Mr. Tredinnick's Class Site
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Welcome to Mr. Tredinnick's Behavioral Science Class!

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Behavioral Sciences incorporates the ideas of the social sciences, specifically the principles of sociology and psychology, to better understand the ideas of group dynamics, and individual behaviors. Students will utilize scientific theory and methods to examine the principles of behavior, socialization, and the incorporation of individuals, in the context of a single individual, or as part of a larger whole. By planning and conducting studies and developing resources, to be complete around the local community, students will gain a better understanding of the types of interactions and learned behaviors that take place around them, and come up with methods to improve a social experience. A large emphasis will be placed on the usage of scientific theory and methods, to design and conduct social experiments with the goal of increasing awareness of social forces, and improving an experience. In doing so, students will improve their understanding of scientific research and research methods.   

Behavioral Science Discussion Questions

Behavioral Science Semester I Syllabus (Updated Fall 2021)

Semester I Course Map

Unit I Inquiry and Social Research
Unit III Engaging Curiosity and Lifelong Learning
Unit II Developing a Conservation Mindset
Unit IV Emotional Distress
Semester II Course Map
Unit V Reconnecting with Nature
Unit VII Affecting Cultural Change
Unit VI Societal Marginalization
Unit VIII Spending Time in Nature

Unit I - Inquiry and Social Research (Theory)

 
Learning Objective: Students will work through the topics to consider when doing research in the social sciences and be able to compare them to how research is conducted in the Physical Sciences. Students will need to be able to describe, explain, and evaluate concepts related to research design principles on an end of unit test. 
End Product: Students will write an in-class leveled assessments that includes concepts and principles covered over the course of the unit. The assessment will focus of factual, conceptual, theoretical, and practical elements of designing and conducting research in the social sciences. 
Field Aspect: Observations on Grounds, Data Collections in Exhibits 
Week 1 - The Social Perspective
​     (August 16-20)
Module 1.1 - Course Introduction
     Guiding Inquiry: What will be be doing this year?
     Forum: Build a Community (1.1)
     - Course Introduction 
​     - Getting to Know You
     Field Experience: Be Curious (Student Choice)
     Discussion: The Place of Psychology and                 Sociology in Conservation
Module 1.2 - Tools and Methods
     Guiding Inquiry: How do social scientists go               about the process of conduction research and           why is observation such an important piece of             that?
     Forum: A Pseudo Science? (1.2)
     Field Experience: Powers of Observation                                               (Student Choice)
​     - Social Science Research Methods (Notes)
     HW: How Different are Natural and Social                   Sciences? Lewontin
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Week 2 - The Researcher's Method
     (Aug 23-27)
Module 1.3 - Research Determination
     Guiding Inquiry: What distinguishes social                   science from the natural sciences, and how are         they similar?
     Forum: Pick a Passage (1.3)
     Discussion: Place of Social Science (based off         Lewontin article)
     - Profiling a Researcher (Assignment)​
     - Qualities of a "Good" Researcher (Notes)
Module 1.4 - The Research Process
     Guiding Inquiry: How does the research process          in the social sciences compare to the physical            sciences? 
     Forum: Working the Front End (1.4)
​     - The Inquiry Framework (Notes)​
     Field Experience: Complications of Research                                          (student choice)
Week 4 - Reporting Findings
     (Sept 6-10)
     No School Sept 6th - Labor Day
Module 1.7 - Spreading the Knowledge
     Guiding Inquiry: How does research get shared         out so it can be useful after it is completed?
     Forum: Research for the sake of It? (1.7)
​     - Sharing Academic Work (Notes)
​     - Review for next class' test
     HW: Unit I Celebration of Knowledge
          + Inquiry and Social Research Study Guide​
Module 1.8 - Celebration of Knowledge
     Guiding Inquiry: How is research conducted in           the social sciences and what special                           considerations need to be made?
     Forum: Q/C/C/C/CofO (1.8)
​     Unit I Assessment: Inquiry and Social Research
          (Link will become active on test day)​
Week 3 - Research Considerations
     (Aug 30-Sept 3)
Module 1.5 - Ethics in Research Practice
     Guiding Inquiry: What considerations need to be         taken for the safety and reliability of research             studies?
     Forum: Differences in Approaches (1.5)
     - Ethics in Research (Assignment)​
          + Social Science Research: Principles,                           Methods, and Practices
     - Ethics in Environmental Research (Notes)
     HW: Quiz on Research Ethics
Module 1.6 - Data in the Social Sciences
     Guiding Inquiry: What types of information are           social scientists interested in and how is that data       classified?
     Forum: All About Data (1.6)
​     - Social Science Data (Notes)
     Field Experience: Exploring Data (Dome)
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Unit I Notes

Ethics in Environmental Research (Module 1.5)
Qualities of a "Good" Researcher (Module 1.3)
Sharing Academic Work (Module 1.7)
Social Science Data (Module 1.6)
Social Science Research Methods (Module 1.2)
The Inquiry Framework (Module 1.4)

Unit I Assignments

Ethics in Research
File Size: 164 kb
File Type: pdf
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Ethics in Research
(Module 1.5)
Profiling a Researcher
File Size: 160 kb
File Type: pdf
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Profiling a Researcher
(Module 1.3)

Unit I Assessment

Inquiry and Social Research Test
(Link will become active on Test Day)
Inquiry and Social Research Study Guide

Unit I Resources

Social Science Research: Principles, Methods, and Practices

Unit II - Developing a Conservation Mindset (Behavior)

 
Learning Objective: Students will study the psychological principles of operant and classical conditioning to develop a procedure meant to encourage environmentally friendly behavior. 
End Product: Students will be writing and designing a children's book or video (or something else with teacher approval) that encourages environmentally friendly behaviors using the concepts covered throughout the course of the unit. Students will incorporate the ideas of Motivation, Conditioning (Operant and Classical), and Behavior into the story development (though not needing to be explicitly mentioned). The completion of this project will allow students to demonstrate their mastery of the concepts to the point that they can create a situation where the ideas could be successfully used to encourage environmentally mindful behaviors. 
Field Aspect: Training Demonstrations, Visit Exhibits, Guest Speaker
Week 5 - Motivation
     (Sept 13-17)
Module 2.1 - Intrinsic and Extrinsic Motivation
     Guiding Inquiry: What is motivation, and what             impact can it have in driving people to do what           they do?
     Forum: What Drives You? (2.1)
​     Field Experience: Animal Motivation (Jungle)
     Class Discussion: Using Motivation
          + Crash Course: The Power of Motivation
          + Motivating People to Protect Nature
     - Principles of Motivation (Notes)
     HW: Quiz on Motivation Next Class
Module 2.2 - Motivation for Conservation
     Guiding Inquiry: How can we use an                           understanding of motivation to better encourage         people to want to participate in conservation               activities?
     Forum: Obstacles to Conservation (2.2)
​     Field Experience: Use the Zoo! (Student Choice)
​          + Dr. Seuss - The Lorax
     HW: Brainstorm 1: Plot Summary
          + Submission Form
Week 8 - Behavior
     (Oct 4-8)
     No School Oct 7-8 Parent/Teacher Conference
Module 2.7 - Empathy and Compassion
     Guiding Inquiry: What is empathy, and what               impact can it have in driving people to do what           they do?
     Forum: The Stronger Emotion (2.7)
​     Class Discussion: Triggers as a Good Thing? 
          + Theres a Rang Tang in my Bedroom
          + Most Shocking Second in a Day
          + Still the most Shocking Second in a Day
     Field Experience: Make them want to Care                                              (Assignment)
​     HW: Story Boards Due Next Class
Week 6 - Operant Conditioning
     (Sept 20-24)
Module 2.3 - Introduction to Conditioning
     Guiding Inquiry: How can the processes used to         teach "correct" behaviors  be utilized to promote         conservation?
     Forum: Conditioning Conservation? (2.3)
     Field Experience: Using Motivations (Sea Lions)
​          + Keeper Talk
          + Field Experience Debrief
Module 2.4 - Principles of Operant Conditioning
     Guiding Inquiry: How has research in the field of         psychology helped shape our understanding of           learned behaviors?
     Forum: Conditioning at any Age? (2.4)
​     - Operant Conditioning (Notes)
​     HW: Brainstorm 2: Project Pitch     
          + Submission Form
Week 9 - Project Development
     (Oct 11-15)
     No School Oct 11th 
Module 2.8 - Conditioning Environmentalism
     Guiding Inquiry: How can the principles of                   psychology be used to encourage                               environmentally friendly behavior?
     Forum:  Building Empathy Towards All (2.8)
​     Work Time: Conditioning Environmentalism
          + Checking in on Story Boards
          Project Deliverable: Progress Report
Module 2.9 - Conditioning Environmentalism
     Guiding Inquiry: How can the principles of                   psychology be used to encourage                               environmentally friendly behavior?
     Forum: Team Update (2.9)
​     
Work Time: Conditioning Environmentalism
          Project Deliverable: Final Checkin
​     HW: Final Draft Due Next Class! 
Week 7 - Classical Conditioning
     (Sept 27-Oct 1)
     No School Oct 1st 
Module 2.5 - Principles of Classical Conditioning
     Guiding Inquiry: How can classical conditioning         be used to encourage appropriate behaviors?
     Forum: Reviewing Principles of O.C. (2.5)
​     - Project Pitches
     - Conditioning Conditioning (Assignment)
          + Example: The Office
         
+ Pavlov's Theory of Classical Conditioning
          + Simply Psychology: Pavlovain Conditioning
Module 2.6 - Learned Behaviors
     Guiding Inquiry: What does conditioning look like       in practical applications? And how can it be                 extended into the animal sciences?
     Forum: Distinguishing Conditioning (2.6)
     Field Experience: Old Dog, New Tricks (Watson)
​          + Keeper Talk
​          + Debrief
​     HW: Brainstorm 3: Story Boards 
​          + Due October 12th
Week 10 - Environmental Learning
     (Oct 18-22)
Module 2.10 - Project Presentations
     Guiding Inquiry: How can the principles of                   psychology be used to encourage                               environmentally friendly behavior?
     Forum: Project Submission (2.10)
     - Project Presentation Day
​     - Individual Accountability Turnin

​     Field Experience: Finding Inspiration to Fight On​
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Unit II Notes

Operant Conditioning (Module 2.4)
Principles of Motivation (Module 2.1)

Unit II Assignments

Make Them Want to Care
File Size: 2312 kb
File Type: pdf
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Make Them Want to Care
(Module 2.7)

Unit II Assessment

Conditioning Environmentalism Project
Brainstorm 1: Plot Summary
Submission Form
Brainstorm 2: Project Pitch
Submission Form
Brainstorm 3: Storyboards

Unit II Resources

Crash Course: The Power of Motivation
Dr. Seuss - The Lorax
Conservation: Motivating People to Protect Nature
Simply Psychology - Pavlovian Psychology

Unit III - Engaging Curiosity and Lifelong Learning (Learning)

 
Learning Objective: Students will work through the process of developing a meaningful educational experience by incorporating in education psychology concepts such as Erickson's and Piaget's States of Development, Maslow's Hierarchy of Needs, and Bloom's Taxonomy.  
End Product: Students will create an educational product for visitors to complete that corresponds with an exhibit at the Zoo. Students will collect information about their particular exhibit through field study and working with Zoo staff to incorporate into their product. Students will present their final product, and how they incorporated in psychological principles to build a learning experience that would be meaningful for zoo guests.  
Field Aspect: In exhibits looking at educational materials and applications of concepts, meeting with zoo keepers, curators, or Education staff.
Week 11 - Giving the tools to Learn
     (Oct 25-29)
Module 3.1 - Maslow's Hierarchy of Needs
     Guiding Inquiry: What factors have to be                     considered in order for learning to happen? 
     Forum: Setting the Mood to Learn (3.1)
     - Educating about Conservation (Project)
          + Project Introduction
          + Brainstorm 1: Pre-Project Planning
          + Brainstorm 3: Incorporating Ed Psych
​     - Maslow's Hierarchy of Needs (Notes)
     - Importance of Sonder (Assignment)
​     HW: Comprehension Quiz Next Class
Module 3.2 - Fact & Skill-Based Learning
     Guiding Inquiry: Why is it important for lessons to       be developing student's learning skills as well as         their content knowledge?
     Forum: Recapping Maslow (3.2)
     Discussion: Brainstorm 1
     Field Experience: Skill and Content Education                                          (Student Choice)
     - Educating about Conservation (Project)
​          + Brainstorm 2: Using what is available
Week 14 - Project Refinement
     (Nov 15-19)
Module 3.7 - Project Testing & Edits
     Guiding Inquiry: What are the benefits of peer             review? 
     Forum: Check it Over for me? (3.7)
​     - Educating about Conservation (Project)
​          + Project Work Time​
          + Beta Testing
     Field Experience: Beta Testing 
     HW: Review Project Rubric
Module 3.8 - Project Testing & Edits
     Guiding Inquiry: What are the benefits of gradual       development and checking progress along the           way?
     Forum: Project Check-in (3.8)
​​     - Educating about Conservation (Project)
​          + Project Work Time
          + Refine and Finish
     HW: All projects completed by start of class
Week 12 - Development Psychology
     (Nov 1-5)
Module 3.3 - Erikson's Psychosocial Stages
     Guiding Inquiry: How do your psychological               needs change as you age and develop?
     Forum: Changing Education? (3.3)
​     - Erikson's Psychosocial Stages (Assignment)
​​          + Simply Psychology: Erik Erikson
     Field Experience: Erikson at Every Level (Dome)
​     - Educating about Conservation (Project)
​          + Brainstorm 3: Incorporating Ed Psych
Module 3.4 - Piaget's Stages of Cognitive Ability
     Guiding Inquiry: How do people's cognitive                 abilities change as they age?
     Forum: Learning at Every Age (3.4)
​     - Piaget's Stages of Cognitive Ability (Notes)
     Field Experience: Piaget's Adventures                                                     (Adventure Trails)
​     - Educating about Conservation (Project)
​          + Brainstorm 3: Incorporating Ed Psych
          + Brainstorm 4: Meeting with Experts
     HW: Brainstorm 4 Submission Form
Week 15 - Project Wrap-Up
     (Nov 22-26)
     No School Nov 24-26 - Thanksgiving 
Module 3.9 - Project Presentations
     Guiding Inquiry: How can educational psychology       be applied to develop meaningful learning                   experiences to help teach about conservation?
     Forum: Project Turn in (3.9)
​​     - Educating about Conservation (Project)
​          + Project Presentations
     HW: Project Reflection Submission Form
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Week 13 - Pushing Students to Think
     (Nov 8-12)
Module 3.5 - Bloom's Taxonomy
     Guiding Inquiry: Why should instructors use a             variety of teaching methods to deliver materials?
     Forum: Engaging All Learners (3.5)
​     - Designing Blooms Taxonomy (Assignment)
​     - Educating about Conservation (Project)
​          + Brainstorm 3: Incorporating Ed Psych
     HW: Wear Shadow Shirts next class
     HW: Brainstorm 4 MUST be complete
​
     HW: Comprehension Quiz Next Class
Module 3.6 - Project Development
     Guiding Inquiry: Why is it important/necessary to       collaborate with experts for information?
     Forum: Recapping Blooms (3.6)
     Field Experience: Meeting with Experts (Student                                      Choice)
​     - Educating about Conservation (Project)
​          + Project Work Time
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Unit III Notes

Maslow's Hierarchy of Needs (Module 3.1)
Piaget's Stages of Cognitive Ability (Module 3.4)
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Unit III Assignments

Designing Bloom's Taxonomy
File Size: 477 kb
File Type: pdf
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Designing Bloom's Taxonomy
(Module 3.5)
Eriksons Psychosocial Stages
File Size: 181 kb
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Erikson's Psychosocial Stages
(Module 3.3)

Importance of Sonder
File Size: 178 kb
File Type: pdf
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Importance of Sonder
​(Module 3.1)
Skill and Content Education
File Size: 158 kb
File Type: pdf
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Skill and Content Education
(Module 3.2)

Unit III Assessment

Educating About Conservation Project 
Brainstorm 4 Submission Form (Module 3.4)
Project Reflection (Module 3.8)
Beta Testing (Module 3.7)

Unit III Resources

Crash Course: The Growth of Knowledge
Simply Psychology Erikson
Simply Psychology Maslow
Simply Psychology Piaget
Vanderbilt University - Bloom's Taxonomy

Unit IV - Emotional Distress Associated with Conservation and Animal Work (Emotions)

 
Learning Objective: Students will learn the importance of personal mental health care and how to practice good self care in fields associated with conservation and animal care by learning about concepts such as stress, mental disorders, compassion fatigue, and burnout, and use what they learn to develop a personal mental health plan.
End Product: Students will develop a mental health plan to help them as they move on in their education and as they look to move into their chosen career. Students will specifically be looking at some of the issues they can expect to have to deal with as they continue their education and enter the workforce in conservation or animal care. Just as important as the work they will be doing, is taking care of themselves so they continue their work. The mental health plan will work them through the process of identifying their triggers, how they react, and developing a plan to manage and potential mental health issues that may arise. 
Field Aspect: Field excursions out to exhibits, guest speakers
Week 16 - Stress & Depression
     (Nov 29-Dec 3)
Module 4.1 - Handling Stress
     Guiding Inquiry: Why is personal mental health           important in ensuring your ability to do what you         want/need to do to your full potential?
     Forum: What is stress? (4.1)
​     Discussion: Personal Triggers 
     Field Experience: Seeking out Solitude (Student       Choice)​
​     - Dealing With Stress (Assignment) 
Module 4.2 - Depression and Mental Disorders
     Guiding Inquiry: Why are appropriate discussions       about mental illness and mental disorders                   needed, and how can we help others?
     Forum: When to step in? (4.2)
​     - ​Mental Disorders (Notes)
​     -  Treating Mental Disorders (Assignment)
          + Simply Psychology - Medical Model
     HW: Comprehension Quiz Next Class
Week 17 - Occupational Distress
     (Dec 6-10)
Module 4.3 - Compassion Fatigue
     Guiding Inquiry: Why can careers that involve             workers caring for others lead to high levels of           work-related stress and anxiety?
     Forum: Recapping Mental Disorders (4.3])
     - Symptoms of Compassion Fatigue (Notes)
     - Compassion Fatigue in Animal Care                           (Assignment)
​​     Discussion: The Only One Caring??!?
Module 4.4 - Burnout
     Guiding Inquiry: How can animal companions be       used to help alleviate symptoms of mental                 disorders?
     Forum: Dangers of Working Too Hard (4.4)
​     Discussion: Working Animals
          + How Rescue Dogs are Helping Veterans                     with PTSD
​     Field Experience: Support Animals (Sulla)​
Week 18 - Being Proactive
     (Dec 13-17)
Module 4.5 - Personal Mental Health Plan
     Guiding Inquiry: Why is it helpful to have a plan         before there is an issue?
     Forum: Unhealthy Habits (4.5)
​     - Make a Mental Health Plan (Assignment)
​          + Work time
Module 4.6 - Personal Mental Health Plan
     Guiding Inquiry: Why is it helpful to have a plan         before there is an issue?
     Forum: What works for you? 4.6)
​     - Make a Mental Health Plan (Assignment)
​          + Finish
          + Project Reflection
     Field Experience: Get Away from it All (Student                                        Choice)
     HW: Course Survey

Unit IV Notes

Mental Disorders (Module 4.2)
Symptoms of Compassion Fatigue (Module 4.3)
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Unit IV Assignments

Compassion Fatigue in Animal Care
File Size: 174 kb
File Type: pdf
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Compassion Fatigue in Animal Care
(Module 4.3)
Dealing With Stress
File Size: 161 kb
File Type: pdf
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Dealing With Stress
(Module 4.1)
Treating Mental Disorders
File Size: 160 kb
File Type: pdf
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Treating Mental Disorders
(Module 4.2)

Unit IV Assessment

Make a Mental Health Plan
Project Reflection (Module 4.6)

Unit IV Resources

Simply Psychology - Medical Model

Semester Break (Dec 18-Jan 4)


Unit V - Reconnecting with Groups (Socialization)

 
Learning Objective: Students will investigate the sociological role of groups and then advantages and disadvantages of being able to connect meaningfully with each and the types of factors that affect group cohesion.
End Product: Students will make some sort of advertising materials (sequence of posters, tv ad, radio advertisement) meant to encourage people to visit a particular natural areas or a general appeal to reconnect with nature. Students will incorporate in sociological principles of groups, the influence of technology on social connections, and the potential of nature in the development of social bonds. 
Field Aspect: Learning experiences in different exhibits around the zoo
Week 1 - Introduction to Groups
     (Jan 3-7)
     No School Jan 3-4 - Winter Break 
Module 5.1 - Processes of Socialization
     Guiding Inquiry: What sociological forces                   contribute to the development of new members?
     Forum: Largest Contributing Factor? (5.1)
     Field Experience: It takes a Village (Gorillas) 
​     - Perspectives of Sociology (Notes)
     - Contributions of All? (Assignment)
          - Submission Form
Week 2 - Group Socialization
     (Jan 10-14)
Module 5.2 - Importance of Groups
     Guiding Inquiry: Why are groups necessary for           humans in the organization of societal structures?
     Forum: In Need of A Group (5.2)
     Field Experience: Role of Groups (Choice)
          + Group Discussion: Report Back
     - Sociological Groups (Notes)
Module 5.3 - Necessity of Groups
     Guiding Inquiry: How are social groups an                   integral part of the development of humans as           individuals?
     Forum: Group Mimic (5.3)
​     - Group Functions (Notes)
     Group Discussion: Groups in Other Places
Week 3 - Group Development
     (Jan 17- 21)
     No School Jan 17 - Martin Luther King Day 
Module 5.4 - Group Dynamics
     Guiding Inquiry: How do group roles and                     supports change over time?
     Forum: Groups Over Time (5.4)
     Group Discussion: Changing Social Roles 
     - Developing Groups (Notes)
Module 5.5 - Group Exclusion
     Guiding Inquiry: What impact does group                   exclusion and rejection have on the socialization       of an individual? 
     Forum: Biggest Impact (5.5)
     Field Experience: Reliant on Others (Aquarium)
     - Group Exclusion (Notes)
     HW: UNICEF - Cyberbullying
Week 4 - Fitting into Societal Roles
     (Jan 24- 28)
Module 5.6 - Group Deviance
     Guiding Inquiry: How can the psychological ideas       of conformity affect social order?
     Forum: Doing the Unredeemable (5.6)
     Group Discussion: UNICEF - Cyberbullying
​
     - Conformity and Deviance (Assignment)
     Field Experience: Finding Norms in Others (S.C)
Module 5.7 - Group Re-admission
     Guiding Inquiry: How is deviance treated and             what measures can be used to reapply                      conformity to groups?
     Forum: Role in Group Alignment (5.7)
     - Perspectives of Justice (Assignment)
          + The Conversation - Why Rehabilitation, not                 punishment, makes economic sense
          + The Federalist - Why Punishing Criminals                   can be more merciful than 'Rehabilitation'
          + Media Biased Factcheck
     Group Discussion: ​Sociological views of 'Justice'
Week 5 - Assessing Group Concepts
     (Jan 31- Feb 4)
Module 5.8 - Grouping Groups
     Guiding Inquiry: How can a sociological                       understanding of groups be combined with an             appreciation of nature?
     Forum: Impact of Technology? (5.8)
​     - Grouping with Nature (Assignment)
     HW: Next Class In-Class Writing Test
Module 5.9 - Celebration of Knowledge
     Guiding Inquiry: Students will apply their                     knowledge from the unit to complete an end of           unit assessment
     Forum: Q/Q/C/C/CoR (5.9)
     - Unit V Test - Reconnecting with Groups
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Unit V Notes
Developing Groups (Module 5.4)
Group Exclusion (Module 5.5)
Group Functions (Module 5.3)
Perspectives of Sociology (Module 5.1)
Sociological Groups (Module 5.2)
Unit V Assignments
Conformity and Deviance
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Conformity and Deviance
(Module 5.6)
Contributions of All
File Size: 156 kb
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Contributions of All
(Module 5.1)
Perspectives of Justice
File Size: 158 kb
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Perspectives of Justice
(Module 5.7)
Unit V Assessment
Grouping With Nature
Unit V Resources
UNICEF - Cyberbullying

Unit VI - Societal Constructs

 
Learning Objective: Students will be able to identify different social constructs and evaluate the impact that membership in a particular classification has on "environmental wellness" by completing a spatial analysis looking at attendance to natural areas, participation in outdoor activities, or Environmental Justice based concerns. 
End Product: Students will be comparing the relationship between different groups and their access to natural places and healthy environments. Through completing a spatial analysis using ArcGIS and Storymaps students will be looking at the differences (if any) between access, participation, and attendance to natural areas or activities on a local, state, or national level. This could be done through the lens of "Marginalized communities," "Environmental Justice," or a metric of the student's choosing. Students will decide the data metrics to further examine after completing classroom instruction in the different societal "categorizations" that are commonly used. They will then choose a further group to examine and look further at how that particular group of people interacts with the environment and/or is affected by the environment. Data will be collected, mapped, and shared using ArcGIS and Storymaps. 
Field Aspect: Learning experiences in different exhibits around the zoo
Week 6 - Difference in Experience
     (Feb 7- 11)
Module 6.1 - Societal Marginalization 
     Guiding Inquiry: How might someone's                         experience and access to the environment                 depend on societal standards?
     Forum: Intro to Social Constructs (6.1)
     Group Discussion: Disclaimer
     - Clearing the Air (Assignment)
     Group Discussion: Clearing the Air
Module 6.2 - A Class on Class
     Guiding Inquiry: What are social classes and how       do they they affect access to environmental               health?
     Forum: Truly the Same Access? (6.2)
     - Perspectives of Class (Notes)
​          + National Parks: Emblems of Democracy
     HW: Section 1 - Introducing the Social Construct
          + In StoryMap
Week 7 - Access to Spaces
     (Feb 14- 18)
     No School Feb 17-18 - P-T Conferences 
Module 6.3 - Gendered Spaces
     Guiding Inquiry: What are unique about the social       constructs of gender norms and how can they             have an impact about an individual's access to           wild places and a healthy environment?
     Forum: How Does it Connect? (6.3)
     Group Discussion: Gender in Conservation
     - Highlighting the Issue (Assignment)
          + UNEP: Promoting Gender Equality
          + Submission Form
     HW: Section 2 - Defining Research Scope
          + In StoryMap
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Week 8 - Spaces and Places
     (Feb 21- 25)
     No School Feb 21 - Presidents Day
Module 6.4 - Differing Perspectives
     Guiding Inquiry: How have people had different         relationship over time with the environment                 based on the social construct of race?
     Forum: Our "Need" to Categorize (6.4)
     - Black Faces, White Spaces (Assignment)
          + TedX - Whose Story Counts?
     - Restricted Movement (Assignment)
          + NYPL: The Green Book
          + History: The Green Book
​          + Smithsonian: The Green Book
Module 6.5 - Generational Divides
     Guiding Inquiry: How do different age groups             interact with the environment differently and is           there a "correct" way to?
     Forum: Need to Breath (6.5)
     - A Matter of Connection (Assignment)
          + Submission Form
     Group Discussion: A Matter of Connections
​     HW: Prepare for Section 3 - Have data ready to                 use for next class
Week 9 - Project Work Time
     (Feb 28- Mar 4)
     No School Mar 4 - Science Fair 
Module 6.6 - Student Work Day
     Guiding Inquiry: How do different social                       Constructs affect people's access to wild spaces       and healthy environments?
     Forum: Project Check-in (6.6)
​     - Inequality in Access (Unit VI Assessment)
Module 6.7 - StoryMap Refresher
     Guiding Inquiry: How do different social                       Constructs affect people's access to wild spaces       and healthy environments?
     Forum: Project Check-in (6.7)
​​     - Inequality in Access (Unit VI Assessment)
     - ArcGIS StoryMaps
Week 10 - Finish Project
     (Mar 7-11)
Module 6.8 - Finalize Project
     Guiding Inquiry: How do different social                       Constructs affect people's access to wild spaces       and healthy environments?
     Forum: Project Check-in (6.8)
​​     - Inequality in Access (Unit VI Assessment)
Module 6.9 - Presentation of Findings
     Guiding Inquiry: How do different social                       Constructs affect people's access to wild spaces       and healthy environments?
     Forum: Project Submission (6.9)
​     - Inequality in Access (Unit VI Assessment)
          + Rubric on Pg. 5
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Unit VI Notes
Perspectives of Class
File Size: 636 kb
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Perspectives of Class
(Module 6.2)
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Unit VI Assignment
A Matter of Connections
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A Matter of Connections
(Module 6.5)
Black Faces, White Spaces
File Size: 162 kb
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Black Faces, White Spaces
(Module 6.4)
Clearing the Air
File Size: 159 kb
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Clearing the Air
(Module 6.1)
Highlighting the Issue
File Size: 172 kb
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Highlighting the Issue
(Module 6.3)
Restricted Movement
File Size: 164 kb
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Restricted Movement
(Module 6.4)
Unit VI Assessment
Inequality in Access
Inequality in Access
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Unit VI Resources
America's State Parks
National Park Service Statistics

Unit VII - Utilizing the Cultural Perspectives of Others

 
Learning Objective: Students will be able to explain the different components of culture and how membership in different cultural groups can affect the beliefs and values of individuals towards the environment by conducting a case-study examination of a particular indigenous community to see how their concerns, beliefs, and values towards the environment differ than the concerns, beliefs, and values of popular culture in the United States. 
End Product: Select a Native American community somewhere in the United States and complete a cultural profile of that particular community. Students will be creating a story map that includes the location, and then information about the community's relationship with the environment, their unique cultural characteristics, their history, current issues the community faces, and so on. This project will be completed by conducting internet research and interviews with community members from a particular indigenous community within the United States. 
Field Aspect: Students will be conducting interviews with community members
Week 11 - Core Principles of Culture
     (Mar 21-25)
Module 7.1 - Principles of Culture
     Guiding Inquiry: What is culture and how can it           be recognized?
     Forum: Defining Culture (7.1)
     - Principles of Culture (Notes)
          + The Lost Culture of Whales
Module 7.2 - Multiple Perspectives
     Guiding Inquiry: Why is it important to take into           account multiple perspectives when approaching       a place-based issue?
     Forum: Decolonizing Mindsets (7.2)
          + Radi-Aid
     - Local Knowledge (Assignment)
          + TED Talk: Jimmy Nelson - Before They
          + Jimmy Nelson's Before They 
​
     Class Discussion: What We Lose
Week 12 - Movement of Culture
     (Mar 28-Apr 1)
Module 7.3 - The Global Culture
     Guiding Inquiry: How does culture move and how       might it be received as it does?
     Forum: Modern Movers (7.3)
     - Spreading Cultural Traits (Notes)
Module 7.4 - Diffusion Case Studies
     Guiding Inquiry: How does culture move and how       might it be received as it does?
     Forum: Ideas of Interest (7.4)
     - What Gets Around (Assignment)
     Class Discussion: Student Presentations
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Week 13 - Gather
     (Apr 4-8)
Module 7.5 - A Native Solution to a Global Issue
     Guiding Inquiry: How can land management               practices connected to cultural understandings           be used to help protect and preserve wild places       and spaces?
     Forum: Indigenous Rights (7.5)
     - Gather (Film)
Module 7.6 - A Native Solution to a Global Issue
     Guiding Inquiry: How can land management               practices connected to cultural understandings           be used to help protect and preserve wild places       and spaces?
     Forum: Importance of Cultural Sovereignty (7.6)
     - Gather (Film)
          + Develop Questions to Ask
Week 14 - Reaching out to Others
     (Apr 11-15)
     No School Apr 15 - Easter Break 
Module 7.7 - The Example of Others
     Guiding Inquiry: How can we use the examples         set by unique cultural groups to better                         understand larger global issues?
     Forum: Tribal Considerations (7.7)
          + Preliminary Research
          + National Archive: American Indian Records
          + Smithsonian National Museum of the                            American Indian
          +NCAI: Tribes
          + American Philosophical Society: Center for                 Native American and Indigenous Research
Module 7.8 - Project Research
     Guiding Inquiry: How can we use the examples         set by unique cultural groups to better                         understand larger global issues?
     Forum: Importance of a Name (7.8)
     - Understanding Cultural Teachings (Assessment)
          + Tribal Background
Week 15 - Native Teachings
     (Apr 18-22)
Module 7.9 - Project Research
     Guiding Inquiry: How can we use the examples         set by unique cultural groups to better                         understand larger global issues?
     Forum: Environmental Concerns (7.9)
     - Understanding Cultural Teachings (Assessment)
          + Cultural Connections
Module 7.10 - Project Research
     Guiding Inquiry: How can we use the examples         set by unique cultural groups to better                         understand larger global issues?
     Forum: Societal Connections (7.10)
     - Understanding Cultural Teachings (Assessment)
          + Environmental Concerns
Week 16 - Project Wrap-up
     (Apr 25-29)
     Special Event Apr 29 - ZO Presentations 
Module 7.11 - Project Presentations
     Guiding Inquiry: How can we use the examples         set by unique cultural groups to better                         understand larger global issues?
     Forum: Project Submission (7.11)
     - Understanding Cultural Teachings (Assessment)
          + Presentations
​     - Student Survey (Seniors only)
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Unit VII Notes
Principles of Culture
File Size: 1221 kb
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Spreading Cultural Traits
File Size: 1472 kb
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Unit VII Assignments
Local Knowledge
File Size: 164 kb
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Local Knowledge
(Module 7.2)
What Gets Around
File Size: 159 kb
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What Gets Around
(Module 7.3)
Unit VII Assessment
Understanding Cultural Teachings
Understanding Cultural Teachings
File Size: 220 kb
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Unit VII Resources
Jimmy Nelson - Before They

Unit VIII - Importance of Spending Time in Nature 

 
Learning Objective: Students will be looking at societal connections with the natural world and the species we share it with while looking at the importance of stewardship. 
End Product: Students will go through the process of setting goals of their own of what they want their relationship with nature to be and the justification (mentally and socially for it. Similar to building the mental health plan this will be something that the students are building for themselves but will be based in psychological and sociological principles. 
Field Aspect: Students will be out and about in the natural environment
Week 16 - Outdoor Health
     (May 2-6)
     Special Event May 5 - Senior Ceremony 
Module 8.1 - Last Child in the Wilderness
     Guiding Inquiry: What is your current                           relationship with the outdoors and what areas             can you improve on?
     Forum: Contemplate Your Outside Time (8.1)
          + TED Talk: Get Hooked on Nature
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Week 17 - Into the Wilderness
     (May 9-13)
Module 8.2 - A Surplus of Inside Time
     Guiding Inquiry: How are people affected                   mentally and physically from their disconnect with       nature and how can that be fixed?
     Forum: Barriers to Environmental Health (8.2)
     Class Discussion: Nature Deficit Disorder?
     - For your Health! (Assignment)
​          + Submission Form
Module 8.3 - Supertramp
     Guiding Inquiry: How can people break from               traditional norms in terms of societal organization       and "putting down roots?"
     Forum: Nomad or No? (8.3)
     - Share "For Your Health" Submissions
     Class Discussion: Into the Wild
     - #Vanlife (Assignment)
         - Van Life: How To
Week 18 - The Best Medicine
     (May 16-20)
Module 8.4 - Free From Worry
     Guiding Inquiry: What are the benefits of taking a       break and heading out into nature?
     Forum: A Mental Break (8.4)
     Class Discussion: Benefits of the Zoo
          + What are the Benefits of Fresh Air?
Module 8.5 - Making a Health Plan
     Guiding Inquiry: Why is it important for us as               social creature to connect, and disconnect, with         one another in wild places and spaces?
     Forum: More to Do? (8.6)
​     - Social Environmental Health (Assessment)
          + Submission Form
     - Student Survey
Week 19 - NAME
     (May 23-27)
     Last Day of School - May 25 
Module 8.6 - Name
     Guiding Inquiry: NAME
     Forum: NAME (8.7)
     - 
TED: Jane Goodall - How humans and animals         can live together   ​
​​     - 
Student Survey
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     Forum 3.1: Natural Education
     - TED: Jane Goodall - How humans and animals         can live together       ​​
          + 1 Page Reflection
​          + Develop 3 Discussion Questions
     Field Experience: Questioning Nature (Student                                        Choice)
Unit VIII Notes
Unit VIII Assignments
For Your Health
File Size: 156 kb
File Type: pdf
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For Your Health
(Module 8.2)
#VanLife
(Module 8.3)
Unit VIII Assessment
Social Environmental Health
File Size: 160 kb
File Type: pdf
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Submission Form
Unit VIII Resources

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