[Teen Living]

Group Associations
Overview:
Everyone has the internal need to belong. This lesson will go over the different types of group associations that teenagers are faced with in their social lives. The students will learn three main ideas: 1) Being a member of a group brings a sense of belonging and can raise selfesteem; 2) The effects of negative peer pressure; 3) Ways to find groups to be a part of that strengthen values, rather than go against them.

[Grade: 9-10] [100 minutes (2 Days of instruction)]

Teaching Materials
Computer materials ! ! ! ! ! Group Associations PPT Group Associations Fact Sheets Blank pieces of paper Sticky notes Deck of cards

Standards/Objectives: (Cognitive Domain & Understand Level)

Standard 3: Students will discuss the dynamics of peers and friends
(Cognitive Domain, Level 2: Comprehension)

Other Resources/Technology
Computer ! ! Projector Group association outline

Explore the dynamics of group associations (Cognitive Domain,

Level 2: Comprehension)

Be aware and respond to how a group might positively or negatively influence a teenagers life. Peer Pressure, Gang membership, Substance Abuse, Alcohol Abuse

Introduction/Set Induction (15 minutes):

PHASE 1: Confrontation with the Problem: Have the students get out a blank sheet of paper and number it from 1-7. Present the group association questionnaire power-point presentation. That goes through an introduction to group associations.

Transition (5 minutes):
During the last two slides of the PowerPoint have the students think about the ponder question and then have them pick a random card from the deck. The students will group together based on the cards that they choose.

[Group Associations]

Lesson Body (80 Minutes) (Content/Teaching Methods)

Inquiry-Based Instruction PHASE 2: Data Gathering-Verification (15 minutes): After the PPT conduct a class brainstorming session. Have the students come up with different types of group associations and list them on the board. Make sure the following get up on the board: peer pressure, gang membership, substance abuse, and alcohol abuse. Pose the question to the students, How do group associations influence a teenagers life?After the students have gotten into their groups, each group will choose one of the four groups bolded. Once in groups, students will read through a fact sheet and then discuss ways to avoid group associations that negatively affect a teenagers life. After the students have discussed ways to avoid negative group associations, they will complete a worksheet that outlines their focus of four specific strategies. PHASE 3: Data Gathering-Experimentation (15 minutes): After the students have picked at least four ways to avoid group associations that negatively affect a teenagers life, they will be posed with a performance based project. Each group will have to create a brochure, power-point presentation, or poster to depict how group associations can affect a teenagers life and how they can combat these associations in their own lives, based on their outline of four strategies. PHASE 4: Organizing, Formulating, & Explanation (15 minutes): After the students have created their project they will take turns sharing their findings. They will present their brochure, power-point presentation, or poster to the class. Each group will be graded by the attached rubric. PHASE 5: Analysis of Inquiry Process (15 minutes): After all of the groups have presented their work, they will write a short reflection paper that expresses their feelings toward group associations. (Three paragraphs, 4-7 sentences in each paragraph). They will have to implement the following points: what group association they presented on, three ways to overcome the pressure of being affiliated with this type of group, and three things they will do in their own lives to be surrounded by positive group associations.

Transition (5 minutes):
Once they students are done with their reflection paper they will hand it in to the appropriate box. They then will get a sticky note and write one of their goals and attach it to the poster labeled, I WILL. (This poster will serve as a daily reminder to refuse being influenced by negative group associations).

Summary/Closure (15 minutes):

Discuss with the class the following points. Why do teenagers join groups? Being a member of a group brings a sense of belonging and can raise self-esteem. Does being in a group affect a teen? Yes, it can influence teenagers negatively and positively. Ways to find groups to be a part of that strengthen values, rather than go against them.

Assessment/Evaluation:
Students will be graded on their performance-based assessment of their different types of group associations that take place in phase four. They will also be evaluated on their reflection papers that take place during phase five.

[Group Associations]

GROUP ASSOCIATION OUTLINE

Group Association:______________________________________

Four ways group associations can influence a teenager -______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

Four Ways to Avoid ____________________________ Group Associations -______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

[Group Associations]