psychology - saisd · web viewcreate a table chart listing the historical approaches to psychology...

PsychologyWeek 1 Unit of Study: Introducing Psychology First/Third Grading PeriodTEKS for Psychology (Content)

2A Predict the likely outcome of given courses of action in particular situations, such as refusing to pay taxes, to register to vote, or to obey the speed limit.2B Evaluate the predicted outcomes of given courses of actions in particular situations based on an understanding of the development of morality.3A Apply various perspectives of motivation to a given economic situation such as the choice of car to purchase, personal budget priorities, or choice of jobs.3C Describe the processes of modeling/imitation and vicarious reinforcement using typical classroom situations.3D Describe and explain self-esteem, self-efficacy, and expectancy from the perspective of attribution theory.4B Define and give examples of bias related to various points of view.7A Identify defining characteristics that differentiate the field of psychology from other related social sciences.8C Identify and describe the basic methods of social scientific reasoning.9A Describe and explain learning as an adaptation to the environment.9C Explain types of relationships of individuals with other individuals and with groups.18A Analyze examples of attitudes, beliefs, and behaviors related to changes in available technology.

TEKS for Psychology (Skills and Processes)1A Participate in class as a leader and follower.1D Accept and fulfill social responsibilities associated with citizenship in a group setting.13B Draw and evaluate conclusions from qualitative information.13C Define and compute measures of central tendency (mean, medium, and mode) and dispersion (range and standard deviation).13E Apply evaluation rules to quantitative information.13F Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions.14A Use psychology-related terminology correctly.14B Use standard grammar, spelling, sentence structure, and punctuation.14D Create written, oral, and visual presentations of social studies information.15A Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.15B Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.17A Apply the standards of the American Psychological Association for ethical decision making regarding the collection, storage, and use of psychological data.17B Acquire information through the use of electronic sources.

Vocabulary Resources Instructional Guidelines

SAISD © 2006-07 Psychology (First/Third Grading Period – Week 1) of 30

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pWord Wall physiological cognitivepsychologyhypothesis theorybasic science applied science scientific method structuralist introspection functionalistpsychoanalystbehavioristhumanistpsychobiologistpsychiatry clinical

psychologistdevelopmental

psychologist experimental

psychologist industrial/

organizational psychology

TextbookGlencoe, McGraw-Hill, Understanding Psychology

Unit 1: Chapter 1 pp. 2-33 Chapter 1 AssessmentCritical Thinking - all questions p. 30

Community ResourcesSchool Social WorkerLocal psychological professionalsUT Health Science Center

Internet ResourcesSocial Studies Center SAISD Social Studies Resource Centerpsychology.glencoe.comhttp://www.apa.org/ed/http://www.psychologicalscience.org/

Primary SourcesAPA Ethical Principals for Research

Media ResourcesOf Mice and MenCharly (Flowers for Algernon)

See campus librarian for additional print and non-print resources.

The teacher will use the textbook and other print, visual, and electronic resources and Before, During, and After strategies to:

describe the range of topics covered in an introductory psychology course. describe the goals and scientific basis of psychology. explain important trends in the history of psychology. explain the work of a psychologist.

Key Questions Student BehaviorsGetting the Big Ideas Strategies

CRigor

Relevance

What are the main topics covered in an introductory psychology course?

What are the goals and scientific basis of psychology?

What are the important trends in the history of psychology?

What are the types of work of a psychologist?

Describe the main topics covered in an introductory psychology course.

Describe the goals and scientific basis of psychology.

Examine the important trends in the history of psychology.

Explain the types of work of a psychologist.

Essay Collaborative learning

activities Guided Discussions Graphic Organizer Interactive Notebook Reading Process Foldable

Assessment Students demonstrate understanding of concepts through guided classroom discussion and interactive note-taking. Students write short essay comparing and contrasting the types of work of a psychologist. Students complete foldable on the goals and scientific basis of psychology.

Before:

preview the textbook (look at titles, pictures, and key words) and then predict why people study psychology.

brainstorm possible types of psychology predict how the scientific method applies to psychology begin writing in the interactive notebook answering the following question, “What are your personal

reasons for studying psychology and what do you hope to gain from this semester experience?”

During: identify terms related to psychology explain what is psychology and why it is important use a graphic organizer to list and describe the goals of psychology explain a brief overview on the history of psychology using a timeline identify psychologists throughout Chapter 1, and write a short summary of their contribution to

psychology.

After: explain the scientific method and how it relates to psychology create a table chart listing the historical approaches to psychology and some influences on behavior create a table chart listing the contemporary approaches to psychology and some influences on

behavior create a bar graph on the different psychology professions and place a number value for each

profession, then chart the number valueSAISD © 2006-07 Psychology (First/Third Grading Period – Week 1) of 30

http://lms.saisd.net/web/Scope/index.html


http://www.psychologicalscience.org/


http://www.apa.org/ed/

http://www.psychology.glencoe.com/

http://www.saisd.net/ADMIN/curric/SStudies/index.html


http://socialstudies.tea.state.tx.us/

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Instructional Modifications/ Accommodations Determined by ARD/IEP

Glencoe, McGraw-Hill, Understanding PsychologyGuide to the Essentials, Chapters 1, 22Guided Reading and Review, Chapters 1, 22

During: create flash cards of the word wall vocabulary for Chapter 1

After: make an illustrated foldable that summarizes the advantages and disadvantages of three different

psychology professions.

ELL


During: Chapter 1 Assessment; Recalling Facts complete the activity on p. 30 in the textbook

After: Chapter 1 Assessment; Building Skills: Identify Cause and Effect Relationships complete the activity on

p. 31 in the textbook

Pre-

AP/

GT

See separate AP curriculum During:

After:


http://www.saisd.net/ADMIN/curric/Interimassessment/standards/modifications2.doc

PsychologyWeek 2 Unit of Study: Psychological Research Methods and Statistics First/Third Grading PeriodTEKS for Psychology (Content)

2A Predict the likely outcome of given courses of action in particular situations, such as refusing to pay taxes, to register to vote, or to obey the speed limit.2B Evaluate the predicted outcomes of given courses of actions in particular situations based on an understanding of the development of morality.3A Apply various perspectives of motivation to a given economic situation such as the choice of car to purchase, personal budget priorities, or choice of jobs.3C Describe the processes of modeling/imitation and vicarious reinforcement using typical classroom situations.3D Describe and explain self-esteem, self-efficacy, and expectancy from the perspective of attribution theory.4B Define and give examples of bias related to various points of view.7A Identify defining characteristics that differentiate the field of psychology from other related social sciences.8C Identify and describe the basic methods of social scientific reasoning.9A Describe and explain learning as an adaptation to the environment.9C Explain types of relationships of individuals with other individuals and with groups.18A Analyze examples of attitudes, beliefs, and behaviors related to changes in available technology.

TEKS for Psychology (Skills and Processes)1B Adjust behavior appropriately to fit various situations.1C Contribute to the development of a supportive climate in groups.13B Draw and evaluate conclusions from qualitative information.13C Define and compute measures of central tendency (mean, medium, and mode) and dispersion (range and standard deviation).13E Apply evaluation rules to quantitative information.13F Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions.14A Use psychology-related terminology correctly.14B Use standard grammar, spelling, sentence structure, and punctuation.14D Create written, oral, and visual presentations of social studies information.15A Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.15B Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.17A Apply the standards of the American Psychological Association for ethical decision making regarding the collection, storage, and use of psychological data.17B Acquire information through the use of electronic sources.



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pWord Wall samplenaturalistic

observation case study survey longitudinal

study cross-sectional

study correlationhypothesisvariable experimental

group control group self-fulfilling

prophesy single-blind

experimentdouble-blind

experimentplacebo effect statisticsdescriptive

statistics frequency

distributionnormal curve central tendencyvariance standard

deviation correlation

coefficient inferential

statistics


Unit 1: Chapter 2 pp. 35-57



Media Resources



describe the process of psychological research and the scientific method. name the different types of psychological research. summarize the methodological hazards of doing research. describe the types of statistics.


CRigor

Relevance

What is the scientific method and how does it relate to the process of psychological research?

What are the different types of psychological research?

What are some of the methodological hazards of doing research?

What are some of the types of statistics?

Describe the scientific method and how does it relate to the process of psychological research.

Examine the different types of psychological research.

Examine some of the methodological hazards of doing research.

Examine some of the types of statistics.

Essay Collaborative

learning activities Guided Discussions Graphic Organizer Interactive

Notebook Reading Process Foldable

Assessment Students demonstrate understanding of concepts through guided classroom discussion and interactive note-taking. Students write essay analyzing some of the methodological hazards of doing research. Students complete foldable on the types of statistics.

Before: preview the text (look at titles, pictures, and key words) and then predict what is research and how does

statistics contribute to research begin using a graphic organizer such as a T-chart to list the methods of research and record students prior

knowledge about these methods discuss where in the local newspaper one could find statistics continue to write entries in the interactive notebook answering the following question; “When a psychologist begins to do research, what must be in place in order for the research experiment be successful?”

During: identify terms and analyze concepts about psychological research methods and statistics continue to fill out and complete the graphic organizer on the methods of research and list the advantages

and disadvantages with each method using figure 2.1 on page 39 as a guide, create a correlation study graph chart that explains the number of

days in school, the number of days not in school, the number of days attending tutoring to pass the 12th grade

create a 4-prong web organizer with the word DESCRIPTIVE STATISTICS in the middle. Identify and explain each type of descriptive statistics

discuss how to create a scatterplot and its importance to inferential statistics.

After: write on large index cards the steps and procedure that is to be followed by a psychologist whenSAISD © 2006-07 Psychology (First/Third Grading Period – Week 2) of 30










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Glencoe, McGraw-Hill, Understanding PsychologyGuide to the Essentials, Chapter 2Guided Reading and Review, Chapter 2

During: list some popular sports statistics that can be found in the local newspaper, magazines, or Internet and display

in the classroom

After: list the various cell phone providers in the San Antonio area complete the chapter 2 Assessment textbook p. 57, Building Skills: Interpreting Graphs questions 1-5

ELL


During: describe the difference between the mean and the mode as it applies to statistics.

After: conduct the research required of the chapter 2 Assessment, Psychology Projects: 2. Statistical Evaluation on

page 57 in the textbook compute the mean, medium, mode for the project present the steps taken to do the research and the findings to the classroom

Pre-

AP/

GT See separate AP curriculum During:

After:



PsychologyWeek 3 Unit of Study: Infancy and Childhood First/Third Grading PeriodTEKS for Psychology (Content)

2A Predict the likely outcome of given courses of action in particular situations, such as refusing to pay taxes, to register to vote, or to obey the speed limit.2B Evaluate the predicted outcomes of given courses of actions in particular situations based on an understanding of the development of morality.3A Apply various perspectives of motivation to a given economic situation such as the choice of car to purchase, personal budget priorities, or choice of jobs.3C Describe the processes of modeling/imitation and vicarious reinforcement using typical classroom situations.3D Describe and explain self-esteem, self-efficacy, and expectancy from the perspective of attribution theory.4B Define and give examples of bias related to various points of view.7A Identify defining characteristics that differentiate the field of psychology from other related social sciences.8C Identify and describe the basic methods of social scientific reasoning.9A Describe and explain learning as an adaptation to the environment.9C Explain types of relationships of individuals with other individuals and with groups.11A Explain factors involved in cognitive development according to Piaget.12B Evaluate the presented theories of human development and specify the strengths and weaknesses of each.18A Analyze examples of attitudes, beliefs, and behaviors related to changes in available technology.18B Evaluate the impact of changes in technology on personal growth and development.




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pWord Wall developmental

psychologygrasping reflex rooting reflexmaturation telegraphic

speech schema assimilation accommodationobject

permanence representational

thought conservation egocentric imprinting critical period authoritarian

familydemocratic/

authoritative family

permissive/laissez-faire family

socialization identification sublimation role-taking


Unit 2: Chapter 3 pp. 61-91



Media Resources



describe the development of newborns and children. examine the development of language. summarize the cognitive-development theory. describe how children develop emotionally. analyze theories of social development. outline Kohlberg’s stages of moral reasoning.


CRigor

Relevance

How would you describe the development of newborns and children?

How does language develop? What is the cognitive-

development theory? What are Kohlberg’s stages of

moral reasoning?

Describe the development of newborns and children.

Analyze how language develops. Examine the cognitive-development

theory. Assess Kohlberg’s stages of moral

reasoning.



Assessment Students demonstrate understanding of concepts through guided classroom discussion and interactive note-taking. Students create an illustrated foldable on Kohlberg’s stages of moral reasoning. Students write an essay assessing the cognitive-development theory

Before: preview the text (look at titles, pictures, and key words) and make predictions about the Life Span discuss the development of language and list the prior knowledge information students may have about

language on a flip chart discuss how children develop emotionally and how parenting styles can affect children’s social

development continue to write entries in the interactive notebook answering the following question;

“How do children exhibit attachment?”

During: identify terms and analyze concepts related to infancy and childhood describe some of the reflexes that newborns and children react to as part of physical development develop an age timeline to explain Piaget stages of cognitive development develop an age timeline to explain Erikson’s stages of psychosocial development explain the steps involved learning language using a web organizer

After: use a T-chart to compare and contrast Piaget and Erikson’s stages of development make a foldable that explains Kohlberg’s stages of moral development present pictures to show parents and/or grandparents at their different stages of the Life Span have students bring a baby picture and the other students in the classroom try to guess which picture

belongs to which student. continue to write entries in the interactive notebook answering the following question;SAISD © 2006-07 Psychology (First/Third Grading Period – Week 3) of 30










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Glencoe, McGraw-Hill, Understanding PsychologyGuide to the Essentials, Chapters 3-4Guided Reading and Review, Chapters 3-4

During: use a graphic organizer that summarizes the effects of parenting styles explain the process of imprinting using the pictures on p. 76 in the textbook

After: provide some examples of children’s egocentric thinking

ELL


During: each culture has a traditional parenting style, describe the parenting style you would like to use when you are

a parent

After: list 3 rules you will have for your children that you do not have now in your life

Pre-

AP/


After:



PsychologyWeek 4 Unit of Study: Adolescence First/Third Grading PeriodTEKS for Psychology (Content)

2A Predict the likely outcome of given courses of action in particular situations, such as refusing to pay taxes, to register to vote, or to obey the speed limit.2B Evaluate the predicted outcomes of given courses of actions in particular situations based on an understanding of the development of morality.3A Apply various perspectives of motivation to a given economic situation such as the choice of car to purchase, personal budget priorities, or choice of jobs.3C Describe the processes of modeling/imitation and vicarious reinforcement using typical classroom situations.3D Describe and explain self-esteem, self-efficacy, and expectancy from the perspective of attribution theory.4B Define and give examples of bias related to various points of view.7A Identify defining characteristics that differentiate the field of psychology from other related social sciences.8C Identify and describe the basic methods of social scientific reasoning.9A Describe and explain learning as an adaptation to the environment.9B Relate cultural perspectives to the traditional physical environment of the culture group.9C Explain types of relationships of individuals with other individuals and with groups.11C Describe Erickson’s stages of psychosocial development.12B Evaluate the presented theories of human development and specify the strengths and weaknesses of each.18A Analyze examples of attitudes, beliefs, and behaviors related to changes in available technology.18B Evaluate the impact of changes in technology on personal growth and development.

TEKS for Psychology (Skills and Processes)1A Participate in class as a leader and follower.1D Accept and fulfill social responsibilities associated with citizenship in a group setting.13B Draw and evaluate conclusions from qualitative information.13C Define and compute measures of central tendency (mean, medium, and mode) and dispersion (range and standard deviation).13E Apply evaluation rules to quantitative information.13F Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions.14A Use psychology-related terminology correctly.14B Use standard grammar, spelling, sentence structure, and punctuation.14D Create written, oral, and visual presentations of social studies information.15A Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.15B Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.16A Illustrate the relationship and sequence between intermediate and terminal goals.17A Apply the standards of the American Psychological Association for ethical decision making regarding the collection, storage, and use of psychological data.17B Acquire information through the use of electronic sources.



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pWord Wall initiation ritespubertymenarche spermarche asynchrony rationalization identity crisis social learning

theory clique conformity anorexia nervosabulimia nervosagender identitygender rolegender

stereotype androgynousgender schema

TextbookGlencoe, McGraw-Hill, Understanding Psychology Chapter 4 pp. 93-127



Media Resources



describe the changes that characterize adolescence. describe research related to the sexual attitudes and roles of adolescents. analyze the difficulties that some adolescents encounter. examine gender roles and differences.


CRigor

Relevance

What changes take place that characterize adolescence?

What does research suggest about sexual attitudes and the roles of adolescents?

How would you assess the difficulties that some adolescents encounter?

How would you describe the differences in gender roles?

Explain the changes that characterize adolescence.

Examine the research about sexual attitudes and the roles of adolescents.

Assess the difficulties that some adolescents encounter.

Examine gender roles and differences.



Assessment Students demonstrate understanding of concepts through guided classroom discussion and interactive note-taking. Students create an illustrated foldable on the changes that characterize adolescence. Students write an essay assessing the difficulties that some adolescents encounter

Before: preview the text (look at titles, pictures, and key words) and then predict the physical and sexual

development in adolescence brainstorm the physical changes adolescence undergo from ages 10 - 18 continue to write entries in the interactive notebook answering the following question;

“What are some of the attitudes and roles that take place during adolescents, and how do you identify to them, up to this time in your life?”

During: identify terms and analyze concepts related to adolescence explain ways that people try to look youthful in a open classroom discussion examine the influences media has on young people today. Find examples in the local newspaper, magazines

or advertisements. Allow students to explain why they selected the particular picture or how the picture influences some of the decisions they make

participate in conflict-resolution situation discussion presented by the teacher on uniforms for all teachers use a decision-making or problem-solving process related to peer pressure, parents and curfews.

o Discuss the law in place by the city of San Antonioo List the times most parents give as a curfew. Do these match with the city curfews?o What are some of the consequence student and their peers encounter if they go against their parents

curfew rules?o Have students write in their interactive notebook a problem faced with a peer and parents and the end

result.

After: write an essay that explains why adolescents join cliquesSAISD © 2006-07 Psychology (First/Third Grading Period – Week 4) of 30

http://teachersnetwork.org/dcs/socialstudies/pstemplate.htm

http://virtualskies.arc.nasa.gov/communication/youDecide/process.html











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During: create a growth chart for the classroom. Measure each student’s height and record on a graph. At the end of

the nine weeks measure again to see if any students grew during the nine weeks. Plot all of the end of the nine week heights on the original graph to make a comparison.

After: create a “Storm and Stress” timeline on your life from first grade to present. Reflect and chose one storm or

stress that you think was the worst. Write in your interactive notebook your reflection.

ELL


During: list some of the rules that are different from the United States and your home country

After: write an essay that explains about cliques in your home country.

Pre-

AP/


After:



PsychologyWeek 5 Unit of Study: Adulthood and Old Age First/Third Grading PeriodTEKS for Psychology (Content)

2A Predict the likely outcome of given courses of action in particular situations, such as refusing to pay taxes, to register to vote, or to obey the speed limit.2B Evaluate the predicted outcomes of given courses of actions in particular situations based on an understanding of the development of morality.3A Apply various perspectives of motivation to a given economic situation such as the choice of car to purchase, personal budget priorities, or choice of jobs.3C Describe the processes of modeling/imitation and vicarious reinforcement using typical classroom situations.3D Describe and explain self-esteem, self-efficacy, and expectancy from the perspective of attribution theory.4B Define and give examples of bias related to various points of view.7A Identify defining characteristics that differentiate the field of psychology from other related social sciences.8C Identify and describe the basic methods of social scientific reasoning.9A Describe and explain learning as an adaptation to the environment.9C Explain types of relationships of individuals with other individuals and with groups. 12B Evaluate the presented theories of human development and specify the strengths and weaknesses of each.18A Analyze examples of attitudes, beliefs, and behaviors related to changes in available technology.18B Evaluate the impact of changes in technology on personal growth and development.

TEKS for Psychology (Skills and Processes)1A Participate in class as a leader and follower.1D Accept and fulfill social responsibilities associated with citizenship in a group setting.13B Draw and evaluate conclusions from qualitative information.13C Define and compute measures of central tendency (mean, medium, and mode) and dispersion (range and standard deviation).13E Apply evaluation rules to quantitative information.13F Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions.14A Use psychology-related terminology correctly.14B Use standard grammar, spelling, sentence structure, and punctuation.14D Create written, oral, and visual presentations of social studies information.15A Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.15B Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.16A Illustrate the relationship and sequence between intermediate and terminal goals.17A Apply the standards of the American Psychological Association for ethical decision making regarding the collection, storage, and use of psychological data.17B Acquire information through the use of electronic sources.


SAISD © 2006-07 Psychology (First /Third Grading Period – Week 5) of 30

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pWord Wall menopausegenerativity stagnationdecremental

model of aging ageism senile dementiaAlzheimer’s

disease thanatologyhospice

TextbookGlencoe, McGraw-Hill, Understanding PsychologyUnit 2: Chapter 5 pp. 129-151



Media Resources



describe the physical, social, and emotional changes that take place during adulthood. summarize how people physically, mentally, and socially adjust to old age. identify the stages of dying. describe the services of hospices.


CRigor

Relevance

How would you describe the physical, social, and emotional changes that take place during adulthood?

How do people physically, mentally, and socially adjust to old age?

What are the types of services offered by hospices?

Describe the physical, social, and emotional changes that take place during adulthood.

Analyze how people physically, mentally, and socially adjust to old age.

Assess the types of services offered by hospices.



Assessment Students demonstrate understanding of concepts through guided classroom discussion and interactive note-taking. Students create a foldable on the physical, social, and emotional changes that take place during adulthood. Students write an essay evaluating how people physically, mentally, and socially adjust to old age. Students develop a graphic organizer summarizing the stages of dying.

Before: preview the text (look at titles, pictures, and key words) and then predict about what adulthood and old

age mean to most people. Ask students what is the age range for adulthood and old age. use a graphic organizer like a T-chart to map their prior knowledge about adulthood and old age. continue to write entries in the interactive notebook answering the following question;

“Who am I? What do I hope to accomplish the next ten years of my life?”

During: identify terms and analyze concepts related to adulthood and old age examine the physical changes that take place with an aging body. examine the advantages and disadvantages of adulthood up to age 60. Create a graphic organizer that shows the advantages and disadvantages of old age. describe and discuss the social and emotional changes the happen during adulthood and old age. analyze the compare the points of view that men and women have about old age. use a decision-making or problem-solving process related to the “Empty Nest Syndrome.” Cite an

example that may have taken place in the family. How was the situation handled? What conclusions can be drawn about “Empty Nest Syndrome?”

After: arrange students into small groups of 3-5 have students create 5 - 10 interview questions that can be asked about old age and death. Ask them to

explain their viewpoints about what they expect old age to be like for them before they die. conduct an interview with an older man and a woman, could be grandparents, grand uncles or aunts or

older neighbors. The same questions will be asked to each person and record their answers. Have student groups meet and create a compare and contrast presentation poster of their findings of their SAISD © 2006-07 Psychology (First /Third Grading Period – Week 5) of 30

http://teachersnetwork.org/dcs/socialstudies/pstemplate.htm

http://virtualskies.arc.nasa.gov/communication/youDecide/process.html










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During: create a foldable that lists the advantages and disadvantages of being 20 years old and being 60 years old create flash cards for the word wall vocabulary

After: write a short essay that supports the viewpoint that our personality stays the same as we get older or the

viewpoint that our personality changes as we get older.

ELL


During: List the five stages of adjustment to death and explain the behaviors that can be expected at each stage.

After: create a collage that explains the saying, “The older you are the wiser you become”. Present your collage to

the classroom with the explanation of the saying.

Pre-

AP/

GT


After:

SAISD © 2006-07 Psychology (First /Third Grading Period – Week 5) of 30


PsychologyWeek 6 Unit of Study: Body and Behavior First/Third Grading PeriodTEKS for Psychology (Content)

2A Predict the likely outcome of given courses of action in particular situations, such as refusing to pay taxes, to register to vote, or to obey the speed limit.2B Evaluate the predicted outcomes of given courses of actions in particular situations based on an understanding of the development of morality.3A Apply various perspectives of motivation to a given economic situation such as the choice of car to purchase, personal budget priorities, or choice of jobs.3C Describe the processes of modeling/imitation and vicarious reinforcement using typical classroom situations.3D Describe and explain self-esteem, self-efficacy, and expectancy from the perspective of attribution theory.4B Define and give examples of bias related to various points of view.5A Describe the anatomy and localized function of given brain areas.5B Explain the effects of the endocrine system on development and behavior.7A Identify defining characteristics that differentiate the field of psychology from other related social sciences.8C Identify and describe the basic methods of social scientific reasoning.9A Describe and explain learning as an adaptation to the environment.9C Explain types of relationships of individuals with other individuals and with groups.18A Analyze examples of attitudes, beliefs, and behaviors related to changes in available technology.18B Evaluate the impact of changes in technology on personal growth and development.



SAISD © 2006-07 Psychology (First/Third Grading Period- Week 7) Page 19 of 30

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pWord Wall central nervous

system (CNS) spinal cordperipheral

nervous system (PNS)

neurons synapseneurotransmitters somatic nervous

system (SNS) autonomic

nervous system (ANS)

hindbrainmidbrainpropaganda forebrain lobes electroencephalo

graph (EEG) computerized

axial tomography (CAT)

positron emission tomography (PET)

magnetic resonance imaging (MRI)

endocrine systemhormonespituitary glandheredity identical twinsgenes fraternal twins


Unit 3: Chapter 6 pp.155-181



Media Resources



describe the parts and functions of the nervous system. identify the structure and functions of the human brain. analyze the different ways psychologists study the brain. describe the endocrine system and identify hormones and their function in the endocrine system. summarize and evaluate research on the effects of heredity and environment on behavior.


CRigor

Relevance

What are the parts and functions of the nervous system?

How would you describe the structure and functions of the human brain?

What is the endocrine system and how does it work?

What does the research suggest on the effects of heredity and environment on behavior?

Describe the parts and functions of the nervous system.

Analyze the structure and functions of the human brain.

Describe the endocrine system and how it works.

Summarize and evaluate the research on the effects of heredity and environment on behavior.



Assessment Students demonstrate understanding of concepts through guided classroom discussion and interactive note-taking. Students create a foldable on the structure and functions of the human brain. Students write an essay evaluating the research on the effects of heredity and environment on behavior. Students create a graphic organizer on the different ways psychologists study the human brain.

Before: preview the text (look at titles, pictures, and key words) and then predict about the workings of the body

and behavior. explain why psychology is the study of what the nervous system does and why it is important. continue to write entries in the interactive notebook answering the following question;

“Describe an adrenalin rush you have experienced in your life. Provide details and then how you felt afterwards when the adrenalin stopped flowing in your system.”

During: identify terms and analyze concepts related to body and behavior describe the basic structure of the nervous system and how it works on a diagram of the body. identify the different types of voluntary and involuntary activities that the body does on a daily basis. explain the basic parts of the brain and their function on a diagram of the brain analyze the factors that affect the brain when traumatized.

After: complete a diagram of the endocrine system and how hormones are involved in the endocrine system examine the question of Nature vs. Nurture and explain the viewpoint of each side of the argument in a

short written summary describe the physical characteristics you have and explain if there is someone in your immediate family

that has the same characteristic. continue to write entries in the interactive notebook answering the following question;

“How has my home, school and community environment affected the way I see my world around me?”











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During: pal up with an ELL student

create a T-chart about the uses of a CAT scan, PET scan, and MRI, and provide an image for each. List under what circumstance would each technique be used.

present your findings to the classroom

After: make an illustrated foldable that summarizes some of the different basic genes we all carry from parent to

child

ELL


During: pal up with a special education student

create a T-chart about the uses of a CAT scan, PET scan, and MRI, and provide an image for each. List under what circumstance would each technique be used.

present your findings to the classroom

After: make an illustrated foldable that summarizes how messages travel to and from the brain.

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PsychologyWeek 7 Unit of Study: Altered States of Consciousness First/Third Grading Period TEKS for Psychology (Content)

2A Predict the likely outcome of given courses of action in particular situations, such as refusing to pay taxes, to register to vote, or to obey the speed limit.2B Evaluate the predicted outcomes of given courses of actions in particular situations based on an understanding of the development of morality.3A Apply various perspectives of motivation to a given economic situation such as the choice of car to purchase, personal budget priorities, or choice of jobs.3C Describe the processes of modeling/imitation and vicarious reinforcement using typical classroom situations.3D Describe and explain self-esteem, self-efficacy, and expectancy from the perspective of attribution theory.4B Define and give examples of bias related to various points of view.5A Describe the anatomy and localized function of given brain areas.5B Explain the effects of the endocrine system on development and behavior.7A Identify defining characteristics that differentiate the field of psychology from other related social sciences.8C Identify and describe the basic methods of social scientific reasoning.9A Describe and explain learning as an adaptation to the environment.9B Relate cultural perspectives to the traditional physical environment of the culture group.9C Explain types of relationships of individuals with other individuals and with groups.18A Analyze examples of attitudes, beliefs, and behaviors related to changes in available technology.

18B Evaluate the impact of changes in technology on personal growth and development




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pWord Wall consciousnessREM sleep circadian rhythm insomnia sleep apneanarcolepsynightmaresnight terrors sleepwalkinghypnosisposthypnotic

suggestionbiofeedbackmeditationpsychoactive

drugsmarijuanahallucinationshallucinogensLSD

Textbook – Glencoe, McGraw-HillUnderstanding PsychologyUnit 3: Chapter 7 pp. 183-205

Community ResourcesSchool Social WorkerLocal psychological professionals listed with the school districtUT Heath Science Center

Primary Source APA Ethical Principals for Research




analyze and discuss the research related to sleep disorders. research information about dreams. examine research related to hypnosis, biofeedback, and meditation. investigate the effects of drugs on consciousness. define and discuss the ramifications of drug abuse on society.


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What does the research related to sleep disorders and dreams suggest?

What does the research related to hypnosis, biofeedback, and meditation conclude?

What are the effects of drugs on consciousness?

In what ways does drug abuse impact society?

Analyze the research related to sleep disorders and dreams.

Examine the research related to hypnosis, biofeedback, and meditation.

Explain the effects of drugs on consciousness.

Explore the ways drug abuse impacts society.

Essay Collaborative learning activities Guided Discussions Graphic Organizer Interactive Notebook Reading Process Foldable

Assessment Students demonstrate understanding of concepts through guided classroom discussion and interactive note-taking. Students create a foldable that summarizes the research related to sleep disorders and dreams. Students write an essay evaluating the impact of drug abuse on society.

Before: preview the textbook (look at titles, pictures, and key words) and then predict why people study altered

states of consciousness. discuss how sleep is a necessary state of consciousness. What can happen to the body without sleep? continue writing in the interactive notebook answering the following question, “What is the purpose

people use drugs? If drugs are to help heal a society when it is sick, then why do people abuse drugs? How will you teach your children about drugs when they are six years old? when they are 16?”

During: identify terms and analyze concepts related to different altered states of consciousness. analyze sleep and dreams while discussing the related concepts in a T-chart such as; hypnosis,

consciousness and meditation. examine the reasons for using biofeedback on a person with tremendous back pain from a car accident. use a decision-making or problem-solving process to analyze the causes and effects of drug abuse in

American society.











After: make a graphic organizer such as, a causal chain that explains drug abuse, and provide examples. create a foldable that summarizes the different levels of sleep. continue writing in the interactive notebook answering the following question, “What is the relationship

between sleep, dreams, and drugs?”

Technology Integration: Guide students to use the Internet resources to gather information about the following topics; dreams, hypnosis,

biofeedback, meditation, and consciousness. select a topic and create a five question multiple-choice test that could be given to your classmates.

o questions should contain four possible answers, one very loose distracter, one good distracter, one no possibility as an answer and the correct answer.

o allow students to look at past TAKS released questions to use as a framework to write the test questions.

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During: create a list of the most common sleep disorders.

After: make a T-chart with the common cure and invent a cure for the above listed sleep disorders.

ELL

During: use a cause and effect graphic organizer and describe the effects of the three most common drugs that affect

consciousness.

After: research on the Internet the above listed drugs and describe in a summary paragraph which drug has the largest

effect on the physical body.

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PsychologyWeek 8 Unit of Study: Sensation and Perception First/Third Grading PeriodTEKS for Psychology (Content)

2A Predict the likely outcome of given courses of action in particular situations, such as refusing to pay taxes, to register to vote, or to obey the speed limit.2B Evaluate the predicted outcomes of given courses of actions in particular situations based on an understanding of the development of morality.3C Describe the processes of modeling/imitation and vicarious reinforcement using typical classroom situations.3D Describe and explain self-esteem, self-efficacy, and expectancy from the perspective of attribution theory.4A Relate sensation and perception to various points of view.4B Define and give examples of bias related to various points of view.7A Identify defining characteristics that differentiate the field of psychology from other related social sciences.8C Identify and describe the basic methods of social scientific reasoning.9A Describe and explain learning as an adaptation to the environment.9C Explain types of relationships of individuals with other individuals and with groups.18A Analyze examples of attitudes, beliefs, and behaviors related to changes in available technology.18B Evaluate the impact of changes in technology on personal growth and development.




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pWord Wall sensationperceptionpsychophysics absolute

thresholddifference

thresholdWeber’s law signal-detection

theorypupil lens retinaoptic nervebinocular fusion retinal disparity auditory nervevestibular systemolfactory nervekinesthesisGestalt subliminal

messagesmotion parallax constancy illusions extrasensory

perception (ESP)







describe the field of study known as psychophysics. explain threshold, Weber’s law, and signal detection. examine the nature and functioning of the sense organs. describe how we learn to perceive and what are illusions.


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What is the field of psychophysics? What is the significance of

threshold, Weber’s law, and signal detection?

What is the nature of the sense organs and how do they function?

How do we learn to perceive?

Describe the field of psychophysics.

Examine the terms threshold, Weber’s law, and signal detection.

Analyze the sense organs and their functions.

Analyze perception and the role of illusions.


Assessment Students demonstrate understanding of concepts through guided classroom discussion and interactive note-taking. Students create a foldable that examines the terms threshold, Weber’s law, and signal detection. Students write an essay examining the nature of perception.

Before: preview the textbook (look at titles, pictures, and key words) and then predict why sensation, senses and

perception are studied in psychology. discuss and create a chart of the human senses. decide which sense you would like to do without for one class period. continue writing in the interactive notebook answering the following question; “What is the difference

between perception and illusion, and how do they affect the everyday life?”During:

group students according to missing sense; cannot see, cannot hear, cannot move, cannot touch and continue to the next with the activity.

Can you detect changes in stimuli? Follow the Quick Lab experiment on page 211 of the textbook. record your observations as the procedure and analysis directs.











After: identify terms and analyze concepts related to sensation, the senses and perception. share your observations with the classroom about how the Quick Lab experiment was organized within

the group with the missing senses. continue writing in the interactive notebook answering the following question; “If I had to do without

one of my senses it would be _______________ because….” provide at least 3 reasons explaining why you chose the sense.

Technology Integration: Guide students to

use Internet resources to create a Wall of Famous People in Psychology. research the following people; Elisabeth Kubler-Ross, Dr. Jack Kevorkian, Roger Wolcott Sperry,

Franz Anton Mesmer, Ivan Petrovich Pavlov, Burrhus Federic Skinner, Elizabeth Loftus and Gustav Theodor Fechner.

provide dates of birth and death, significant contributions to psychology and the impact these contributions have had on history and present day psychology.

display the Wall of Famous People.

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During: discuss the meaning of the vocabulary for the word wall for the week. begin to create an illustrated word wall using the weekly vocabulary.

After: complete and display the illustrated word wall in the classroom. explain how the illustrated word wall in the same location in the classroom contributes to the perception as

related to Gestalt.

ELL

During: discuss (ESP) and how it relates to your culture. For example, does having ESP mean something is bad or

wrong with you in your country? scan a magazine and find an advertisement that appeal to your sense of taste.

After: write a short summary about why your taste buds react to the advertisement.

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PsychologyWeek 9 Unit of Study: Learning: Principles and Applications First/Third Grading PeriodTEKS for Psychology (Content)

2A Predict the likely outcome of given courses of action in particular situations, such as refusing to pay taxes, to register to vote, or to obey the speed limit.2B Evaluate the predicted outcomes of given courses of actions in particular situations based on an understanding of the development of morality.3B Describe the role of reinforcement and punishment in determining persistence-and-effort allocation.3C Describe the processes of modeling/imitation and vicarious reinforcement using typical classroom situations.3D Describe and explain self-esteem, self-efficacy, and expectancy from the perspective of attribution theory.4B Define and give examples of bias related to various points of view.8C Identify and describe the basic methods of social scientific reasoning.9A Describe and explain learning as an adaptation to the environment.9B Relate cultural perspectives to the traditional physical environment of the culture group.9C Explain types of relationships of individuals with other individuals and with groups.10B Identify elements of a social learning theory in modern advertising.10C Describe the relationship between components of the structural information processing model.18A Analyze examples of attitudes, beliefs, and behaviors related to changes in available technology.

18B Evaluate the impact of changes in technology on personal growth and development.




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pWord Wall classical

conditioningneutral stimulusunconditioned

stimulus (UCS)unconditioned

response (UCR) conditioned

stimulus (CS) conditioned

response (CR)generalizationdiscrimination extinctionoperant

conditioning reinforcementprimary

reinforcer secondary

reinforcer fixed-ratio

schedulevariable-ratio

schedule fixed-interval

schedulevariable-interval

schedule shaping response chain aversive controlnegative

reinforcement escape

conditioning avoidance

conditioning social learning cognitive

learning cognitive map latent learning learned

helplessnessmodelingbehavior







analyze the principles and techniques of classical conditioning. describe the principles and techniques of operant conditioning. examine the principles involved in cognitive learning and modeling. identify the principles of learning used in behavior modification. examine the processes of memory and forgetting.


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What are the principles and techniques of classical conditioning?

What are the principles and techniques of operant conditioning?

What are the principles involved in cognitive learning and modeling?

What are the principles of learning used in behavior modification?

What are the processes of memory and forgetting?

Describe the principles and techniques of classical conditioning.

Describe the principles and techniques of operant conditioning.

Analyze the principles involved in cognitive learning and modeling.

Examine the principles of learning used in behavior modification.

Assess the processes of memory and forgetting.


Assessment Students demonstrate understanding of concepts through guided classroom discussion and interactive note-taking. Students create a foldable that explains classical and operant conditioning. Students write an essay describing how social learning is different from classical and operant conditioning.

Before: preview the textbook (look at titles, pictures, and key words) and then predict about what is classical

conditioning, operant conditioning, and social learning. reflect on your elementary years; discuss some of rewards teachers use when they observe good

behavior in students. brainstorm reasons why behavior modification should be used with small children. discuss and connect how teaching children the word NO is for their safety. continue writing in the interactive notebook answering the following question; How does the bell

ringing at school relate to Pavlov’s dog experiment. The bell rings at school everyday. Explain what happens when a bell rings for a fire drill.

During: write a one sentence summary of a product that you purchased and the result after you purchased the

product. Reflect and share with the classroom a television advertisement that influenced you to buy the particular product. After the purchase of the product, were you pleased with the product, did it meet your expectations. If you were not pleased with the product explain to the classroom why. Identify which type of conditioning this influence would be classified.

on a T-chart list four types of reinforcers and give an example of each. Classify the type of rein forcer as primary or secondary.

think about a time when you were little, you ate at a restaurant or a particular type of food and then later SAISD © 2006-07 Psychology (First/Third Grading Period- Week 9) Page 29 of 30










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During: create a T-chart about cognitive learning and learned helplessness during the classroom discussion. write a list of favorite television shows for the classroom.

After: complete the T-chart about cognitive learning and learned helplessness. Display the charts in the classroom. create an environment that would allow students to be in-charge of in-school suspension (ISS). Students will

create positive and negative rein forcers that could be used in ISS. write the advantages and disadvantages of the ISS experience. classify the list of television shows as violent, comedy, and science-fiction. Make a bar graph of the numbers for

the television shows. Explain the bar graph findings.

ELL

During: review the SQ4R and PQ4R charts (figure 9.15) on page 265 in the textbook. chose the study plan method you would like to use to study for the next classroom test. list the positive reinforcers you will use to reward yourself.

After: present your plan to the classroom. ask for help from your teacher so that you will adhere to the study plan if you were to forget. after the test write a summary about the experience. Share with the classroom if the study plan worked or did

not work and why.

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PsychologyWeek 10 Unit of Study: Memory and Thought First/Third Grading PeriodTEKS for Psychology (Content)

2A Predict the likely outcome of given courses of action in particular situations, such as refusing to pay taxes, to register to vote, or to obey the speed limit.2B Evaluate the predicted outcomes of given courses of actions in particular situations based on an understanding of the development of morality.3B Describe the role of reinforcement and punishment in determining persistence-and-effort allocation.3C Describe the processes of modeling/imitation and vicarious reinforcement using typical classroom situations.3D Describe and explain self-esteem, self-efficacy, and expectancy from the perspective of attribution theory.4B Define and give examples of bias related to various points of view.8C Identify and describe the basic methods of social scientific reasoning.9A Describe and explain learning as an adaptation to the environment.9B Relate cultural perspectives to the traditional physical environment of the culture group.9C Explain types of relationships of individuals with other individuals and with groups.10B Identify elements of a social learning theory in modern advertising.10C Describe the relationship between components of the structural information processing model.18A Analyze examples of attitudes, beliefs, and behaviors related to changes in available technology.

18B Evaluate the impact of changes in technology on personal growth and development.



SAISD © 2008-09 Psychology (First/Third Grading Period – Week 6) Page 31 of 33

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pWord Wall memory encoding storage retrieval sensory memory short-term

memorymaintenance

rehearsal chunking semantic

memory episodic memorydeclarative

memoryprocedural

memory recognition recall reconstructive

processes confabulation schemas eidetic memorydecay interference elaborative

rehearsalmnemonic

devices







analyze the three processes involved in memory; encoding, storage, and retrieval. describe the information-processing model of memory. examine the effects of short-term and long-term memory on daily living. identify the memory centers of the brain. examine the processes of memory and forgetting.


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What are the three processes involved with memory?

What is the information-processing model of memory?

What are the three components of stored memory?

What are the processes of memory and forgetting?

Describe the memory processes and how they influence our everyday lives?

Analyze stored memory and how it is retrieved

Assess the processes of memory and forgetting.


Assessment Students demonstrate understanding of concepts through guided classroom discussion and interactive note-taking. Students create a foldable that explains the three stages of memory. Students write an essay demonstrating how the brain helps retrieve information

Before:

o preview the textbook (look at titles, pictures, and key words) and then make predictions about memory and thought through an open classroom discussion.

review the three stages of memory. discuss what having a photographic memory means to students. continue writing in the interactive notebook answering the following question; Explain the saying, “An

elephant never forgets.” Where did this saying come from? How does it apply to memory?During:

poll the students in the classroom and make a list of the types of exams students like to take. take notes on the five methods that can be used to improve memory. describe the difference between forgetting and amnesia using personal examples.











After: identify terms and analyze concepts related to taking in and storing information and retrieving

information. create a pie-graph with the number amounts given for the types of exams listed. provide a mnemonic device for the following words; recognition, recall, relearning, forgetting, and

amnesia. continue writing in the interactive notebook answering the following question; “What is a strategy you

do to remember information for school exams?” Teacher can review and allow some students to share with the classroom the strategy.

Technology Integration: Guide students to create a web diagram using a word processing program and link to the SAISD SOCIAL STUDIES

Website describing how the brain is like a computer. Make ties between short-term and long-term memory. Use figure 10.6 on page 280 in the textbook as an example.

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During: create the “Concentration” game with the word wall vocabulary for weeks 9-10. teacher will tell students how many sets of words will be needed to play the game. allow students to use a word processing program to make the game.

After: divide the classroom into groups of four. Each group will play the game “Concentration “using the same words.

Count the amount of time it takes for each group to complete the game. One person will be needed to time the groups. The group that completes the game first is the winner.

as a reward allows the group to choose another game they can play the next day.

ELL

During: recall a childhood memory about your home country. write a short paragraph about the childhood memory. explain why this childhood memory is important to you.

After: read and share with the classroom about your childhood memory in your home country.

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psychology - saisd · web viewcreate a table chart listing the historical approaches to psychology...

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