1.  How does one recognize a specific mental disorder?  What are the risk factors and causes of mental disorders?  How are mental disorders treated? 1111 2222 3333 6666 5555 4444 Next Click image to watch video. Ruby Wax: What's so funny about mental illness?

2.  Mental Health Basics Mental Health Basics  NBC Learn - Many Who Suffer, Few Who Get Help NBC Learn - Many Who Suffer, Few Who Get Help  Cope Care Deal –Mental Health for Teens Cope Care Deal  Going to a Therapist Going to a Therapist  Baltimore County Health Department Baltimore County Health Department  The Minds Foundation The Minds Foundation  Drugging Kids (Teacher much show the video if you are in network. Student can screen video outside of network.) Drugging Kids  Green Mental Health (Teacher much show the video if you are in network. Student can screen video outside of network.) Green Mental Health  CDC Mental Health CDC Mental Health  Teens Health – the Mind Teens Health – the Mind  Health Services Finder Health Services Finder 1111 2222 3333 6666 5555 4444 Next Image Source: Clipart.com

3. Your teacher will divide the class into groups. Each group will be responsible for researching one disorder and presenting that information to the class. Use this graphic organizer to take notes using the information sources on the previous slide..graphic organizer Using the information gathered from your research, create a presentation using one of the following Web 2.0 tools as directed by your teacher: Voice Thread Prezi Infographic (example at right) 1111 2222 3333 6666 5555 4444 Next Click the infographic for more informationinfographic

4. You have just finished hearing presentations on 9 other mental disorders. Assessments for your product:  Infographic Infographic  Prezi Prezi  VoiceThread VoiceThread Click here to complete the exit ticket.here Be sure to print or save your exit ticket to the student drive in the health folder as directed by your teacher. Name your document with your last name and class period. 1111 2222 3333 6666 5555 4444 Next Image Source: Power Point Clip Art

5. Real people taking about their Mental Disorder  Talking About My Schizophrenia (Teacher much show the video if you are in network. Student can screen video outside of network.) Talking About My Schizophrenia  Childhood Schizophrenia Childhood Schizophrenia  OCD and Depression (Teacher much show the video if you are in network. Student can screen video outside of network.) OCD and Depression 1111 2222 3333 6666 5555 4444 Next Image Source: livinggreenmag.com

6. BCPS Curriculum High School Health Unit 2 Lesson 10 BCPS Objective  12.2.10 Students will research mental disorders in order to present the symptoms, causes, treatments, and population affected by the disorder. Maryland State Curriculum Maryland State Curriculum MSDE Standard  1.0 Mental and Emotional Health - Students will demonstrate the ability to use mental and emotional health knowledge, skills, and strategies to enhance wellness MSDE Indicator  1.12.J.1 Recognize and respond to destructive behaviors. Common Core State Standards Reading: 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Writing: 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. Standards for the 21 st Century Learner Standards for the 21 st Century Learner 1.1.6 Read, view, and listen for information presented in any format (e.g. textual, visual, media, digital) in order to make inferences and gather meaning. 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. Maryland Technology Literacy Standards for Students 3.0: Use a variety of technologies for learning and collaboration. Time Frame: Four 45 minute class periods Differentiation:  Direct students to use comprehension tools included in databases, such as: audio read-aloud, labeled reading levels, and embedded dictionaries.  Use student grouping to differentiate. Learning Styles: Notes to the teacher:  Have a health folder on the student drive for students to save their work  Rubrics for the suggested products are on the assessment page and should be printed out before the students go to a lab.  Create a note taking sheet for students to gather information as groups present.  The infographics can be created using Microsoft Publisher or poster paper. Last updated: July 2015 Created by Angela Sofinowski, Library Media Specialist BCPS Slam Dunk Research Model, Copyright 2013, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson module.Angela SofinowskiJamie McKenzie’s Slam Dunk Lesson module 1111 2222 3333 6666 5555 4444