HHG4M

Human Growth and

Development
throughout the
Lifespan

Homework
Unit 1
Workbook

2020

Ontario Virtual School

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HHG4M Human Growth and
Development throughout the
Lifespan
Unit 1 Homework Workbook
This workbook contains all the homework for Unit 1 in the Human Growth
and Development throughout the Lifespan course.

How to complete this workbook

1. Watch one lesson

2. Go to this homework workbook and complete the

corresponding lesson homework

3. Submit the homework into the drop box (just your

answers in a separate document).

4. Watch the next lesson

5. Repeat!

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Table of Contents
HHG4M Human Growth and Development throughout the Lifespan
......................................................................... Error! Bookmark not defined.
Unit 1 Homework Workbook ...................................................................... 2
Table of Contents…………....……………………………………………….... 3
Lesson 1…..……………………………………………………………………....4
Lesson 2…………………………………………………………………..…..…..8
Lesson 3…………………………………………………………………………..9
Lesson 4………………………………………………………….……………...11
Lesson 5…………………………………………………………………………13

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 UNIT 1: The Toolbox
Inquiry Skills

U1: Lesson 1
Exploration
Success Criteria; I will demonstrate an understanding of key concepts of a given
research topic and how to create open questions to open investigation for my research.

The purpose of this task is to provide you with the opportunity to use appropriate social
science research methods in the investigation of an issue regarding one’s growth and
development. This task is designed to assist you in communicating your learning in a
manner which adheres to sound social science research methodology.

Each lesson in this unit will have an assigned phase of the research process that will be
submitted for feedback to ensure that the report progresses at a steady pace. All
phases must adhere to APA standards and be typed, double-spaced with a font size of
12. Each phase must be formally written.

Choose a Research Topic

1. Select a topic that interests you and is relevant to an individual’s growth

and development
2. Read through background information
3. Start making a list of key words
4. Write out your topic as a statement and select the main concepts
5. Start making a list of words to describe your topic

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Select a topic that interests you.
Selecting a topic is one of the most difficult part of doing research. Is it too big? Is it too
narrow? Will you be able to find enough valid and reliable information on it? Start by
choosing a topic that relates to prejudice and discrimination that you like or are curious
about. You're going to be working on it for quite a while, so try and find one that's
interesting and that you can reasonably cover in the time and space available.

Read through background information.

Take some time to read about your topic. Conducting preliminary research allows you
to develop a deeper understanding of the issue and will help you to discover the
different views other writers and researchers in relation to the topic. Be prepared to do
a lot of reading before you decide what direction you will take with your research. As
you make your way through this preliminary process, you will refine and refocus your
topic several times before you finalize it.

Develop a Hypothesis

Before you can begin systematic senior-level research, you have to have a working
hypothesis. It is critical that you be able to write a hypothesis. First, we need a good
definition of the term. A hypothesis may be defined as "a proposition or principle put
forth or stated merely as a basis for reasonable argument, or as a premise from which
to draw a conclusion" (Shorter Oxford English Dictionary, 1991, p. 1010). Think of it as
a statement you want to prove true. After you have begun your research and learned
more about the subject, you may well modify your hypothesis. A good hypothesis will
aid you in your academic research because it helps provide focus as you begin your
inquiry. It acts as your “guiding light” and all evidence that you compile should work to
support your hypothesis.

The following points are criteria for a good hypothesis:

i. It is written in the form of a concise statement.
ii. It reflects a position being taken by the writer.
iii. It is arguable, and a contrary position can be taken.
iv. It requires research to determine whether or not it is true.
v. It is a significant matter to social scientists.
vi. It is a complex notion, dealing with a number of variables.
vii. It is not written in the first person.
viii. It can be tested.

Before you finally settle on your hypothesis, check it against the criteria listed above.
Your hypothesis may later be altered, if necessary, and used as your thesis statement
in your research paper.

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 Topic Selection

Below is a list of possible general topics, but please feel free to go outside of this list.
You must have your teacher approve your topic before you move forward.

• Substance Use/Abuse • Parenting Styles

• Language Acquisition • Eating Disorders
• Bullying • Depression
• Media Violence • Mental Illness
• Learning Disabilities • Self-Esteem
• Gender Roles • The Role of School
• Child abuse

*Remember: There are so many possible topics from which to choose. Do some
preliminary research to get more ideas.

**For all of these topics, you will need to narrow your focus. When developing your
research paper, you will create a hypothesis. This will force you to create an argument
that is very specific and it will eventually become the thesis in your paper. A good thesis
is a clear and concise statement that takes a position and answers a “how” or “why”
question.

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 Phase 1 – Topic Proposal

Complete the following in sentence form. This must be typed and double spaced
on separate paper.

1. What topic/issue are you going to investigate in relation to prejudice and

discrimination?

2. What do you already know about this issue? What are your feelings about it?
Why are you interested in investigating this issue? When answering this
question, relate to your personal viewpoints, experiences and observations in
order to provide a richer response.

3. Why is this topic worthy of an in-depth social science investigation? How does
this topic relate to one’s overall development? Be specific as to how the topic can
be addressed by the specific disciplines (physically, emotionally, cognitively,
morally, and/or socially).

4. What is your initial hypothesis in regards to this topic? Refer to the information
provided earlier and follow the criteria. You must make a clear and concise
statement.

5. A typical social science paper follows the familiar model that includes and
introduction, three body sections, and a conclusion. (There is also a section
titled, “Implications”, but this will be discussed later in the course.) You will only
be required to create two “body sections”, each taking a different focus or
approach in order to support the hypothesis/thesis. Each section will provide
strong, varied, concrete evidence in order to prove your hypothesis/thesis. In
order to decide how you will work to prove your thesis, you must conduct
preliminary research. Examine how other social scientists, researchers and
writers have approached the topic. Consider what arguments they have posed in
relation to your topic. After consideration, what two different arguments/focuses
(the two body sections of your paper) will you use to support your
hypothesis/thesis? Explain your intended approach in detail.

Friendly reminder: Research is not easy. It is a very laborious process; you

must take initiative. It takes a lot of hard work and thought to create a good
hypothesis and it takes even more work to find valid and reliable concrete
evidence to support your points. Rise to the occasion and challenge
yourself to examine your topic in a thorough manner with academic
integrity. ☺

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U1: Lesson 2
Investigation
Success criteria: I will demonstrate an understanding of how to generate a plan for
my research in order to prove and support my hypothesis.

Now that you have chosen a topic, it is time for you to start developing a plan for your
research. The purpose of this assignment it to build a Concept Map (Brainstorm Web
Diagram/Flow Chart) in order to give yourself some direction for your Inquiry Based
Project at the end of the Unit. You will use the topic and hypothesis chosen in U1L1.
Remember, your hypothesis can change as you further your research. You will then
create a minimum of two sub-sections (arguments/focuses). This should have been
completed for #5 in U1L1 as well, however, this can be changed at this stage as you
further your research process. Your web diagram or flow chart should clearly indicate
the direction for your research. Please see an example of a Concept Map template
below. Submit your Concept Map once completed if you would like some feedback.

TOPIC

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U1: Lesson 3
Information Processing
Success Criteria: I know that I am successful when I can cite a secondary resource
in an APA style Reference Page, and locate and assess reliable sources by
examining the author and content of a text

At this stage, you have chosen a topic for your inquiry-based assignment at the end of
the unit. You have also created a hypothesis and gathered your direction for your
research in a Concept Map. Your next step is to assess, record, analyze and synthesize
information through your research and inquiry. The purpose of this assignment is to
analyze the validity of a secondary source and to analyze the credibility of the author or
organization who published the work. You will show an understanding of this by creating
an annotation with one secondary source. Please review the exemplar and follow the
steps below to help you create an annotation that you would find in an Annotated
Bibliography.

The purpose of the annotated bibliography is to help clarify your ideas and sources and
to help you focus on specific subtopics, as well as reflect about your research. There
are three components to an annotation:

1. A full citation of the source (APA format)

2. A paragraph summary of the contents of the source (provide some detail),
how it relates to the hypothesis that you have created and a description of the
source’s usefulness to your study. This section should be about 4 to 5
sentences in length.
3. A paragraph that assesses the quality of the source. You must make it clear
how these issues effect the level of reliability and validity of the source.
Issues to be addressed are:
o Accuracy of information (Is it reliable? How do you know?)
o The authority/background of the author
o Bias in the source
o Intended audience
o How current is the information?
o How in-depth is the coverage of information?
o State how the source will or will not be useful in your research
You must ensure to maintain a formal, sophisticated tone (formal language only – no
personal pronouns, contractions or slang) in your annotation. Please note: do not use
direct quotations in an annotation. You must summarize/paraphrase the information.
Please see the next page for an exemplar of an annotation.

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Sample Annotation and Assessment:

Bryson, L. (2015). Sport and the maintenance of masculine hegemony. In A. Yiannakis,

T.D. McIntyre and M.J. Meinick (Eds.), Sports Sociology: Contemporary Themes

(pp. 286-297). Dubuque, Iowa: Kendall/Hunt Publishing.

This article discusses sport as a crucial arena in which masculine hegemony is

constructed and reconstructed. The effects of sporting activity are analyzed in terms of how

they relate directly to men, those that sever dominant interests less directly through making

women and their activities inferior. Four areas of male dominance and influence are

considered and illustrated from the Australian sporting scene: those of definition of sport,

men’s direct control of women’s sport, the ignoring of women’s sport, and the trivialization of

women in sport. This article aims to create an understanding of these processes so that

strategies can then be developed to circumvent them. The issues raised relate to my

hypothesis in that…… and relates to my research…

This article is deemed reliable and valid. The author, Lois Bryson, is a professor at the

School of Sociology, University of New South Wales, and she has written many other

scholarly journal articles in this area of study. Therefore, she is considered to be an expert in

this discipline. In addition, this article can be considered more reliable since it was published

in 2015. It is very current and includes research and statistical data that was generated within

the last 5 years. Another practice that works to enhance this article’s reliability is the fact that

it includes 38 references of books and scholarly journal articles that are used effectively to

provide strong support for the arguments posed. Finally, this article can be deemed as more

reliable and valid because of the objective stance taken by the author. The research evidence

provided is ample and strong but communicated without the use of emotionally-charged

language. Taking the above points into consideration, this source can be deemed reliable and

valid and therefore useful to the research being conducted.

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U1: Lesson 4
Communication – SUMMATIVE TASK
Success Criteria:

I will know I am successful when I can:

• Write a three paragraph (introduction, body, conclusion) essay with proper writing
and grammar conventions
• Apply APA format and referencing with the use of two-three in-text citations
• Create a properly formatted References page to be included on the last page of my
assignment with a minimum of two sources.
• Explain why/how the chosen topic (central idea) is relevant to one’s overall growth
and development throughout their lifespan.

Practice your APA format by writing a paper using your chosen research
question/central idea from Unit 1, Lesson 1. You will use two to three (2-3) sources to
write an expository essay, properly referencing and sourcing your material according to
APA. Ensure to expand on three key ideas from your Concept Map in U1L2 to expand
on how this topic impacts one’s overall growth and development.

You will use APA format and style in your paper, which should be about 1.5-2 pages of
text, plus an APA formatted title page and References Page (4 pages total).
Possible Topic Choices:

• Substance Use/Abuse
• Language Acquisition
• Bullying
• Media Violence
• Learning Disabilities
• Gender Roles
• Child abuse
• Parenting Styles
• Eating Disorders
• Depression
• Mental Illness
• Self-Esteem
• The Role of School

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Rubric:

Category Level 1 Level 2 Level 3 Level 4 Score

Knowledge/Understanding:
You demonstrate thorough
knowledge of APA format Shows Shows a
by having a complete and Shows a limited Shows a some
considerable thorough
understanding understanding
properly formatted understanding understanding
of APA format of APA format
of APA format of APA format
document, including APA
styled body, title and
reference pages. /10
Thinking/Inquiry: Uses
Uses
Uses limited Uses some sophisticated,
You show you are thinking sophisticated, sophisticated,
considerable
impersonal and
about using APA format by sophisticated,
impersonal and impersonal and formal language
impersonal and
using impersonal, formal language formal language throughout
formal language
throughout throughout report with a
sophisticated words report report
throughout
high degree of
report
throughout your report. success /10
Communication:
You demonstrate excellent
communication skills by
Communicates Communicates
clearly communicating the Communicates Communicates
ideas and ideas and
ideas and ideas and
meaning of your chosen sourcing with sourcing with
sourcing with sourcing with a
considerable high degree of
topic in your report, using limited success some success
success success
APA writing style.
Ideas and their sources are
clear. /10
Application:
You demonstrate superior
Applies APA Applies APA
application of APA in your Applies APA Applies APA
format and format and
format and format and
report by appropriately sourcing with sourcing with
sourcing with sourcing with a
considerable high degree of
referencing your work, each limited success some success
success success
time a reference should be
included /10

TOTAL:
/40

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U1: Lesson 5
Reflection
Success Criteria: I will know I am successful when I can: include a reflective response
that clearly communicates my learning process; identify areas of growth in my own written
work and research skills to enhance my performance in this course; and effectively edit my
work.

By now, you have completed your Mini-Research Essay. Now you will write a brief (approx.
500 words) reflection on what you have learned in the research-question process. The goal of
this writing is to record how your thinking about the issue may have developed or changed,
and perhaps, how your thinking about the process of research itself has changed. You will
also discuss what went well while completing this assignment, and what could have been
better. Identify your strengths and weaknesses as a writer within this assessment task.