Florida Department of Education Psychology 2

Transcription

1 A Standards Alignment of 2016 To the Florida Department of Education Psychology 2 Course Code

2 STATE OF FLORIDA INSTRUCTIONAL MATERIALS ADOPTION STANDARDS ALIGNMENT COURSE STANDARDS/S (Form IM7) SUBJECT: Social Studies GRADE LEVEL: 9-12 COURSE TITLE: Psychology 2 COURSE CODE: SUBMISSION TITLE: Prentice Hall Psychology BID ID: 3168 PUBLISHER: Pearson publishing as Prentice Hall PUBLISHER ID: CODE ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting. TE only: Differentiated Instruction: English Language Learners, 13, 30, 71, 106, 126, 140, 164, 289, 319, 332, 353, 384, 390, 396, 420; Less Proficient Readers, 67, 143, 172, 198, 239, 272, 336, 386, 422, 446, What Every Student Should Know about Preparing Effective Oral Presentations 2. What Every Student Should Know about Practicing Peer Review ELD.K12.ELL.SS.1: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies. TE only: Differentiated Instruction: English Language Learners, 13, 30, 71, 106, 126, 140, 164, 289, 319, 332, 353, 384, 390, 396, 420; Less Proficient Readers, 67, 143, 172, 198, 239, 272, 336, 386, 422, 446, What Every Student Should Know about Preparing Effective Oral Presentations 2. What Every Student Should Know about Practicing Peer Review Page 2 of 47

3 CODE HE.912.C.2.4: Evaluate how public health policies and government regulations can influence health promotion and disease prevention. SE/TE: Consider Ethical Issues in Research, 25 26; Health and Personality, ; Biomedical Treatments and Issues in Treatment, ; Stress and Physical Health, ; Issues in Psychology, ; Psychology & Health Careers, LAFS.910.RH.1.1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. SE/TE: Practice Quiz, 15, 27, 34, 54, 67, 72, 101, 114, 134, 146, 158, 173, 185, 200, 210, 215, 220, 237, 243, 255, 276, 280, 295, 306, 324, 338, 358, 366, 394, 401, 417, 432, 454, 465, 485, 494; Chapter Summary, 35, 73, 115, 147, 187, 223, 257, 281, 307, 339, 367, 403, 433, 467, 495, What Every Student Should Know about Avoiding Plagiarism 6. What Every Student Should Know about Researching Online 9. What Every Student Should Know about Citing Sources with APA LAFS.910.RH.1.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. SE/TE: Practice Quiz, 15, 27, 34, 54, 67, 72, 101, 114, 134, 146, 158, 173, 185, 200, 210, 215, 220, 237, 243, 255, 276, 280, 295, 306, 324, 338, 358, 366, 394, 401, 417, 432, 454, 465, 485, 494; Test Yourself, 37, 75, 117, 149, 189, 259, 283, 309, 341, 405, 435, 469, 497, 517; also see: Chapter Summary, 35, 73, 115, 147, 187, 223, 257, 281, 307, 339, 367, 403, 433, 467, 495, 515; Concept Summary, 38 39, 76 77, , , , , , , , , , , , What Every Student Should Know about Researching Online Page 3 of 47

4 CODE LAFS.910.RH.2.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. SE/TE: Chapter Assessment: Vocabulary Review, 36, 74, 116, 148, 188, 224, 258, 282, 308, 340, 368, 404, 434, 468, 496, 516 TE only: Terms, 4, 16, 28, 42, 55, 68, 80, 102, 122, 135, 154, 159, 176, 194, 201, 211, 216, 230, 238, 244, 264, 277, 288, 296, 314, 325, 346, 359, 374, 395, 410, 418, 440, 455, 474, 486, 502 LAFS.910.RH.2.5: Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. SE/TE: Chapter Summary, 35, 73, 115, 147, 187, 223, 257, 281, 307, 339, 367, 403, 433, 467, 495, 515; Concept Summary, 38 39, 76 77, , , , , , , , , , , , LAFS.910.RH.2.6: Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. SE/TE: Students explore different theories in the following lessons: Classical Conditioning, ; Operant Conditioning, ; Collective Learning and Observational Learning, ; Theories of Language Acquisition, 219; Compare and Contrast Perspectives on Intelligence, ; Explain Major Theories of Motivation, ; Understand Personality Perspectives and Issues, LAFS.910.RH.3.7: Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. SE/TE: Statistics, 28 34; Analyze Graphs, 31, 32, 39, 52, 125, 128, 197, 212, 231, 298, 315, 327, 334, 350, 389, 482 TE only: Class Demonstration: Examine Statistics, 138; Class Demonstration (Frequency Distribution), 33 Page 4 of 47

5 CODE LAFS.910.RH.3.8: Assess the extent to which the reasoning and evidence in a text support the author s claims. SE/TE: Chapter Assessment, 36, 74, 116, 148, 188, 224, 258, 282, 308, 340, 368, 404, 434, 468, 496, 516 LAFS.910.RH.3.9: Compare and contrast treatments of the same topic in several primary and secondary sources. SE/TE: Students explore different theories in the following lessons: Classical Conditioning, ; Operant Conditioning, ; Collective Learning and Observational Learning, ; Theories of Language Acquisition, 219; Compare and Contrast Perspectives on Intelligence, ; Explain Major Theories of Motivation, ; Understand Personality Perspectives and Issues, What Every Student Should Know about Researching Online LAFS.910.SL.1.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9 10 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. SE/TE: Student Voice Questions appear throughout the text. For examples see: 6, 25, 46, 58, 95, 1126, 163, 194, 201, 213, 234, 236, 270, 278, 314, 320, 327, 333, 352, 355, 360, 364, 377, 381, 388, 395, 419, 426, 429, 440, 445, 448, 451, 474, 477, 492 TE only: Class Discussion, 156, 180, 205, 233, 248, 323, 379, 411, 414, 428, 442, 453, 456, 458, 459, 460, 462, 476; Explore: Discussion, 139; Class Demonstration: Discussion, 24, 46, 60, 172, 174, 246, 295, 354; Debate, 5, 123, 133, 143, 300, 356; Discuss the Student Voice Question (examples), 9, 20, 29, 43, 81, 90, 92, 140, 160, 203, 232, 248, 293, 317, 365, 376, 393, 444, 477, 492; Extend the Discussion (examples), 21, 25, 45, 59, 107, 129, 138, 182, 220, 321, 385, What Every Student Should Know about Practicing Peer Review Page 5 of 47

6 CODE LAFS.910.SL.1.1.a: a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, wellreasoned exchange of ideas. SE/TE: Student Voice Questions appear throughout the text. For examples see: 6, 25, 46, 58, 95, 1126, 163, 194, 201, 213, 234, 236, 270, 278, 314, 320, 327, 333, 352, 355, 360, 364, 377, 381, 388, 395, 419, 426, 429, 440, 445, 448, 451, 474, 477, 492 TE only: Class Discussion, 156, 180, 205, 233, 248, 323, 379, 411, 414, 428, 442, 453, 456, 458, 459, 460, 462, 476; Discuss the Student Voice Question (examples), 9, 20, 29, 43, 81, 90, 92, 140, 160, 203, 232, 248, 293, 317, 365, 376, 393, 444, 477, 492; Extend the Discussion (examples), 21, 25, 45, 59, 107, 129, 138, 182, 220, 321, 385, 392 LAFS.910.SL.1.1.b: b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. SE/TE: Student Voice Questions appear throughout the text. For examples see: 6, 25, 46, 58, 95, 1126, 163, 194, 201, 213, 234, 236, 270, 278, 314, 320, 327, 333, 352, 355, 360, 364, 377, 381, 388, 395, 419, 426, 429, 440, 445, 448, 451, 474, 477, 492 TE only: Class Discussion, 156, 180, 205, 233, 248, 323, 379, 411, 414, 428, 442, 453, 456, 458, 459, 460, 462, 476; Explore: Discussion, 139; Class Demonstration: Discussion, 24, 46, 60, 172, 174, 246, 295, 354; Debate, 5, 123, 133, 143, 300, 356; Discuss the Student Voice Question (examples), 9, 20, 29, 43, 81, 90, 92, 140, 160, 203, 232, 248, 293, 317, 365, 376, 393, 444, 477, 492; Extend the Discussion (examples), 21, 25, 45, 59, 107, 129, 138, 182, 220, 321, 385, What Every Student Should Know about Practicing Peer Review Page 6 of 47

7 CODE LAFS.910.SL.1.1.c: c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. SE/TE: Student Voice Questions appear throughout the text. For examples see: 6, 25, 1126, 163, 194, 201, 213, 234, 236, 270, 278, 314, 352, 355, 360, 364, 377, 381, 388, 426, 429, 440, 445, 448, 451, 474, 477, 492 TE only: Class Discussion, 156, 180, 205, 233, 248, 323, 379, 411, 414, 428, 442, 453, 456, 458, 459, 460, 462, 476; Discuss the Student Voice Question (examples), 9, 20, 29, 43, 81, 90, 92, 140, 160, 203, 232, 248, 293, 317, 365, 376, 393, 444, 477, 492; Extend the Discussion (examples), 21, 25, 45, 59, 107, 129, 138, 182, 220, 321, 385, 392 LAFS.910.SL.1.1.d: d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. SE/TE: Student Voice Questions appear throughout the text. For examples see: 6, 25, 46, 58, 95, 1126, 163, 194, 201, 213, 234, 236, 327, 333, 352, 355, 360, 364, 377, 381, 388, 395, 419, 426, 429, 440, 492 TE only: Class Discussion, 156, 180, 205, 233, 248, 323, 379, 411, 414, 428, 442, 453, 456, 458, 459, 460, 462, 476; Explore: Discussion, 139; Class Demonstration: Discussion, 24, 46, 60, 172, 174, 246, 295, 354; Debate, 5, 123, 133, 143, 300, 356; Discuss the Student Voice Question (examples), 9, 20, 29, 43, 81, 90, 92, 140, 160, 203, 232, 248, 293, 317, 365, 376, 393, 444, 477, 492; Extend the Discussion (examples), 21, 25, 45, 59, 107, 129, 138, 182, 220, 321, 385, What Every Student Should Know about Practicing Peer Review Page 7 of 47

8 CODE LAFS.910.SL.1.2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. SE/TE: Analyze Graphs, 31, 32, 39, 52, 125, 128, 197, 212, 231, 298, 315, 327, 334, 350, 389, 482; Diagrams, 44, 47, 49, 50, 59, 60, 61, 63, 65, 85, 92, 93, 96, 97, 132, 289; Charts/Tables (examples), 46, 178, 206, 233, 279, 331, 332, 378, 387, 415, 449, 456; Concept Summary, 38 39, 76 77, , , , , , , , , , , , What Every Student Should Know about Researching Online LAFS.910.SL.1.3: Evaluate a speaker s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. TE only: Students can use the following activities to fulfill this objective: Explore: Debate the Use of Animals in Research, 27; Is Television Bad for Children? (research and defend a position), 173; Class Demonstration: Debate, 5, 123, 133, 143, 300, 356; Create a PSA Commercial, 140; Take a Stand, 71; Explore Advertisements, 145; Class Activity: Debating Acculturation, 267; Class Debate, 321, 327; Critical Thinking: Debate Topics, 113, 333 LAFS.910.SL.2.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. SE/TE: Chapter Assessment: Psychology Project, 36, 224, 258, 308, 368, 434, 516 TE only: What Every Student Should Know About: Preparing Effective Oral Presentation, 118, 342, 470; Class Demonstration, 6, 9, 11, 12, 20, 45, 103, 108; Debate, 5, 123, 133, 143, 300, What Every Student Should Know about Preparing Effective Oral Presentations Page 8 of 47

9 CODE LAFS.910.SL.2.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. SE/TE: Chapter Assessment: Psychology Project, 36, 224, 258, 308, 368, 434, 516 TE only: What Every Student Should Know About: Preparing Effective Oral Presentation, 118, 342, 470; Creating a Portfolio, 150, 310, 436; Create a PSA Commercial, 140 LAFS.910.SL.2.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. SE/TE: Chapter Assessment: Psychology Project, 36, 74, 116, 148, 188, 224, 258, 282, 308, 340, 368, 404, 434, 468, 496, 516 TE only: What Every Student Should Know About: Preparing Effective Oral Presentation, 118, 342, 470; Discussion, 24, 46, 60, 172, 174, 246, 295, 354; Class Demonstration, 6, 9, 11, 12, 20, 45, 103, 108; Debate, 5, 123, 133, 143, 300, What Every Student Should Know about Preparing Effective Oral Presentations LAFS.910.WHST.1.1: Write arguments focused on discipline-specific content. TE only: Students can use argumentative writing to complete the following assignments: Explore: Debate the Use of Animals in Research, 27; Is Television Bad for Children? (research and defend a position), 173; Class Demonstration: Debate, 5, 123, 133, 143, 300, 356; Create a PSA Commercial, 140; Take a Stand, 71; Explore Advertisements, 145; Class Activity: Debating Acculturation, 267; Class Debate, 321, 327; Critical Thinking: Debate Topics, 113, What Every Student Should Know about Writing Across the Curriculum Page 9 of 47

10 CODE LAFS.910.WHST.1.1.a: a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. TE only: Students can use argumentative writing to complete the following assignments: Explore, 27, 173; Class Demonstration, 5, 71, 123, 133, 140, 143, 145, 300, 356; Class Activity, 267; Class Debate, 321, 327; Critical Thinking, 113, 333 LAFS.910.WHST.1.1.b: b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a disciplineappropriate form and in a manner that anticipates the audience s knowledge level and concerns. TE only: Students can use argumentative writing to complete the following assignments: Explore, 27, 173; Class Demonstration, 5, 71, 123, 133, 140, 143, 145, 300, 356; Class Activity, 267; Class Debate, 321, 327; Critical Thinking, 113, 333 Page 10 of 47

11 CODE LAFS.910.WHST.1.1.c: c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. TE only: Students can use argumentative writing to complete the following assignments: Explore: Debate the Use of Animals in Research, 27; Is Television Bad for Children? (research and defend a position), 173; Class Demonstration: Debate, 5, 123, 133, 143, 300, 356; Create a PSA Commercial, 140; Take a Stand, 71; Explore Advertisements, 145; Class Activity: Debating Acculturation, 267; Class Debate, 321, 327; Critical Thinking: Debate Topics, 113, 333 LAFS.910.WHST.1.1.d: d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. TE only: Students can use argumentative writing to complete the following assignments: Explore, 27, 173; Class Demonstration, 5, 71, 123, 133, 140, 143, 145, 300, 356; Class Activity, 267; Class Debate, 321, 327; Critical Thinking, 113, 333 LAFS.910.WHST.1.1.e: e. Provide a concluding statement or section that follows from or supports the argument presented. TE only: Students can use argumentative writing to complete the following assignments: Explore: Debate the Use of Animals in Research, 27; Is Television Bad for Children? (research and defend a position), 173; Class Demonstration: Debate, 5, 123, 133, 143, 300, 356; Create a PSA Commercial, 140; Take a Stand, 71; Explore Advertisements, 145; Class Activity: Debating Acculturation, 267; Class Debate, 321, 327; Critical Thinking: Debate Topics, 113, 333 Page 11 of 47

12 CODE LAFS.910.WHST.1.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. TE only: Students can use argumentative writing to complete the following assignments: Explore, 27, 173; Class Demonstration, 5, 71, 123, 133, 140, 143, 145, 300, 356; Class Activity, 267; Class Debate, 321, 327; Critical Thinking, 113, 333 LAFS.910.WHST.1.2.a: a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. TE only: Students can use argumentative writing to complete the following assignments: Explore: Debate the Use of Animals in Research, 27; Is Television Bad for Children? (research and defend a position), 173; Class Demonstration: Debate, 5, 123, 133, 143, 300, 356; Create a PSA Commercial, 140; Take a Stand, 71; Explore Advertisements, 145; Class Activity: Debating Acculturation, 267; Class Debate, 321, 327; Critical Thinking: Debate Topics, 113, 333 Page 12 of 47

13 CODE LAFS.910.WHST.1.2.b: b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. SE/TE: Chapter Assessment: Essay Question, 36, 74, 116, 148, 188, 224, 258, 282, 308, 340, 368, 404, 434, 468, 496, 516 TE only: Explore: Writing About Heredity, 69; Writing About Phobias, 199; Class Demonstration: Writing About Graphs, 31; Writing About Hormone Imbalances, 50; Critical Thinking: Writing About Psychology, 8, 25, 416, 423; Writing About Dreaming, 132; Writing About Personal Fables, 177; Writing About Bilingualism, 217; Writing About Insight, 319; What Every Student Should Know About: Avoiding Plagiarism, 190, What Every Student Should Know about Writing Across the Curriculum LAFS.910.WHST.1.2.c: c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. SE/TE: Opportunities to address this objective may be found with the following: Chapter Assessment: Essay Question, 36, 74, 116, 148, 188, 224, 258, 282, 308, 340, 368, 404, 434, 468, 496, 516 TE only: Explore: Writing About Heredity, 69; Writing About Phobias, 199; Class Demonstration: Writing About Graphs, 31; Writing About Hormone Imbalances, 50; Critical Thinking: Writing About Psychology, 8, 25, 416, 423; Writing About Dreaming, 132; Writing About Personal Fables, 177; Writing About Bilingualism, 217; Writing About Insight, 319; What Every Student Should Know About: Avoiding Plagiarism, 190, 370 Page 13 of 47

14 CODE LAFS.910.WHST.1.2.d: d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. SE/TE: Opportunities to address this objective may be found with the following: Chapter Assessment: Essay Question, 36, 74, 116, 148, 188, 224, 258, 282, 308, 340, 368, 404, 434, 468, 496, 516 LAFS.910.WHST.1.2.e: e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. SE/TE: Opportunities to address this objective may be found with the following: Chapter Assessment: Essay Question, 36, 74, 116, 148, 188, 224, 258, 282, 308, 340, 368, 404, 434, 468, 496, 516 Page 14 of 47

15 CODE LAFS.910.WHST.1.2.f: f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). SE/TE: Opportunities to address this objective may be found with the following: Chapter Assessment: Essay Question, 36, 74, 116, 148, 188, 224, 258, 282, 308, 340, 368, 404, 434, 468, 496, 516 TE only: Explore: Writing About Phobias, 199; Class Demonstration: Writing About Hormone Imbalances, 50; Critical Thinking: Writing About Psychology, 8, 25, 416, 423; Writing About Dreaming, 132; Writing About Personal Fables, What Every Student Should Know About: Avoiding Plagiarism, 190, 370 LAFS.910.WHST.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. SE/TE: Opportunities to address this objective may be found with the following: Chapter Assessment: Essay Question, 36, 74, 116, 148, 188, 224, 258, 282, 308, 340, 368, 404, 434, 468, 496, 516 LAFS.910.WHST.2.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. SE/TE: Opportunities to address this objective may be found with the following: Chapter Assessment: Essay Question, 36, 74, 116, 148, 188, 224, 258, 282, 308, 340, 368, 404, 434, 468, 496, 516 Page 15 of 47

16 CODE LAFS.910.WHST.2.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology s capacity to link to other information and to display information flexibly and dynamically. SE/TE: Chapter Assessment: Essay Question, 36, 74, 116, 148, 188, 224, 258, 282, 308, 340, 368, 404, 434, 468, 496, 516 TE only: Examples of writing activities in the Teacher s Edition: Explore: Writing About Heredity, 69; Writing About Phobias, 199; Class Demonstration: Writing About Graphs, 31; Writing About Hormone Imbalances, 50; Critical Thinking, 8, 25, 132, 177, 217, 416, What Every Student Should Know about Writing Across the Curriculum LAFS.910.WHST.3.7: Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. SE/TE: Chapter Assessment: Essay Question, 36, 74, 116, 148, 188, 224, 258, 282, 308, 340, 368, 404, 434, 468, 496, 516 TE only: Examples of writing activities in the Teacher s Edition: Explore: Writing About Heredity, 69; Writing About Phobias, 199; Class Demonstration: Writing About Graphs, 31; Writing About Hormone Imbalances, 50 Page 16 of 47

17 CODE LAFS.910.WHST.3.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. SE/TE: For related material see: Chapter Assessment: Essay Question, 36, 74, 116, 148, 188, 224, 258, 282, 308, 340, 368, 404, 434, 468, 496, 516 TE only: Class Demonstration: Create a PSA Commercial, 140; Explore: Using Information from the Internet (examples), 5, 7, 10, 13, 14, 19, 83, 84, 87, 91, 95, 105,109, 112, 157, 160, 163, 167, 184, 299, 301, 305, 330, 350, 355, 441, 443, 484, 493, 512; What Every Student Should Know About: Doing Online Research, 406, 498; Evaluating Internet Sights, What Every Student Should Know about Creating A Portfolio 6. What Every Student Should Know about Researching Online LAFS.910.WHST.3.9: Draw evidence from informational texts to support analysis, reflection, and research. SE/TE: Tech Alternative and Psychology Project, 36, 74, 116, 148, 188, 224, 258, 282, 308, 340, 368, 404, 434, 468, 496, 516 TE only: What Every Student Should Know About: Doing Online Research, 406, 498; Internet Resources, 36, 74, 116, 148, 188, 224, 258, 282, 308, 340, 368, 404, 434, 468, 496, 516; Explore: Evaluating Internet Sights, 33; Using Information from the Internet, 5, 7, 10, 13, 14, 19, 43, 45, 48, 53, 63, 66, 83, 84, 87, 91, 95, 105,109, 112, 125, 126, 136, 141, 155, 157, 160, 163, 167, 184, 207, 213, 235, 241, 275, 299, 301, 305, 330, 350, 355, 360, 375, 378, 381, 392, 393, 397, 415, 422, 426, 441, 443, 447, 449, 479, 484, 493, What Every Student Should Know about Researching Online Page 17 of 47

18 CODE LAFS.910.WHST.4.10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences. SE/TE: Tech Alternative and Psychology Project, 36, 74, 116, 148, 188, 224, 258, 282, 308, 340, 368, 404, 434, 468, 496, 516 TE only: What Every Student Should Know About: Doing Online Research, 406, 498; Internet Resources, 36, 74, 116, 148, 188, 224, 258, 282, 308, 340, 368, 404, 434, 468, 496, 516; Explore: Evaluating Internet Sights, 33; Using Information from the Internet, 5, 7, 10, 13, 14, 19, 43, 45, 48, 53, 63, 66, 83, 84, 87, 91, 95, 105,109, 112, 125, 126, 136, 141, 155, 157, 160, 163, 167, 184, 207, 213, 235, 241, 275, 299, 301, 305, 330, 350, 355, 360, 375, 378, 381, 392, 393, 397, 415, 422, 426, 441, 443, 447, 449, 479, 484, 493, What Every Student Should Know about Researching Online MAFS.912.S-IC.2.3: Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each. SE/TE: Chapter Assessment: Essay Question, 36, 74, 116, 148, 188, 224, 258, 282, 308, 340, 368, 404, 434, 468, 496, 516 MAFS.912.S-IC.2.4: Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling. SE/TE: Chapter Assessment: Essay Question, 36, 74, 116, 148, 188, 224, 258, 282, 308, 340, 368, 404, 434, 468, 496, 516 TE only: Examples of writing activities in the Teacher s Edition: Explore: Writing About Heredity, 69; Writing About Phobias, 199; Class Demonstration: Writing About Graphs, 31; Writing About Hormone Imbalances, 50; Critical Thinking, 8, 25, 132, 177, 217, 416, What Every Student Should Know about Writing Across the Curriculum Page 18 of 47

19 CODE MAFS.912.S-IC.2.5: Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant. SE/TE: Statistics, 28 34; Analyze Graphs, 31, 32, 39, 52, 125, 128, 197, 212, 231, 298, 315, 327, 334, 350, 389, 482 TE only: Class Demonstration: Examine Statistics, 138; Class Demonstration (Frequency Distribution), 33 MAFS.912.S-IC.2.6: Evaluate reports based on data. SE/TE: Statistics, 28 34; Analyze Graphs, 31, 32, 39, 52, 125, 128, 197, 212, 231, 298, 315, 327, 334, 350, 389, 482 TE only: Class Demonstration: Examine Statistics, 138; Class Demonstration (Frequency Distribution), 33 MAFS.912.S-ID.1.2: Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets. SE/TE: Statistics, 28 34; Analyze Graphs, 31, 32, 39, 52, 125, 128, 197, 212, 231, 298, 315, 327, 334, 350, 389, 482 TE only: Class Demonstration: Examine Statistics, 138; Class Demonstration (Frequency Distribution), 33 MAFS.912.S-ID.1.3: Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers). TE only: Differentiated Instruction: English Language Learners, 13, 30, 71, 106, 126, 140, 164, 289, 319, 332, 353, 384, 390, 396, 420; Less Proficient Readers, 67, 143, 172, 198, 239, 272, 336, 386, 422, 446, What Every Student Should Know about Preparing Effective Oral Presentations 2. What Every Student Should Know about Practicing Peer Review Page 19 of 47

20 CODE MAFS.912.S-ID.1.4: Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve. TE only: Differentiated Instruction: English Language Learners, 13, 30, 71, 106, 126, 140, 164, 289, 319, 332, 353, 384, 390, 396, 420; Less Proficient Readers, 67, 143, 172, 198, 239, 272, 336, 386, 422, 446, What Every Student Should Know about Preparing Effective Oral Presentations 2. What Every Student Should Know about Practicing Peer Review Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. SE/TE: Consider Ethical Issues in Research, 25 26; Health and Personality, ; Biomedical Treatments and Issues in Treatment, ; Stress and Physical Health, ; Issues in Psychology, ; Psychology & Health Careers, MAFS.912.S-ID.2.6: Page 20 of 47

21 CODE MAFS.912.S-ID.2.6.a: a. Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function suggested by the context. Emphasize linear, and exponential models. SE/TE: Practice Quiz, 15, 27, 34, 54, 67, 72, 101, 114, 134, 146, 158, 173, 185, 200, 210, 215, 220, 237, 243, 255, 276, 280, 295, 306, 324, 338, 358, 366, 394, 401, 417, 432, 454, 465, 485, 494; Chapter Summary, 35, 73, 115, 147, 187, 223, 257, 281, 307, 339, 367, 403, 433, 467, 495, What Every Student Should Know about Avoiding Plagiarism 6. What Every Student Should Know about Researching Online 9. What Every Student Should Know about Citing Sources with APA MAFS.912.S-ID.2.6.b: b. Informally assess the fit of a function by plotting and analyzing residuals. SE/TE: Practice Quiz, 15, 27, 34, 54, 67, 72, 101, 114, 134, 146, 158, 173, 185, 200, 210, 215, 220, 237, 243, 255, 276, 280, 295, 306, 324, 338, 358, 366, 394, 401, 417, 432, 454, 465, 485, 494; Test Yourself, 37, 75, 117, 149, 189, 259, 283, 309, 341, 405, 435, 469, 497, 517; also see: Chapter Summary, 35, 73, 115, 147, 187, 223, 257, 281, 307, 339, 367, 403, 433, 467, 495, 515; Concept Summary, 38 39, 76 77, , , , , , , , , , , , What Every Student Should Know about Researching Online MAFS.912.S-ID.2.6.c: c. Fit a linear function for a scatter plot that suggests a linear association. SE/TE: Chapter Assessment: Vocabulary Review, 36, 74, 116, 148, 188, 224, 258, 282, 308, 340, 368, 404, 434, 468, 496, 516 TE only: Terms, 4, 16, 28, 42, 55, 68, 80, 102, 122, 135, 154, 159, 176, 194, 201, 211, 216, 230, 238, 244, 264, 277, 288, 296, 314, 325, 346, 359, 374, 395, 410, 418, 440, 455, 474, 486, 502 Page 21 of 47

22 CODE MAFS.912.S-ID.3.7: Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data. SE/TE: Chapter Summary, 35, 73, 115, 147, 187, 223, 257, 281, 307, 339, 367, 403, 433, 467, 495, 515; Concept Summary, 38 39, 76 77, , , , , , , , , , , , MAFS.912.S-ID.3.8: Compute (using technology) and interpret the correlation coefficient of a linear fit. SE/TE: Students explore different theories in the following lessons: Classical Conditioning, ; Operant Conditioning, ; Collective Learning and Observational Learning, ; Theories of Language Acquisition, 219; Compare and Contrast Perspectives on Intelligence, ; Explain Major Theories of Motivation, ; Understand Personality Perspectives and Issues, Distinguish between correlation and causation. SE/TE: Statistics, 28 34; Analyze Graphs, 31, 32, 39, 52, 125, 128, 197, 212, 231, 298, 315, 327, 334, 350, 389, 482 TE only: Class Demonstration: Examine Statistics, 138; Class Demonstration (Frequency Distribution), 33 MAFS.912.S-ID.3.9: Page 22 of 47

23 CODE Make sense of problems and persevere in solving them. SE/TE: Chapter Assessment, 36, 74, 116, 148, 188, 224, 258, 282, 308, 340, 368, 404, 434, 468, 496, 516 MAFS.K12.MP.1.1: Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or Page 23 of 47

24 CODE (Continued) change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, Does this make sense? They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Page 24 of 47

25 CODE MAFS.K12.MP.3.1: Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. SE/TE: Students explore different theories in the following lessons: Classical Conditioning, ; Operant Conditioning, ; Collective Learning and Observational Learning, ; Theories of Language Acquisition, 219; Compare and Contrast Perspectives on Intelligence, ; Explain Major Theories of Motivation, ; Understand Personality Perspectives and Issues, What Every Student Should Know about Researching Online Page 25 of 47

26 CODE (Continued) Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and if there is a flaw in an argument explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Page 26 of 47

27 CODE MAFS.K12.MP.6.1: Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. SE/TE: Student Voice Questions appear throughout the text. For examples see: 6, 25, 46, 58, 95, 1126, 163, 194, 201, 213, 234, 236, 270, 278, 314, 320, 327, 333, 352, 355, 360, 364, 377, 381, 388, 395, 419, 426, 429, 440, 445, 448, 451, 474, 477, 492 TE only: Class Discussion, 156, 180, 205, 233, 248, 323, 379, 411, 414, 428, 442, 453, 456, 458, 459, 460, 462, 476; Explore: Discussion, 139; Class Demonstration: Discussion, 24, 46, 60, 172, 174, 246, 295, 354; Debate, 5, 123, 133, 143, 300, 356; Discuss the Student Voice Question (examples), 9, 20, 29, 43, 81, 90, 92, 140, 160, 203, 232, 248, 293, 317, 365, 376, 393, 444, 477, 492; Extend the Discussion (examples), 21, 25, 45, 59, 107, 129, 138, 182, 220, 321, 385, What Every Student Should Know about Practicing Peer Review Page 27 of 47

28 CODE SS.912.P.10.1: Define culture and diversity. SE/TE: Describe Culture and Diversity, SS.912.P.10.10: Discuss psychological research examining gender similarities and differences and the impact of gender discrimination. SE/TE: Describe Gender Differences, MyPsychLab Simulations Gender and Sexuality Survey SS.912.P.10.11: Discuss the psychological research on gender and how the roles of women and men in societies are perceived. SE/TE: Compare and Contrast Two Theories of Gender-Role Development, MyPsychLab Simulations Gender and Sexuality Survey SS.912.P.10.12: Examine how perspectives affect stereotypes and treatment of minority and majority groups in society. SE/TE: Explain How Privilege and Social Power Structures Relate to Stereotypes, Prejudice, and Discrimination, In the Real World: Are Stereotypes and Prejudices Inevitable?: Defining Prejudice SS.912.P.10.13: Discuss psychological research examining differences in individual cognitive and physical abilities. SE/TE: Describe Gender Differences, MyPsychLab Simulations Gender and Sexuality Survey Page 28 of 47

29 CODE SS.912.P.10.14: Examine societal treatment of people with disabilities and the effect of treatment by others on individual identity/status. SE/TE: For related material see: Explain How Privilege and Social Power Structures Relate to Stereotypes, Prejudice, and Discrimination, TE only: Preventing Hearing Impairment, 93; Class Demonstration, 97; Class Discussion, 220 The Basics: Under the Influence of Others The Basics: Under the Influence of Others: Deciding to Help SS.912.P.10.2: SS.912.P.10.3: Identify how cultures change over time and vary within nations and internationally. Discuss the relationship between culture and conceptions of self and identity. SE/TE: Explain How Cultures Varies Across Time and Place, The Basics: Under the Influence of Others The Basics: Under the Influence of Others: Deciding to Help SE/TE: Outline How Culture Influences Our Conceptions of Self and Identity, 268 SS.912.P.10.4: Discuss psychological research examining race and ethnicity. SE/TE: Describe the Major Areas of Cross-Cultural Psychology Research, SS.912.P.10.5: Discuss psychological research examining socioeconomic status. SE/TE: Explain Psychological Research that Examining Socioeconomic Status, 274 Page 29 of 47

30 CODE SS.912.P.10.6: Discuss how privilege and social power structures relate to stereotypes, prejudice, and discrimination. SE/TE: Explain How Privilege and Social Power Structures Relate to Stereotypes, Prejudice, and Discrimination, SS.912.P.10.7: Discuss psychological research examining gender identity. SE/TE: Define Gender and Discuss the Development of Gender Roles, 277 Travis: Gender Dysphonia SS.912.P.10.8: Discuss psychological research examining diversity in sexual orientation. SE/TE: Learn About Sexual Behavior and Orientation, Travis: Gender Dysphonia Compare and contrast gender identity and sexual orientation. SE/TE: Define Gender and Discuss the Development of Gender Roles, 277; Sexual Orientation, 355 MyPsychLab Simulations Gender and Sexuality Survey SS.912.P.10.9: Page 30 of 47

31 CODE SS.912.P.13.1: Discuss intelligence as a general factor. SE/TE: Explain Intelligence as a General Factor, 325 MyPsychLab Simulations What is Intelligence? The Basics: Theories of Intelligence SS.912.P.13.2: Discuss alternative conceptualizations of intelligence. SE/TE: Describe Alternative Conceptualizations of Intelligence, 326 Gardner s Theory of Intelligence The Basics: Theories of Intelligence SS.912.P.13.3: Describe the extremes of intelligence. SE/TE: Describe the Extremes of Intelligence, MyPsychLab Simulations What is Intelligence? SS.912.P.13.4: Discuss the history of intelligence testing, including historical use and misuse in the context of fairness. SE/TE: Explain the History of Intelligence Testing, Including Historical Use and Misuse in the Context of Fairness, 330 The History of Intelligence Testing: Binet and Terman Intelligence Testing: Then and Now Page 31 of 47

32 CODE SS.912.P.13.5: Identify current methods of assessing human abilities. SE/TE: Describe Current Methods of Assessing Human Abilities, 331 The History of Intelligence Testing: Binet and Terman Intelligence Testing: Then and Now SS.912.P.13.6: Identify measures of and data on reliability and validity for intelligence test scores. SE/TE: Identify Measures of and Data on Reliability and Validity for Intelligence Test Scores, The History of Intelligence Testing: Binet and Terman Intelligence Testing: Then and Now SS.912.P.13.7: Discuss issues related to the consequences of intelligence testing. SE/TE: Explain Issues Related to the Consequences of Intelligence Testing, 335 Discuss the influences of biological, cultural, and environmental factors on intelligence. SE/TE: Describe the Influences of Biological, Cultural, and Environmental Factors on Intelligence, SS.912.P.13.8: Page 32 of 47

33 CODE SS.912.P.14.1: Explain biologically based theories of motivation. SE/TE: Understand Biologically Based Theories of Motivation, MyPsychLab Simulations What Motivates You? The Basics: Theories of Emotion and Motivation SS.912.P.14.2: Explain cognitively based theories of motivation. SE/TE: Learn About Cognitively Based Theories of Motivation, The Basics: Theories of Emotion and Motivation SS.912.P.14.3: Explain humanistic theories of motivation. SE/TE: Discuss Humanistic Theories of Motivation, Maslow s Hierarchy of Needs The Basics: Theories of Emotion and Motivation SS.912.P.14.4: Explain the role of culture in human motivation. SE/TE: Describe Motivated Behaviors, Discuss eating behavior. SE/TE: Understand Eating Behavior and the Influence of Culture, SS.912.P.14.5: Student Resources: MyPsychLab Brain Hunger and Eating Page 33 of 47

34 CODE SS.912.P.14.6: Discuss sexual behavior and orientation. SE/TE: Learn About Sexual Behavior and Orientation, SS.912.P.14.7: Discuss achievement motivation. SE/TE: Understand Achievement Motivation, SS.912.P.14.8: Discuss other ways in which humans and non-human animals are motivated. SE/TE: Describe Other Ways in which Humans and Nonhuman Animals are Motivated, SS.912.P.15.1: Explain the biological and cognitive components of emotion. SE/TE: Identify the Biological and Cognitive Components of Emotion, SS.912.P.15.2: Discuss psychological research on basic human emotions. SE/TE: Describe Research and Theories of Emotional Experience, Three Theories of Emotion SS.912.P.15.3: Differentiate among theories of emotional experience. SE/TE: Describe Research and Theories of Emotional Experience, SS.912.P.15.4: Explain how biological factors influence emotional interpretation and expression. SE/TE: Describe Research and Theories of Emotional Experience, Page 34 of 47

35 CODE SS.912.P.15.5: Explain how culture and gender influence emotional interpretation and expression. SE/TE: Explain how Culture, Environment, and Gender Influences Emotional Expression, Interpretation, and Behavior, SS.912.P.15.6: Explain how other environmental factors influence emotional interpretation and expression. SE/TE: Describe Research and Theories of Emotional Experience, SS.912.P.15.7: Identify biological and environmental influences on the expression experience of negative emotions, such as fear. SE/TE: Describe Research and Theories of Emotional Experience, SS.912.P.15.8: Identify biological and environmental influences on the expression and experience of positive emotions, such as happiness. SE/TE: Describe Research and Theories of Emotional Experience, SS.912.P.2.1: Describe the scientific method and its role in psychology. SE/TE: Describe the scientific method and How It Is Applied to Psychology, Page 35 of 47

36 CODE SS.912.P.2.10: Interpret graphical representations of data as used in both quantitative and qualitative methods. SE/TE: Interpret Graphical Representations of Data, SS.912.P.2.11: Explain other statistical concepts, such as statistical significance and effect size. SE/TE: Define Correlation Coefficients and Explain How They Are Interpreted, 33; Explain Inferential Statistics, 33 SS.912.P.2.12: Explain how validity and reliability of observations and measurements relate to data analysis. SE/TE: Explain How Validity and Reliability Relate to Data Analysis, SS.912.P.2.2: Describe and compare a variety of quantitative (e.g., surveys, correlations, experiments) and qualitative (e.g., interviews, narratives, focus groups) research methods. SE/TE: Describe and Compare the Various Research Methods, Research Methods MyPsychLab Simulations Participating in a Research Survey SS.912.P.2.3: Define systematic procedures used to improve the validity of research findings, such as external validity. SE/TE: Define Procedures Used to Improve the Validity of Research Findings, Page 36 of 47

37 CODE SS.912.P.2.4: Discuss how and why psychologists use nonhuman animals in research. SE/TE: Discuss the Purpose of Nonhuman Animal Research in Psychology, 26 SS.912.P.2.5: Identify ethical standards psychologists must address regarding research with human participants. SE/TE: Identify Ethical Standards for Research in Psychology with Human Participants, Ethical Guidelines for Research Special Topics: Ethics and Psychological Research SS.912.P.2.6: Identify ethical guidelines psychologists must address regarding research with nonhuman animals. SE/TE: Identify Ethical Guidelines for Research in Psychology with Nonhuman Animals, 26 Ethical Guidelines for Research Special Topics: Ethics and Psychological Research SS.912.P.2.7: Define descriptive statistics and explain how they are used by psychological scientists. SE/TE: Define Descriptive Statistics and Explain How They Are Used to Analyze Data, SS.912.P.2.8: Define forms of qualitative data and explain how they are used by psychological scientists. SE/TE: Describe Forms of Qualitative Data and Explain How They Are Used by Research Psychologists, 34 Page 37 of 47

38 CODE SS.912.P.2.9: SS.912.P.20.1: Define correlation coefficients and explain their appropriate interpretation. Identify careers in psychological science and practice. SE/TE: Define Correlation Coefficients and Explain How They are Interpreted, 33 SE/TE: Careers in Psychology, TE only: Explore: Career in Psychology, 13 SS.912.P.20.2: Identify resources to help select psychology programs for further study. SE/TE: Identify Resources to Help Programs for Further Study in Psychology, 507 SS.912.P.20.3: Identify degree requirements for psychologists and psychology-related careers. SE/TE: Identify Degree Requirements for Psychologists and Psychology-Related Careers, 502 SS.912.P.20.4: Identify careers related to psychology. SE/TE: Identify Careers in Psychology and Psychology-Related Fields, SS.912.P.20.5: Discuss ways in which psychological science addresses domestic and global issues. SE/TE: Explain Ways in which Psychological Science Addresses Domestic and Global Issues, SS.912.P.20.6: Identify careers in psychological science that have evolved as a result of domestic and global issues. SE/TE: Issues in Psychology: Workplace Violence, ; Applying Psychology to Everyday Life, Page 38 of 47

39 CODE SS.912.P.3.1: Identify the major divisions and subdivisions of the human nervous system. SE/TE: Describe Major Divisions of the Human Nervous System, SS.912.P.3.10: Describe the interactive effects of heredity and environment. SE/TE: Explain the Relationship Between Heredity and Environmental Factors in Determining Development, 68 The Big Picture: Genes, Evolution, and Human Behavior The Basics: Genetic Mechanisms and Behavioral Genetics Identify the parts of the neuron and describe the basic process of neural transmission. SE/TE: Describe the Parts of the Neuron and the Basic Process of Neural Transmission, How the Brain Works, Part 1: The Neuron How Drugs Affect Your Brain SS.912.P.3.2: Student Resources: MyPsychLab Brain Neural Conduction and Synaptic Transmission Page 39 of 47