsC4

Due:

IN CLASS LESSON

I, Mrs. Mason, am unable to be with you in class today. Your learning is your responsibility. Follow each step as instructed:
  1. First 10 minutes of class
    Update your agenda: Finalize Unit 2 Packet up to p.18 and review experimental design topics according to p. 13-18.
    Complete the Do Now Log on your purple sheet. If you were absent on Mon/Tues kindly request a purple Do Now sheet from the instructor today. Then request a stamp when Do Now Log entries for Mon/Tues AND Wednesday are done.

    • Monday/Tuesday: Imagine you were given $50 and you were told that if you saved the $50 for one month that you'd be given $100 in total at the end of the month. Do you imagine you'd be able to save the $50 for a month without spending any of it? Why or why not?
    • Wednesday: Today is Mrs. Mason's birthday! Either write her a kind birthday note that is more detailed than just "Happy Birthday, Mrs. Mason" OR write about your birthday story or about your dream birthday.

  2. 30 minutes of work time
    Complete assignments in the Unit 2 packet from page 1 to 18. On this class page, click "See All" or "Show All Assignments" to go back and access any texts or articles that you may need for previous assignments.

  3. Last 10 minutes of class
    Answer each Exit Ticket question. Plug your Chromebook back in and place your Exit Ticket in the class basket as you exit when you are dismissed today.

    Write your heading on the Exit Ticket slip provided. Write complete sentences to answer the questions. Do not write the questions; just write your clear responses.
    1. If you could experiment on something similarly to a psychologist, what dependent variable and independent variable would you try to isolate? (What cause and effect relationship would you investigate?) Why?
    2. Of the four experiments explored on page 15-18, which experiment had the most surprising findings? What about it was surprising or interesting to you?
    3. Based on your perspective in life, which experiment had findings that just seemed to make the most sense?

Due:

KWL and SQ3R Experimental Research

Click on the PDF of the text provided and focus on reading pages 50-53 to finish your work on Unit 2 packet pages 13-14.

Due:

DO NOW LOGS (Blue)

September 9-10
Thinking about the topic that you decided to research and write about for our first unit, are you glad you picked the topic you selected? If so, why? If not, what might you have researched instead?

September 11
Based on Four Landmark Case Studies, how would you define what a case study is? Which case study was most interesting to you? Tell why.


September 12-13
Thinking about your personality, how would you describe yourself? Think of at least three adjectives that help to show what you’re typically like. Elaborate further about any of the adjectives you identify.


September 16-17
Describe what allows you to learn best. If you could create a lesson that fit your learning preference, what would that lesson include? Do you have any teachers, past or present, who have teaching elements or techniques that you feel are especially helpful for you? Tell what that teacher did or does that helped you.


September 18
When preparing for a quiz or test, what study techniques do you like to use? What sometimes prevents you from studying successfully and what have teachers done in the past to help you best prepare?


September 19-20
Tell about something you care about or tell something about you that I don’t already know. Be detailed and develop at least four well-developed sentences as you write out your ideas.

Due:

Finalize and Review all Unit 2 materials from Page 1 to Page 12.

  • To complete page 11 and 12, which were expected to be done in class, please access the reading provided here.
 

Due:

Monday, September 16th

  • Click here for the lesson as you normally see it in class.
  • Be on your best behavior and be respectful of today's work environment.
  • You are expected to finish all activities as described in the lesson for today.

Due:

My Perspective In Psychology Report, TYPED and PRINTED

Topics to choose from are listed below, though more topics may be suggested and requested.
  • SCHOOLS OF PSYCHOLOGY
    • Cognitive Psychology
    • Biopsychology
    • Humanism
    • Social Psychology
    • Developmental Psych.
    • Psychoanalysis
    • Behavioral Psych
    • Evolutionary Psychology
    • Sports Psychology
    • Organizational Psychology

  • TOPICS THAT RELATE BACK TO SCHOOLS OF PSYCHOLOGY
    • Memory and Forgetting
    • Personality
    • Motivation
    • Animals in Psychology
    • Emotions
    • Brain anatomy
    • Cooperation and Conflict
    • Sleep and dreams
    • Conformity
    • Language development
    • Mental health and illness
    • Parenting styles
    • Identity and Adolescents
    • Creativity
    • Procrastination
    • The endocrine system and hormones
    • Brain anatomy
    • Learning disabilities
    • Developmental disabilities

Due:

Do Now Log (Green)

August 26-27

Writing is a process that many people find to be challenging. Describe your relationship with writing. Elaborate with detail and provide an example if it is appropriate. 

 
August 28

Think about a complication or challenge that you experienced recently. What did you do or what could you have done to overcome that challenge? What is something that people can consider to help them persevere in tough times?

 
August 29-30

If you had a complex idea that you wanted to share with others, how would you want to do it? For instance, would you create a presentation or a documentary, would you list ideas out and do a speech, would you write and perform a song? Tell about your preference.

 
September 3-4

Do you believe in second chances or do-overs? In what kinds of situations might you consider asking for or offering a second chance? Are there instances where a second chance is not a good idea?

 
September 5-6

When you have to do something that you don’t want to do, what motivates you to do it anyway? Elaborate with detail or provide an example that comes to mind.

Due:

My Perspective in Psychology: Edit according to the criteria for success checklist. Refer to the essay example as well.

Re-read your essay so far. Follow the checklist for criteria for success and place a check mark on the rows where you can identify your writing showing that criteria. Notice any ideas that are missing or underdeveloped, and make corrections!
 
ALSO! Have a peer or family member read over your essay. Their fresh eyes may catch phrases or typing errors that make sentences unclear. Proof read and make corrections.
 
If you want to work on your conclusion, go for it!
 
Consider these guiding questions:
  • What are the big takeaways from the findings? 
  • Was the hypothesis supported?
  • What conclusions can be drawn about humans/psychology?
  • What have you learned about your topic and how does this relate to life?

Due:

My Perspective in Psychology: Research and Body Paragraphs

Research on the specific topic you have chosen needs to be collected and saved in the Google Doc for your report. DO NOT PRINT YET.
 
Needed research includes information that addresses your interest and question as well as at least one quote that supports how you connect your topic to a specific school of psychology that best aligns to the topic you've selected.
 
Guiding questions that may help to develop your body paragraphs:
  • What is the question being proposed and which school of psychology does it align with?
  • What has been learned in class that supports the connection from your topic to a specific perspective in psychology?
  • Why is this topic interesting or valuable to know about?
  • What have you observed already? Is there a scenario or anecdote that can help to illuminate how your topic appears in everyday life?
  • What is a probable hypothesis? (This may have been included in the introduction paragraph but can be restated.)
  • What was found in the research?
  • Was the hypothesis supported?
Decide how you want to develop your body paragraphs. Support will be provided in class, however, your writing needs to reflect your style and your voice.

Due:

Introduction Paragraph for "My Perspective in Psychology" Typed in Google Doc format.

Log into your Alliance student account to continue where we started in class.
 
For the introductory paragraph, state the point of the report and give a preview of the topic you are focusing on. Consider including ideas based on the guiding questions:
  • What is psychology?
  • What perspectives/schools exist? Why are there multiple schools of psych? (Do not just list all of them!)
  • Identify the field that aligns to your topic of interest. What does that perspective focus on and what have they found that’s of interest to you? 
Include the question(s) you are investigating and your hypothesis that you will confirm with your research. The hypothesis can also be included later in a body paragraph.
  • Is it true that…
    • It seems to be true because...
  • When might…
    • X would probably Y when...
  • Why do…
  • How come…
    • X might Y because...
  • What causes…
    • Based on Z, X is likely caused by Y.

Due:

Prepare for an organization check.

  • Student backpacks should be free of trash and loose papers.
  • All class handouts and materials should be hole punched and placed in the binder behind the divider for the appropriate class. To keep materials in the correct order, each assignment should have the heading filled in, and the assignments should be listed in the table of contents for the class.
  • The agenda should reflect each class's homework assignment even if the class has "No HW" for the day.
  • All students should have basic writing tools including two pens, two pencils, and two highlighters. 

Due:

Do Now Log (Pink)

This week, your pink Do Now Logs are due. Even if absent, students are expected to catch up with assignments including each Do Now Log entry. If you have been absent, please locate the prompt that you missed from the list below. Think about your response and answer the entire prompt with complete, well-developed sentences.
 
  • Monday/Tuesday: Aug 12-13
    When you need to make a decision, do you tend to listen to your gut, follow your heart, or apply logic? Elaborate your ideas with complete sentences.

  • Wednesday: Aug 14
    If you were an explorer, what would you want to explore? What would you ask or what would you want to find out? Do you think your curiosity relates to psychology? Tell why.

  • Thursday/Friday: Aug 15-16
    What does it mean to have different perspectives? When you’re feeling down about something, what do you do to change your perspective? 

  • Monday/Tuesday: Aug 19-20
    Looking at the topics that are studied in each school of psychology, which school of psychology interests you most? What kinds of questions do you have or what topics do you want to know more about in your selected school of psych?

  • Wednesday: Aug 21
    Free Write Wednesday! Write in detail about whatever you have in mind. This can be something that you’re happy about, looking forward to, something you want Mrs. Mason to know about you, or something that is bothering you. Write clearly and respectfully. Develop at least four sentences appropriate for your writing level.

  • Thursday/Friday: Aug 22-23
    What skill(s) do you feel you want to further develop or strengthen? (For instance, time management, organization, punctuality, self-control, etc.) What can you do to strengthen the skill you identify? What can Mrs. Mason or other teachers do to help you? In what ways can your classmates, friends, or family support you in your goal for improvement?

Due:

Study for a Quiz

Review "Schools of Psychology" according to page 5 and 6 in your Unit 1 packet. Quiz yourself or have a peer or person at home quiz you. Do not just re-read the information. Interact with it! Quizzing yourself or creating flashcards is a great idea.

Due:

Revise and finalize Honors Application.
Complete remaining steps in the packet if there is room. Continue on binder paper if needed.

Due:

Review the class syllabus with guardian. Then student and guardian, please sign the syllabus, which is located in the Unit 1 packet, pg. 2-3.