Now that you have a good understanding of a disorder, its prevalence and its symptoms, it is time to look at stigma and treatment.
What has surprised you in your research or in the posters you have looked at
What are some misconceptions that people have about mental disorders?
Can mental disorders be treated? How?
What are some misconceptions that people have about treating mental disorders?
Researching Psychology. A message from Ms Vance:
“YIS has JSTOR, which you can browse by subject, as well as basic and advanced searches of course. Here’s a link to the Psychology section of JSTOR, which you can search within exclusively. You’ve got access at school by IP address, but to use it at home, you have to create a personal account while you’re at school first.
EbscoHost – Science Reference Center database also has psychology resources, although they are likely easier to access if you look at the subject terms SRC uses before you start searching. Working with databases, as you know, can be frustrating when encountering them for more or less the first time. I would be DELIGHTED to come into your classes and train kids how to use them. 🙂
Same goes for History, economics and geography. They’ve been exposed to these databases as part of their PP but subject specific training on how to use them on a DP level would be very helpful for them.”
Summative assessment: In your same groups, you will create a short video on your disorder, answering a research question that you will create about either stigma, treatment or both
Your research question question must be:
informative to your audience
about a stigma or the possible treatment of your disorder, or both
focused about a subject that can be answered in the timeframe
relevant to your disorder
relevant to Japan
Possible ideas explaining:
stigma (in Japan)
multiple treatment options
how you can help in Japan
where people can go for help
Your video must clearly put the question in context and go on to answer it fully through:
Named case studies and academic research
Developing an understanding of the various issues facing the disorder
Where relevant, information about Japanese organizations helping people with the disorder
You will be given an OS map to conduct a feasibility study and produce an energy proposal for the map’s area. State what types of renewable energy would be suitable for the region, or what mix of these could be used, and the site where these could be employed.
Your product will be a hand drawn, annotated map on poster paper.
Your maps must include:
Scale (cannot be the same as on your map)
Elevation where relevant
Main physical features
Reference to map evidence
Information on the region
Climate and meteorological trends
Handwritten annotations of site for each type of renewable energy usage with:
Type of energy
Expected energy production
Statistics to support your choice
Short explanation of your decision
Graphs if necessary
Physical features that guided your decision
Any other relevant information that can support your answer.
I Hope you ahd a nice break. I will be absent today. Here is the work to be done:
Grade 9 C:
-Each group will put their podcast on the speakers, have the whole class listen and answer questions afterwards
-When done, you have the choice, as a class, to work individually on another class’ homework or watch the movie below
-Those of you who were supposed to present today will do so next class.
-Those of you who have already presented, please complete the self reflection box on your TSC
-When done, you have the choice to work individually on another class’ homework or watch the movie below
The next unit will be about energy production, consumption and conservation.
First, what is climate change?
What are green house gases?
What is the difference between climate change and the greenhouse effect?
In groups, answer the following questions. You will present your answers to the class.
Draw a labeled diagram (poster) explaining the functioning of the greenhouse effect, including the amount of incoming solar radiation absorbed and reflected in/by the atmosphere, clouds, the earth, ice and the ocean
Explain the main lines of the debate over the existence of climate change?
List the main (most abundant) greenhouse gases, where they come from and list their different level of “global warming potential”
What major human activities are the main causes of greenhouse gas increase? Explain each activity and the way it releases GHG
Which nations are the biggest GHG producers? Give a list of each nations and their main source of GHG production.
What does the WWF say about how you could become more energy efficient? Research a few other new technologies that can reduce domestic carbon footprint.
List the possible consequences of global temperature change in terms of:
Forestry and ecosystems
Extreme weather events.
If time, discuss the relationaship with GCC and the resource consumption game we played last class.