Lesson 1 Motivation

Objectives: 1) Students will work in groups to inductively determine which motivators in their lives are intrinsic and which are extrinsic 2) Students will use a Quickwrite + share to illustrate Maslows hierarchy of needs 3) Students will analyze Pro Ana blog posts to determine the thought patterns of anorexic women and contrast them with bulimic thought patterns Unit question: If it feels good when we do our best, why dont we do our best all the time? Todays question: Which motivators can lead us astray, and which are healthy? Key terms/concepts: - Motivation - Extrinsic vs intrinsic motivation - Four sources of motivation: biological, social, cognitive, emotional - Maslows hierarchy of needs - Hunger, thirst - Obesity, factors that affect obesity - Ventromedial, lateral hypothalamus - Eating disorders: anorexia and bulimia - Attachment: Harry Harlows monkey studies - Achievement motivation & gender differences
I.

Opening activity: what motivates you? (25 min)

a. Students get into groups and construct a list of things that motivate them. Ive helped them start by giving them some typical topics relevant to high schoolers (sports, college, relationships, family, etc) b. Next, students group/categorize the motivators theyve assembled however they wish c. Finally, tell students about intrinsic and extrinsic motivation i. Have students group their motivators into these two categories ii. Circle around to make sure they understand the difference

II.

Interactive Lecture on Motivation (55 min)

a. Quickwrite + share for Maslows hierarchy of needs (10 min) i. Youre on spring break and your cruise ship sinks near an island. What needs are you going to have to deal with? In what order? ii. Use graphic organizer to have students group the needs in their responses into Maslows hierarchy b. Students identify the motivators appealed to in Man your man could smell like Old Spice commercial (social, cognitive, emotional, biological) c. Pause for blog reading with partner + analysis as a class (10-15 min) i. Pass around excerpts from Pro Ana blogs d. Achievement motivation simulation i. Three volunteers ii. Tell them they get one try to get the mini football through the loop iii. They can stand as close to or as far away from the loop as they want 1. At the end, relate this to high/low need for achievement a. At least one of the students should realize they can simply walk right up to the loop and easily toss the ball through: this is a good way to distinguish low need for achievement from high (high would be the people who challenged themselves by standing a reasonable distance away) e. Gender differences in motivation discussion: female politicians i. Elementary teachers and boys, girls mistakes

III.

Homework: read article about high schools banning prom dresses they deem too revealing
a. Answer questions on back of article about identifying and grouping the motivators of the two groups (girls going to prom and parents/administrators) into the four categories discussed today (cognitive, emotional, biological, emotional)