Download rhs human behavior curriculum 2011

Randolph Township Schools
Randolph High School
Human Behavior Curriculum
“Behavior is a mirror in which everyone displays his own image.”
Johann Wolfgang von Goethe
Department of Social Studies
Lisa DiAgostino
Supervisor
Curriculum Committee
Linda Wagner
Lena Wasylyk
Date of Board Approval:
July 2011
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Randolph Township Schools
Department of Social Studies
Human Behavior Curriculum
Table of Contents
Section
Page
Mission Statement and Education Goals – District
3
Affirmative Action Compliance Statement
3
Educational Goals – District
4
Introduction
5
Curriculum Pacing Chart
7
Appendix A: Resources
40
Appendix B: Sample lessons
42
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Randolph Township Schools
Mission Statement
It is the mission of the Randolph Township Schools to help prepare all our students for further education, productive work, responsible
leadership, and personal fulfillment. Toward that end, we will provide students with educational experiences that enable them to
acquire the knowledge and develop the thinking and problem–solving skills necessary for a lifelong process of learning. We will
guide all students in discovering, valuing, and development their unique talents in order to realize their potential.
Randolph Township Schools
Affirmative Action Statement
Equality and Equity in Curriculum
The Randolph township School district ensures that the district’s curriculum and instruction are aligned to the State’s Core Curriculum
Content Standards. The curriculum addresses the elimination of discrimination and the achievement gap, as identified by
underperforming school-level AYP reports for State assessment. The Curriculum provides equity in instruction, educational programs
and provides all students the opportunity to interact positively with others regardless of race, creed, color, national origin, ancestry,
age, marital status, affectional or sexual orientation, gender, religion, disability or socioeconomic status.
N.J.A.C. 6A:7-1.7(b): Section 504, Rehabilitation Act of 1973; N.J.S.A. 10:5; Title IX, Education Amendments of 1972
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RANDOLPH TOWNSHIP BOARD OF EDUCATION
EDUCATIONAL GOALS
VALUES IN EDUCATION
The statements represent the beliefs and values regarding our educational system. Education is the key to self-actualization which is
realized through achievement and self-respect. We believe our entire system must not only represent these values, but also
demonstrate them in all that we do as a school system.
We believe:
• The needs of the child come first.
• Mutual respect and trust are the cornerstones of a learning community.
• The learning community consists of students, educators, parents, administrators, educational support personnel, the community
and Board of Education members.
• A successful learning community communicates honestly and openly in a non-threatening environment.
• Members of our learning community have different needs at different times. There is openness to the challenge of meeting those
needs in professional and supportive ways.
• Assessment of professionals (i.e., educators, administrators and educational support personnel) is a dynamic process that requires
review and revision based on evolving research, practices and experiences.
• Development of desired capabilities comes in stages and is achieved through hard work, reflection and ongoing growth.
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HUMAN BEHAVIOR COURSE OVERVIEW/OBJECTIVES
This is a semester course in Human Behavior that prepares students for further study in Psychology.
COURSE GOAL
The course in Human Behavior is a semester elective designed as an enrichment course offering by the Department of Social Studies.
Upon completion of the course, students will earn 2 ½ credits toward graduation. This study of Human Behavior is centered on the
following thematic strands: biology and behavior, human growth and development, human learning, psychological function and
dysfunction and how humans adapt to and interact with a variety of environments. The class will engage in an exploration of the
background of human behavior, the determinants of human behavior, and the personality characteristics of individuals.
COURSE OBJECTIVES
• This semester course in Human Behavior will prepare students for further study of Psychology at the AP and college levels.
• Students will explore the genesis of the field and science of psychology.
• Students will study the core concepts and theories of psychology.
• Students will recognize the difference between hypothetical and theoretical perspectives as they become efficient in the
application of the Scientific Method to the study of behavior.
• Students will continually explore the fundamental question embedded in the study of behavioral science known as the “nature
versus nurture” controversy.
• Students will gain understanding of four basic theoretical orientations in the study of psychology: Behavioral, Humanistic,
Biological, and Psychoanalytical.
• Students will improve their own meta-cognitive processes and in doing so will better understand their own thoughts, feelings,
actions, reactions, emotions and motivations.
• Students will develop critical thinking skills.
ESSENTIAL LEARNING
• Philosophical objectives shaping psychological thought.
• The strengths and limitations of applying theories to explain behavior.
• Differentiation of the domains within psychology.
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The details regarding the use of the scientific method.
Types of research including experiments, correlational studies, survey research, naturalistic observations and case studies.
Basic principles of research design.
Interpretation of graphs that exhibit the results of experiments.
Ethical requirements and guidelines in research and research design.
All basic processes and systems in the biological bases of behavior.
Sensory processes and basic principles of sensory transduction.
General differences between principles of learning including classical conditioning, operant conditioning and observational
learning.
Differentiation between psychological and physiological systems of memory
The interaction of nature and nurture including cultural variations, in the determination of behavior.
The development and maturation of all human processes.
The major theories and approaches in explaining personality.
Contemporary and historical conceptions of what constitutes psychological disorders.
The strengths and limitations of various approaches to explaining psychological disorders.
The central characteristics of psychotherapeutic intervention.
The major treatment orientations used in therapy.
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RANDOLPH TOWNSHIP SCHOOL DISTRICT
Curriculum Pacing Chart
Human Behavior
SUGGESTED TIME
ALLOTMENT
UNIT NUMBER
3 Weeks
Unit I
METHODS DOMAIN: An Introduction to Methods, Approaches and History
(Introduction and Research Methods)
3 Weeks
Unit II
BIOPSYCHOLOGICAL DOMAIN: Biological Basis of Behavior and Sensation and
Perception
2 Weeks
Unit III
COGNITIVE AND BEHAVIORAL DOMAIN: Learning and Memory
3 Weeks
Unit IV
DEVELOPMENTAL DOMAIN: Lifespan Development
4 Weeks
Unit V
SOCIOCULTURAL DOMAIN: Personality and Psychological Function and Dysfunction
and Emerging Treatment Options
2 Weeks
Unit VI
CONTENT - UNIT OF STUDY
SPECIAL TOPICS: Forensic Psychology, Health Psychology, Social Psychology
Timeline and Curricula will be contingent upon class time and student interest.
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RANDOLPH TOWNSHIP SCHOOL DISTRICT
Human Behavior
UNIT I, PART I: History and Approaches
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
Psychology initially developed as a combination of biology and philosophy.
•
What makes something scientific?
The introduction of the use of the scientific method to the study of psychology
transformed the field into a true science.
•
What is the difference between nature and nurture?
The four goals of psychology are to describe, explain predict and control behavior
•
Why study psychology?
•
How can we begin to study behavior?
Historical perspectives in Psychology include structuralism, functionalism, behaviorism,
humanism, and psychoanalysis.
The three main levels of analysis are biological, psychological and social-cultural.
The different approaches to the study of behavior include biological, evolutionary,
psychodynamic, behavioral, cognitive, humanistic and social-cultural.
There are many sub-fields within the field of psychology.
KNOWLEDGE
SKILLS
Students will know:
Students will be able to:
In ancient Greece, philosophers derived principles by logic.
Socrates and his student Plato concluded that mind is separate
from body and continues after the body dies and that knowledge is
innate.
Describe how philosophical perspectives shaped the
development of psychological thought.
Identify the major historical figures in the field of
psychology and their contributions to the science.
Plato’s student Aristotle derived principles from careful observations
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and concluded that knowledge is not preexisting but instead grows
from experiences and stored memories.
Explain the rationale behind the sequence of the four
goals of psychology.
The combination of Francis Bacon’s scientific approach and John
Locke’s concept of “tabula rasa” or blank slate helped form modern
empiricism, the view that knowledge originates in experience and that
science should therefore rely on observation and experimentation.
Explain the importance of the scientific method.
In 1892, Wilhelm Wundt and his student Edward Titchener introduced
structuralism, whose aim was to discover the structural elements of the
mind
.
As a functionalist, William James (1890) thought it would be more
useful to consider the evolved functions of human thoughts and
emotions
Compare and contrast many sub-fields within the
field of psychology.
In the early 1900’s Sigmund Freud developed the influential
psychoanalytical theory of personality where he introduced the concept
of the “unconscious mind.”
Distinguish between the different domains of
psychology.
Describe the psychological constructs of
structuralism and functionalism.
Explain the contributions of Freud, Skinner, Watson,
Maslow, Rogers to the field of psychology.
Compare and contrast the purpose and approaches
that psychologists use.
From the 1920’s into the 1960’s American psychologists and
behaviorists led by John B. Watson and B.F. Skinner redefined
psychology as “the science of observable behavior.”
Humanist psychologists Carl Rogers and Abraham Maslow emphasized
the importance of current environmental influences on human growth
potential.
Each individual is a complex system that is part of a larger social
system. Analysis operates as a three tiered system which considers
different influences: biological (physiological), psychological (learned,
emotional and cognitive), and social-cultural (peer and group
influences).
Psychologists do not attempt to cure behaviors but rather to describe,
explain, predict and control behavior.
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Different approaches to the field of psychology utilize specific
variables as their focus, they include: Biological, Evolutionary;
Psychodynamic, Behavioral, Cognitive, Humanistic, Social-cultural
Different fields of psychology include research, developmental,
educational, counseling, clinical, and industrial-organizational.
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RANDOLPH TOWNSHIP SCHOOL DISTRICT
Human Behavior
UNIT I, PART II: RESEARCH METHODS
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
Critical thinking examines assumptions, discerns hidden values, evaluates evidence and
assesses conclusions.
•
How do psychologists draw appropriate conclusions
about behavior from research?
The scientific method is a systematic self-correcting process for asking questions and
observing answers.
•
What makes data reliable?
•
What methods can we use to study behaviors?
•
How do you know an experiment is valid?
•
How can we find cause and effect relationships?
•
How can you describe a relationship between
variables?
•
Why might ethics be important when conducting
research?
Independent, dependent, confounding and controlling variables must all be carefully
considered in order to design a valid experiment.
Concise measures of variation offer answers about correlation and cause and effect
relationships.
Measures of central tendency and variation are used to describe data and interpret
relationships between variables.
Many professional associations and funding agencies set guidelines ensuring humane
treatment of experimental subjects because of ethical reasons but also because pain and
stress would distort behavior during experiments.
KNOWLEDGE
Students will know:
SKILLS
Students will be able to:
Letting facts speak for themselves is known as the empirical approach. Differentiate between types of research.
A scientific theory explains through an integrated set of principles that
organized observations can predicts behaviors or events.
Describe how research design drives the reasonable
conclusions that can be drawn.
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A good theory produces testable predictions called hypotheses.
An operational definition is a statement of the procedures used to
define measurable research variables.
There are three different types of research methods: descriptive,
correlational and experimental.
The experimental group is the group exposed to the treatment, that is,
to one version of the independent variables.
The control group is the group not exposed to the treatment; contrasts
to the experimental group and serves as a comparison for evaluating
the effect of the treatment.
The independent variable is the experimental factor that is
manipulated; the variable whose effect is being studied.
The dependent variable or the outcome factor is the variable that may
change in response to manipulations of the independent variable.
Ethical principles were developed by the American Psychological
Association (1992), the British psychological Association (1993) and
by psychologists internationally urge investigators to follow particular
standards in performing research.
Identify independent, dependent, confounding and
control variables in experimental designs.
Predict the validity of behavioral explanations based
on the quality of research design.
Distinguish the purposes of descriptive statistics and
inferential statistics.
Apply basic descriptive statistical concepts, including
interpreting and constructing graphs and calculating
simple descriptive statistics.
Construct operational definitions that allow
measurement in behavioral science.
Evaluate how ethical issues inform and constrain
research practices.
Describe how ethical and legal guidelines protect
research participants and promote sound ethical
practice.
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RANDOLPH TOWNSHIP SCHOOL DISTRICT
Human Behavior
UNIT II, Part I: Biological Bases of Behavior
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
Specific brain systems serve specific functions; humans integrate information processed
in these different brain systems to construct experience of sights and sounds, meanings
and memories, pain and passion.
Our adaptive brain is wired by our experience.
The brain and spinal cord form the body’s central nervous system which communicates
with the body’s sensory receptors, muscles and glands via the peripheral nervous system
via electric and chemical messages.
•
How do biological processes relate to behavior?
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How does the brain communicate with itself?
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How does the brain communicate with the body?
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How does the brain communicate with the world?
•
What influences shape the way a person behaves?
Interconnected with the nervous system is a second communication system called the
endocrine system. The glands of that system secrete hormones which travel through the
bloodstream and affect other tissues including the brain.
Brain imaging technology has made it possible for today’s scientists to electrically,
chemically and magnetically stimulate various parts of the brain and note the effects.
Heredity, environment and evolution work together adaptively and shape behavior.
KNOWLEDGE
SKILLS
Students will know:
Students will be able to:
A neuron is the basic building block of the nervous system; sensory
neurons carry incoming messages from the sensory receptors to the
brain and spinal cord and motor neurons carry outgoing messages
Identify basic processes and systems in the biological
bases of behavior including parts of the neuron and the
process of transmission of a signal.
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from the brain and spinal cord to the muscles and glands
Describe the effect of the endocrine system on behavior.
Interneurons within the brain and spinal cord communicate
internally and intervene between the sensory inputs and motor
outputs.
Dendrites are bushy branching extensions of a neuron that receive
messages and conduct impulses toward the cell body.
The axon is the extension of the neuron, ending in branching
terminal fibers through which messages pass to other neurons or to
muscles or glands.
Differentiate the subdivisions and functions of the
nervous system.
Construct a model of each major section of the brain.
Compare and contrast the function of each section of the
brain.
Evaluate how heredity, environment, and evolution work
together to shape behavior.
The myelin sheath is a layer of fatty tissue segmentally encasing the
fibers of many neurons; it enables vastly greater transmission speed Predict how traits and behavior can be selected for their
adaptive value.
of neural impulses as the impulse hops from one node to the next.
Action potential is a neural impulse, a brief electrical charge that
travels down the axon.
Distinguish between the structure and function of
chromosomes, genes and DNA.
The threshold is the level of stimulation required to trigger a neural
impulse.
Identify key contributors to the study of the biological
bases of behavior (e.g., Paul Broca, Carl Wernicke,
Charles Darwin, Michael Gazzaniga, Roger Sperry).
The synapse is the junction between the axon tip of the sending
neuron and the dendrite and cell body of the receiving neuron. The
tiny gap at this junction is called the synaptic gap or synaptic cleft.
Describe various brain scan technologies and the manner
in which they work to illustrate brain function.
Neurotransmitters are chemical messengers that cross the synaptic
gaps between neurons. When released by the sending neuron,
neurotransmitters travel across the synapse and bind to receptor
sites on the receiving neuron, thereby influencing whether the
neuron will generate a neural impulse.
The nervous system is the body’s speedy electrochemical
communication network, consisting of all the nerve cells of the
peripheral and central nervous systems.
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The central nervous system is made up of the brain and the spinal
cord.
The peripheral nervous system is made up of the sensory and motor
neurons that connect the central nervous system to the rest of the
body.
The somatic nervous system is the division of the peripheral
nervous system that controls the body’s skeletal muscles.
The autonomic nervous system is the part of the part of the
peripheral nervous system that controls the glands and the muscles
of the internal organs. Its sympathetic system arouses; its
parasympathetic system calms.
The endocrine system is the body’s slow chemical communication
system; a set of glands that secrete hormones or chemical
messengers into the blood stream.
Current Brain Scan Technology includes electroencephalogram
(EEG), PET (positron emission tomography), MRI (magnetic
resonance imaging), FMRI (functional magnetic resonance
imaging).
The medulla lies at the base of the brain stem and controls
heartbeat and breathing.
The reticular activating system is a nerve network in the brainstem
that plays an important role in controlling arousal.
The thalamus is the brain’s sensory switchboard, located on the top
of the brainstem; it directs messages to the sensory receiving areas
in the cortex and transmits replies to the cerebellum and medulla.
The cerebellum or “little brain” is located at the rear of the
brainstem. Its functions include processing sensory input and
coordinating movement output and balance.
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The limbic system includes the hippocampus, the amygdala and the
hypothalamus and is linked to emotion.
The hypothalamus is a neural structure lying below the thalamus. It
directs several maintenance activities (eating, drinking, body
temperature) and helps govern the endocrine system via the
pituitary gland. It is linked to emotion and reward.
The cerebral cortex is the intricate fabric of interconnected neural
cells covering the cerebral hemispheres: the body’s ultimate control
and information processing center.
Glial cells are cells in the nervous system that support, nourish, and
protect neurons.
The frontal lobes portion of the cerebral cortex lying just behind the
forehead is involved in speaking and muscle movement, and higher
order thinking such as making plans and judgments.
The parietal lobes portion of the cerebral cortex lying at the top of
the head and toward the rear receives sensory input for touch and
body position.
The occipital lobes of the cerebral cortex lying at the back of the
head include areas that receive information from the visual fields.
The temporal lobes portion of the cerebral cortex lying roughly
above the ears, includes auditory areas, each receiving information
primarily from the opposite ear.
The sensory cortex area at the front of the parietal lobes registers
and possesses body touch and movement sensations.
Plasticity is the brains ability to change, especially during
childhood, by reorganizing after damage or by building new
pathways based on experience.
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The corpus collosum is a large band of neural fibers connecting the
two brain hemispheres and carrying messages between them.
Behavioral genetics is the study of the relative power and limits of
genetic and environmental influences on behavior.
Chromosomes are threadlike structures made of DNA molecules
and contain the genes. DNA (deoxyribonucleic acid) is a complex
molecule containing the genetic information that makes up the
chromosomes.
Genes are the biochemical units of heredity that make up the
chromosomes; a segment of DNA capable of synthesizing a protein.
Genome is the complete instructions for making an organism
consisting of all of the genetic material in that organism’s
chromosomes.
X Chromosome is the sex chromosome found in both men and
woman. Females have two x chromosomes, males have one. An x
chromosome from each parent produces a female child.
Y Chromosome is the sex chromosome found only in males. When
paired with a y chromosome from the mother it produces a male
child.
Natural selection is the principle that traits leading to survival will
most likely be passed on to succeeding generations.
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RANDOLPH TOWNSHIP SCHOOL DISTRICT
Human Behavior
UNIT II, PART II: Sensation and Perception
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
Sensation and perception blend into one continuous process, it starts with sensory
receptors and works up through higher levels of processing.
•
What is the difference between a sensation and a
perception?
Our ability to detect stimuli is dependent upon our threshold.
•
How does subliminal stimulation affect us?
The conscious and unconscious minds are affected by stimuli sensation and perception.
•
What is light?
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How do humans process visual information?
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What is sound?
The ears transform vibrating air into nerve impulses.
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How do we experience pain, taste, and smell?
Touch is essential to human development, touch sensations involve more than tactile
sensation.
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How do we perceive motion?
•
What influences perception?
•
How might you know something that cannot be
accounted for through physical senses?
Two physical characteristics of light, wavelength and intensity, help determine our
sensory experience of them.
Kinesthesis enables the sense of the position and movement of body parts.
There is no one type of stimulus that triggers pain but different receptors that detect
pain.
Taste and smell are chemical senses.
The brain perceives movement in a rapid series of slightly varying images.
Expectation can affect perception.
Claim of paranormal phenomena include astrological predictions, psychic messages and
healing, communications with the dead and out of body experiences.
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KNOWLEDGE
SKILLS
Students will know:
Students will be able to
Sensation is the process by which our sensory receptors and
nervous system receive and represent stimulus energies from our
environment.
Discuss basic principles of sensory transduction,
including absolute threshold, difference threshold, signal
detection and sensory adaptation
Perception is the process of organizing and interpreting stimulus
information.
Describe sensory processes (e.g. .hearing, vision, taste,
touch, smell, vestibular, kinesthesis, and pain) including
the specific nature of energy transduction, relevant
anatomical structures, and specialized pathways in the
brain for each of the senses.
Absolute threshold is the minimum stimulation necessary for us to
be consciously aware of it 50 percent of the time.
Signal Detection Theory demonstrates that individual absolute
thresholds vary depending on the strength of the signal, our
individual experiences, expectations, motivations and alertness.
Explain common sensory disorders (e.g. hearing and
visual impairments).
Difference threshold is the barely noticeable difference we discern
between two stimuli 50 percent of the time.
Describe general principles of organizing and integrating
sensation to promote stable awareness of the external
world (e.g. gestalt principles, depth perception).
Sensory adaptation focuses our attention on informative changes in
our environment.
Discuss how experience and culture can influence
perceptual processes (e.g. perceptual set, context effects).
In vision, light energy particles form slice of the broad spectrum of
electromagnetic radiation.
Explain the role of top down processing in producing
vulnerability in illusion.
The hue we perceive in a light depends on its wavelength;
brightness depends on its intensity.
Debate common beliefs in parapsychological
phenomena.
After entering the eye and being focused by a lens, light energy
particles strike the eye’s inner surface called the retina.
The retina’s light sensitive rods and color sensitive cones convert
the light energy into nerve impulses which travel through the optic
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nerve to the brain.
Visual impulses travel along the optic nerve to the thalamus and
then on to the visual cortex. Other neural teams integrate results
comparing them with stored information and enabling perceptions.
The Young-Helmboltz Trichromatic Theory proposed that the
retina contains three types of color receptors.
Hering’s Opponent Process Theory proposed three additional color
processes; red versus green, blue versus yellow, black versus white
Sound waves are bands of compressed and expanded air.
Our ears detect changes in air pressure and transform them into
neural impulses, which the brain decodes as sound.
Sound waves vary in frequency which we experience as different
pitch and amplitude which we experience as loudness
Place Theory proposes that our brain interprets a particular pitch by
decoding the place where a sound wave stimulates the cochlea’s
basilar membrane.
Frequency Theory proposes that the brain deciphers the frequency
of the pulses traveling to the brain.
Our sense of touch involves several senses; pressure, warmth, cold
and pain that combine to produce other sensations such as “hot”.
Through a process called “kinesthesis” we sense the position and
movement of body parts.
Taste, a chemical sense is a combination of five basic sensations;
sweet, sour, salty, bitter and unami, and of the aromas that interact
with information from the taste receptor cells of the taste buds.
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Smell is a chemical sense involving 5 million olfactory receptor
cells with their approximately 350 million receptor proteins
recognizing individual odor molecules.
Depth perception is our ability to see the world in three dimensions.
A perceptual set is a mental predisposition that functions as a lens
through which we perceive the world.
The three most testable forms of extrasensory perception are
telepathy (mind to mind communication), clairvoyance (perceiving
remote events) and precognition (perceiving future events.
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RANDOLPH TOWNSHIP SCHOOL DISTRICT
Human Behavior
UNIT III, PART I: Learning
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
Learning is a relatively permanent behavior change due to experience.
•
What is learning?
Learning enables animals to adapt to their environments.
•
What are the benefits of learning?
Associative learning and learning through reinforcement are basic forms of learning.
•
How do people learn?
Classical conditioning is learning through association.
•
What influences learning?
The discovery of biological constraints affirms the value of different levels of analysis,
including the biological and cognitive when we seek to understand phenomena such as
learning.
•
What things can reinforce behaviors?
Operant conditioning is learning through reinforcements, the basic types of which are;
positive reinforcement, negative reinforcement and punishment.
Schedules of reinforcement affect how rapidly a behavior is elicited, as well as how
permanent the elicit behavior will be.
Observational learning is social learning where we observe and imitate others.
KNOWLEDGE
Students will know:
Learning is a relatively permanent change in behavior due to an
animal’s experience.
Learning is adaptive; each species learns behaviors that will aid in
survival.
SKILLS
NJCCCS
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5.1.8.B.1
Students will be able to:
5.1.8.B.4
Distinguish the differences between principles of
5.1.12.B.1
classical conditioning, operant conditioning, and
5.1.12.B.2
observational learning.
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Describe basic classical conditioning phenomena, such as 5.1.8.C.1
acquisition, extinction, spontaneous recovery,
5.1.8.C.2
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Biological constraints influence learning predispositions.
generalization, discrimination, and higher-order learning.
In associative learning, we learn to associate two stimuli, or a
response and its consequence.
Predict the effects of operant conditioning including
those related to positive reinforcement, negative
reinforcement, punishment and schedules of
reinforcement.
In observational learning we learn by watching others’ experiences
and examples.
Classical conditioning is a type of learning in which organisms
come to associate stimuli.
Predict how practice, schedules of reinforcement, and
motivation will influence quality of learning.
Interpret graphs that exhibit the results of learning
Ivan Pavlov’s work on classical conditioning laid the foundation for experiments.
behaviorism, the view that psychology should be an objective
science that studies behavior without reference to mental processes. Provide examples of how biological constraints create
learning dispositions.
In classical conditioning, acquisition is associating the conditioned
Describe the essential characteristics of insight learning,
stimulus with the unconditioned stimulus.
latent learning and social learning.
Basic classical conditioning phenomenon includes acquisition,
extinction, spontaneous recovery, generalization, discrimination
and spontaneous recovery.
Classical conditioning has many clinical applications including use
in treatment programs for drug abuse, to condition more appropriate
responses in therapy and for treatment of emotional disorders.
In operant conditioning an organism learns associations between its
own behavior and resulting events; this form of conditioning
involves operant behavior, behavior that operates on the
environment producing consequences.
Operant conditioning involves respondent behavior, automatic
responses to some stimulus
Expanding on Edward Thorndike’s law of effect, B.F. Skinner
found that the behavior of rats and pigeons placed in an operant
chamber or Skinner Box can be shaped by using reinforcers to guide
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close rand closer approximations of the desired behavior.
Primary reinforcers are innately satisfying, no learning is required,
secondary or conditioned reinforcers are satisfying because we have
learned to associate them with more basic rewards.
There are 3 types of reinforcement, positive, negative and
punishment.
Immediate reinforcers offer immediate payback and are optimum
for training; delayed reinforcers require the ability to delay
gratification and are optimum for lasting behavior.
Both ratio and interval schedules of reinforcement are carefully
utilized to encourage initial learning and lasting behavior.
Children tend to imitate what a model says and does whether the
behavior being modeled is prosocial (positive and constructive) or
antisocial (destructive).
24
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Human Behavior
UNIT III, PART II: Memory
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
Cognition refers to all the mental activities associated with thinking, knowing
remembering and communicating.
The different types of cognitive processes include effortful, automatic, parallel
processing.
Memory is learning that has persisted over time.
•
How do we know when something is true?
•
What is memory?
•
What makes us remember some things and forget
others?
•
How does the brain store memories?
Memory is an information processing system that consists of encoding, storage and
retrieval.
•
What is creativity?
Long- term potentiation (LTP) provides a neural basis for learning and remembering.
•
What are problem solving skills?
We form concepts to think about the countless events, objects and people in our world.
•
What influences judgment?
We use algorithms, heuristics and insight to assist with problem solving.
•
How are language and thinking related?
Creativity is the ability to produce novel and valuable ideas.
•
How and why is memory limited?
KNOWLEDGE
SKILLS
Students will know:
Students will be able to:
The Atkinson-Shiffron 3 stage memory model suggests that we
register fleeting sensory memories, some of which are processed
into short term memories, a fraction of which are encoded for long
term memory and possibly later retrieval.
Compare and contrast various cognitive processes.
Describe psychological and physiological systems of
memory.
25
NJCCCS
5.1.8.A.1
5.1.8.A.3
5.1.12.A.1
5.1.12.A.2
5.1.12.A.3
5.1.12.B.1
5.1.12.B.2
5.1.12.B.3
With parallel processing the brain handles many aspects of problem
solving simultaneously.
Autonomic processing happens unconsciously, effortful processing
requires conscious attention and deliberate effort.
The spacing effect is our tendency to retain information if we
practice it repeatedly than if we practice it in one long session.
The serial position effect is the tendency to recall the first (primacy
effect) and the last item (recency effect) in a long list.
Visual encoding and acoustic encoding engage shallower
processing than semantic encoding.
Differentiate between systems of memory including short 5.1.12.B.4
5.1.12.C.1
term, long term and procedural memory.
5.1.12.C.2
5.1.12.C.3
Outline principles that underlie effective encoding,
5.3.8.D.3
storage, and construction of memories.
Synthesize how biological, cognitive, and cultural factors 5.3.12.E.3
5.3.12.E.4
converge to facilitate acquisition, development and use
of language.
Identify problem solving strategies as well as factors that
influence their effectiveness.
List the characteristics of creative thought and creative
thinkers.
We process verbal information best when we make it meaningful.
Encoding imagery, as when we use mnemonic devices supports
memory because images are memorable.
Explain how and why memory can be limited or
improved.
Chunking and hierarchies help organize information for easy
retrieval.
Sensory memory involves registering information through our
senses.
We briefly register and store visual images through iconic memory
,we register and store sounds through echoic memory.
We can process only about seven items of information.
Our capacity for storing information in long-term memory is
essentially unlimited.
Long-term potential (LTP) appears to be the neural basis of
learning and memory.
26
Stress triggers hormonal changes that arouse brain areas and
produce indelible memories.
We have two memory systems, explicit and implicit.
Retrieval cues catch our attention and alert out web of associations
helping us move information into conscious awareness.
Cognition is the term covering all mental processes associated with
thinking, knowing, remembering and communicating.
An algorithm is a thorough set of rules or procedures that
guarantees a solution to a problem. A heuristic is a simpler thinking
strategy that may allow us to solve problems more quickly but can
sometimes lead to incorrect conclusions.
Thinking in images (nondeclarative, procedural memory) can
increase our skills when we mentally practice upcoming events.
27
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Human Behavior
UNIT IV: Developmental Psychology
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
Developmental psychologists study physical, mental and social changes throughout the
lifespan.
•
How can developmental psychology be of use in the
world?
Newborns are born with sensory equipment and reflexes that facilitate their survival and
their social interactions with adults.
•
What are some newborn capabilities?
•
The brain’s nerve cells are sculpted by heredity and experience; their interconnectedness
multiplies rapidly after birth.
•
How do parent-infant attachment bonds grow?
How do children’s self concepts develop?
Infants form attachments not just because parents gratify biological needs but, more
important, because they are comfortable, familiar and responsive.
•
How might children’s traits be related to parenting
styles?
Adult relationships seem to reflect the attachment styles of early childhood, lending
support to Erikson’s idea that basic trust is formed in infancy by our experiences with
responsive caregivers.
•
In what ways might males and females differ in their
patterns of development?
•
To what extent is our development shaped by early
stimulation, by parents and by peers?
•
What affect does aging have on the body and mind?
Self concept, a sense of one’s own identity and personal worth emerges gradually and
are correlated with parenting styles; authoritarian, permissive or authoritative.
Biological sex is determined by the twenty third pair of chromosome. We also learn
gender roles, which vary with culture across place and time. We learn gender identity as
we learn other things, through reinforcement, punishment and observation.
A child’s brain changes as neural connections increase in areas associated with
stimulating activity, and unused synapses degenerate. Parents and peers influence early
development through exposure of activities.
During adolescents, both primary and secondary sex characteristics develop
dramatically.
28
Muscular strength, reaction time, sensory abilities and cardiac output begin to decline in
the late twenties and continue throughout middle and late adulthood.
KNOWLEDGE
SKILLS
Students will know:
Students will be able to:
The life cycle begins at conception, when one sperm unites with an
egg to form a zygote. The developing embryo’s body organs begin
to form and function, by nine weeks the fetus is a recognizable as
human.
Evaluate the interaction of nature and nurture in the
determination of behavior.
Newborns are born with sensory equipment and reflexes that
facilitate their survival and social interactions.
Track the maturation of motor skills.
Our complex motor skills, sitting, standing, walking, develop in a
predictable sequence whose timing is a function of individual
maturation and culture.
Piaget proposed the formation of schemas (mental representations)
that help children organize their experiences.
Explain the process of conception and gestation.
Describe the influence of temperament and other social
factors on attachment and appropriate socialization.
Explain the maturation of cognitive abilities.
Compare and contrast models of moral development.
Characterize maturational challenges in adolescents,
Assimilation in the interpreting of new information according to our included related family conflicts and social markers of
adulthood.
current experiences. Accommodation is the incorporation of new
information in accordance with new experiences.
Predict the physical and cognitive changes that emerge as
people age.
Piaget’s theory of cognitive development includes 4 stages where
thinking changes qualitatively not just quantitatively. They include:
Organize steps that can be taken to maximize function.
the sensorimotor stage, the pre-operational stage, the concrete
operational stage, and the formal operational sage.
Describe how sex and gender influence socialization and
other aspects of development.
Vygotsky’s emphasis is on how the child’s mind grows through
interaction with the social environment. Vygotsky noted that
language, an important ingredient of social mentoring, provides the Identify leaders in the field of psychology and describe
29
NJCCCS
5.1.12.A.1
5.1.12.B.3
5.1.12.B.4
5.1.8.C.1
5.1.8.C.2
5.1.8.C.3
5.1.12.C.1
5.1.12.C.2
5.1.12.C.3
5.1.12.D.1
5.1.12.D.2
5.3.8.B.1
5.3.12.B.1
5.3.12.B.2
5.3.12.C.2
5.3.12.E.1
5.3.12.E.2
5.3.12.E.3
5.3.12.E.4
5.3.12.A.3
building blocks for thinking.
The attachment bond is a powerful survival impulse that keeps
infants close to their caregivers. Contact is one key to attachment.
Another is familiarity. In many animals attachments must form
during a critical period.
their contributions to developmental psychology (e.g.,
Mary Ainsworth, Albert Bandura, Diana Baumrind, Erik
Erikson, Sigmund Freud, Carol Gilligan, Harry Harlow,
Lawrence Kohlberg, Konrad Lorenz, Jean Piaget, Lev
Vygotsky).
Mary Ainsworth, who designed the “strange person experiment”,
noted that sensitive responsive mothers, had infants who exhibited
secure attachments.
Harry Harlow’s monkey studies, with unresponsive artificial
mothers, produced striking effects. When put in strange situations
without their artificial mothers, the deprived infants were terrified.
Developmental theorist Erik Erikson working in collaboration with
his wife Joan Erikson proposed that securely attached children
approach life with a sense of basic trust, a sense that the world id
predictable and reliable. They attributed basic trust not to
environment or inborn temperament, but to early parenting.
A critical period of development is an optimal period when certain
events must take place to facilitate proper development.
Konrad Lorenz explored a rigid attachment process called
imprinting. Attaching to the first moving object an animal observes.
Temperament is a person’s characteristic emotional reactivity and
intensity.
Childhood’s major social achievement is a positive self concept.
Children who develop a positive self concept are more confident,
independent, optimistic, assertive and sociable.
The most heavily researched aspect of parenting has been how and
to what extent, parents seek to control their children. Investigators
have identified three parenting styles; authoritarian , permissive
30
and authoritative
Our biological sex helps to define our gender, the biological and
social characteristics by which people define male or female.
Gender roles are heavily influenced by culture.
Adolescence, the years spent morphing form child to adult, starts
with the physical beginnings of sexual maturity and ends with the
social achievement of independent social status.
Lawrence Kohlberg sought to describe the development of moral
development in stages; preconventional, conventional and post
conventional.
Aging levies a tax on the brain by slowing down neural processing.
Exercising feeds the brain and helps to compensate for cell loss.
31
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Human Behavior
UNIT V: Personality
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
The major theories and approaches to explaining personality are psychoanalytical,
humanistic, cognitive, trait, social learning, and behavioral
Sigmund Freud referred to his theory and techniques as psychoanalysis.
A Neo-Freudian is a psychodynamic theorist who shares Freud’s view that unconscious
mental processes, inner conflicts, and childhood experiences are important influences on
personality.
Frequently used personality assessment strategies include; the Minnesota Multiphasic
Personality inventory (MMPI) and the Thematic Apperception Test (TAT).
Humanistic psychologists turn their attention toward the growth potential of healthy
people.
Trait theorists attempt to describe our stable and enduring characteristics.
The big five personality dimensions-conscientiousness, agreeableness, neuroticism,
openness, and extroversion offer a reasonable comprehensive picture of personality.
The social-cognitive perspective applies principles of learning, cognition and social
behavior to the development of personality.
.
Individualist or collectivist cultural influences affect personality development through
variation in social values.
32
•
What’s “personality”?
•
How do people develop their personalities?
•
What traits account for a good personality?
•
Why do personalities of people differ widely?
•
How might culture influence personality traits?
•
What is a “sense of self”?
KNOWLEDGE
SKILLS
NJCCCS
5.1.12.A.1
Students will know:
Students will be able to:
Sigmund Freud saw personality as composed of pleasure seeking
psychic impulses (the id), a reality oriented executive (the ego), and
an internalized set of ideals (the superego).
Compare and contrast the major theories and approaches
to explaining personality: psychoanalytical, humanistic,
cognitive, trait, social learning, and behavioral.
Freud believed children develop through psychosexual stages, and
that failure to resolve conflicts associated with a particular stage
may result in a fixation at that stage.
Describe and compare research methods (e.g., case
studies and surveys) that psychologists use to investigate
personality.
Tensions between the demands of id and superego cause anxiety.
The ego copes by using defense mechanisms.
Compare and contrast frequently used assessment
strategies.
Basic to Freud’s theory was the belief that the mind was mostly
hidden. Our conscious awareness is like the part of an iceberg that
floats above the surface, beneath the surface is the larger
unconscious mind, with its thoughts, wishes, feelings and
memories.
Speculate how cultural context can facilitate or constrain
personality development.
Analyze the effect of culture as it relates to self- concept.
Freud used projective measures such as word association; dream
analysis and hypnosis are used to uncover aspects of the
unconscious mind.Projective tests aim to provide a psychological
X-ray by asking test takers to describe ambiguous stimuli or to tell
a story about it.
Henry Murray introduced the Thematic Apperception Test (TAT),
in which people view ambiguous pictures and then make up stories
about them.
The most widely used projective measure is the famous Rorshach
inkblot test, in which people describe what they see in a series of
ambiguous inkblots.
33
5.1.12.A.2
5.1.12.A.3
5.1..12.B.1
5.1.12.B.2
5.1.12.B.3
5.1.12.B.4
5.1.12.C.1
5.1.12.C.2
5.1.12.C.3
5.1.12.D.1
5.1.12.D.1
5.1.12.D.2
5.1.12.D.3
Neo-Freudians Alfred Adler, Karen Horney and Carl Jung accepted
many of Freud’s ideas particularly that childhood is important in
the determination of personality. Adler focused on the effect of
feelings of inferiority, Horney on anxiety, and Jung added the
concept of a collective unconscious.
Today’s developmental psychologists see development as lifelong,
not just fixed in childhood.
Humanistic psychologists sought to turn people’s attention to
human potential. Humanistic psychologists assess personality
through self report methods such as questionnaires on which people
report on self concept.
Abraham Maslow believed that id basic human needs were
fulfilled; people would strive toward self actualization, the
actualization of one’s true and unique potential.
Trait theorists attempt to describe our stable and enduring
characteristics.
Through factor analysis, researchers have isolated important
dimensions of personality.
Personality inventories like the Minnesota Multiphasic Personality
Inventory (MMPI) are designed to gauge a wide range of feelings
and behaviors. Items on the test are empirically derived and
objectively scored.
Genetic predispositions influence traits.
The Big Five Personality dimensions, conscientiousness,
agreeableness, neuroticism, emotional stability versus instability,
openness and extraversion, offer a reasonable comprehensive
picture of personality
The social cognitive perspective applies principles of learning,
34
cognition, and social behavior to personality, with particular
emphasis on the ways in which our personality influences and is
influenced by our interaction with our environment.
A sense of personal control helps people to cope with life.
Cultures based on self reliant individualism value personal
independence and individual achievement. Cultures based on
socially connected collectivism value interdependence, tradition
and harmony.
Within any culture the degree of individualism and collectivism
varies from person to person.
35
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Human Behavior
UNIT VI: Functional and Dysfunctional Psychological Behavior & Treatment Options
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
Psychologists and psychiatrists consider behavior disordered when it is deviant,
distressful and dysfunctional.
•
How should we draw the line between normality and
disorder?
Different perspectives help us to understand the genesis of psychological disorders. The
two most pervasive perspectives today are the medical model and the biopsychosocial
perspective.
•
What is the difference between a functional and
dysfunctional disorder?
•
Why do we classify psychological disorders?
•
When is anxiety normal? When is it abnormal?
•
Anxiety is classified as a psychological disorder only when it becomes distressing or
persistent or is characterized by maladaptive behaviors intended to reduce it.
When are stress and sadness a normal part of the
human experience?
•
When are stress and sadness clinically diagnosable?
Mood disorders are characterized by emotional extremes.
•
What is the difference between a cure and a therapy?
Personality disorders are enduring, maladaptive patterns of behavior that impair social
functioning.
•
How do culture and values influence therapy?
•
What therapeutic options exist?
•
What is a rationale for preventive mental health
programs?
The fourth edition (text revised) of the American Psychiatric Association’s Diagnostic
and Statistical Manual of Mental Disorders (DSM IV-TR) provides diagnostic labels
and descriptions that aid mental health professionals by providing a common language
and shared concepts for communication and research.
Mental health surveys in many countries provide varying estimates of the rates of
psychological disorders.
The major psychotherapies include psychoanalytic, humanistic, behavioral and cognitive
perspectives
No one type of psychotherapy is found to be superior to all others. Therapy is most
effective for those with clear cut specific problems.
Preventive mental health programs are based on the idea that many psychological
36
disorders could be prevented by changing oppressive, esteem destroying environments
into more nurturing environments that foster self growth and build resilience.
KNOWLEDGE
SKILLS
Students will know:
Students will be able to:
The definition of deviant varies with context and culture. It also
varies with time.
Describe contemporary and historical conceptions of
what constitutes psychological disorders.
The medical model assumes that psychological disorders are mental Recognize the use of the Diagnostic and Statistical
Manual of Mental Disorders (DSM) published by the
illnesses that can be diagnosed on the basis of their symptoms and
American Psychiatric Association as the primary
cured through therapy.
references for making diagnostics judgments.
The biopsychosocial perspective assumes that disordered behavior
Compare perspectives regarding the geneses of
arises from genetic predispositions, physiological states, inner
psychological disorders.
psychological dynamics and social-cultural circumstances.
The fourth edition (text revised) of the American Psychiatric
Association’s Diagnostic and Statistical Manual of Mental
Disorders (DSM IV-TR)provides diagnostic labels and descriptions
that aid mental health professionals by providing a common
language and shared concepts for communication and research
Evaluate the strengths of various approaches to
explaining psychological disorders.
Describe major treatment orientations used in therapy.
Compare and contrast different treatment formats.
People with generalized anxiety disorder feel persistently,
uncontrollably tense and apprehensive, for no apparent reason. In
the more extreme panic disorder, anxiety escalates into episodes of
intense dread.
Freud viewed anxiety disorders as the manifestation of mental
energy associated with the discharge of repressed impulses.
Discuss how cultural and ethnic context influence choice
and success of treatment.
Describe prevention strategies that build resilience and
promote competence.
37
NJCCCS
5.1.12.A.1
5.1.12.A.2
5.1.12.A.3
5.1.12.B.1
5.1.12.B.2
5.1.12.B.3
5.1.12.B.4
5.1.12.C.1
5.1.12.C.2
5.1.12.C.3
5.1.12.D.1
5.1.12.D.2
5.2.12.D.5
5.3.12.A.3
5.3.12.A.6
5.1.12.B.3
5.1.12.C.1
5.1.12.C.2
5.1.12.C.3
5.1.12.D.1
5.3.12.A.6
5.3.8.B.1
5.3.12.C.1
5.3.12.C.2
Psychologists working from the learning perspective view anxiety
disorders as a product of fear conditioning, stimulus generalization,
reinforcement fearful behaviors, and observational learning of
others’ fear.
Increased rates of depression among young Westerners may be due
to the rise of individualism, and the decline of a commitment to
religion and family, but this is a correlational finding so the cause
and effect relationship is not yet clear.
Poverty is a predictor of mental illness. Some mental disorders can
drive people into poverty.
Among Americans who have experiences a psychological disorder,
the three most common are phobias, alcohol dependency and mood
disorder.
Today many therapists combine aspects of varying perspectives in
an eclectic approach or psychotherapy integration, sometimes in a
group setting.
The humanistic and psychoanalytical therapies are known as insight
therapies.
Behavior therapies seek to counter condition behaviors through
exposure therapies, such as systematic desensitization, virtual
reality exposure therapy or aversive conditioning. They may apply
operant conditioning principles with behavior modification and
token economies.
Cognitive- behavioral therapy focus is on helping clients find new
ways of thinking and talking.
Group therapy sessions can help more people and cost less. Clients
may benefit from knowing that others have similar problems and
from feedback and reassurance.
38
Family therapy views a family as an interactive system and
attempts to help members discover the roles they play and to learn
to communicate more openly and directly.
Cultural differences and values can create problems when therapists
work with clients with different cultural or religious beliefs. Clients
seeking therapy may want to ask about the therapist’s treatment
approach, values, credentials, and fees.
Drug therapy is the most widely used biomedical therapy.
The antipsychotic drugs block dopamine activity.
Anti-anxiety drugs, which depress central nervous system activity,
are used to treat anxiety disorders
Anti-depressant drugs, which increase the availability serotonin and
norepinephrine, are used to treat depression.
A healthy mind usually lives in a healthy body. Depressed people
who undergo a regiment of aerobic exercise, adequate sleep, light
exposure, social engagement, negative, thought reduction and better
nutrition often gain relief. Preventive mental health programs are
also based on this idea.
39
APPENDIX A
Student Textbooks: Kasschau, Richard A. Glencoe Understanding Psychology: with Features from Time. New York, NY:
Glencoe/McGraw-Hill, 2001. Print.
Teacher Resources:
Kasschau, Richard A. Glencoe Understanding Psychology: with Features from Time. New York, NY: Glencoe/McGraw-Hill, 2001. Print.
RESOURCE BOOKS:
Crane, William. Theories of Development: Concepts and Applications. Englewood cliffs, New Jersey: Prentice Hall, 1992
DSM IV-TR; Diagnostic and Statistical Manual of Mental Disorders, 4th ed. Washington D.C.: American Psychological Association, 2000.
McBurney, Donald H; White, Theresa L. Research Methods, 7th ed. CA: Thomson Learning Inc, 2000
Milton, Julie; Wiseman, Richard. Wiseman. Guidelines for Extrasensory Perception Research. Great Britain: University of Hertfordshire
Press, 1997.
Ridley, Matt. Genome. U.S.A: Harper Collins, 2000.
Rathus, Spencer A. Psychology, Principles in Practice. Austin, [Tex.: Holt, Rinehart and Winston, 1998. Print.
Sacks, Oliver. The Man Who Mistook His Wife for a Hat and Other Clinical Tales. New York: Simon and Shuster, 1998.
PsychARTICLES. www.apa.org/psycharticles. This database of articles published in 60 journals and chapters from books published by the
APA is available by subscription. The articles and chapters may be purchased individually, however, and the abstracts may be viewed free of
charge.
40
VIDEOS
"Alien Hand." Alien Hand. The Learning Channel. 1994. Television.
Zimbardo, Philip. "Resource: Discovering Psychology: Updated Edition." Learner.org. WGBH Boston with the American Psychological
Association, 2001. Web. 02 June 2011. <http://www.learner.org/resources/series138.html>.
MANIPULATIVES:
Giant 4-Part Brain Model: 130 features coded with accompanying key. Visu Medical, Inc., 2010.
41
APPENDIX B: SAMPLE LESSON PLANS
LESSON PLAN
LINDA WAGNER & LENA WASYLYK
SOCIAL STUDIES
RANDOLPH HIGH SCHOOL
SUBJECT: HUMAN BEHAVIOR: Brain Function
OBJECTIVE: Students apply what they have learned about functional systems of the brain to a real life example.
ESSENTIAL QUESTIONS:
• What is each part of the brain responsible for in terms of function?
• What real life applications can you provide for each part within each section?
ACTIVITIES:
The students will:
• Complete guided notes on the functions of the brain
• Research the different functions of systems and lobes in the brain
• Create a two sided brain mobile outlining these functions pictorially.
• Present their brain mobiles to the class and will be graded with a rubric based on accuracy and creativity
MATERIALS
• Student notes
• Text reading, Computer Research
• Art Supplies
ASSESSMENT:
• Student examples and assessments
NEW JERSEY CONTENT STANDARDS: 5.3.12.A.3/4/5 5.3.12.D.1/2/3
HOMEWORK: N/A
42
LESSON PLAN
LENA WASYLYK & LINDA WAGNER
SOCIAL STUDIES
RANDOLPH HIGH SCHOOL
SUBJECT: Classical Conditioning
OBJECTIVE: Students will replicate Ivan Pavlov’s famous classical conditioning experiment.
ESSENTIAL QUESTIONS:
• What is learning?
• What are the benefits of learning?
• How do people learn?
• What influences learning?
• What things can reinforce behaviors?
ACTIVITIES:
The students will:
• Complete guided notes
• Watch a clip from “The Office” in which Jim classically conditions Dwight
• Receive a cup of lemonade powder to taste in response to the bell (this will continue for about 20 minutes)
• Discover if they have a response to the sound of the bell alone (experiment will continue if no response)
• Reflect on the experiment through a journal response.
• Create a similar experiment with 3 other members of class
MATERIALS:
• premeasured lemonade powder in Dixie cups
• a bell
• YouTube video segment of “The Office” (Episode: Phyllis’ Wedding, Season 3)
• Journals
ASSESSMENT:
• Class Discussion
• Journal Entries
• Self created experiment
NEW JERSEY CONTENT STANDARDS: 5.1.12.B.3/4 5.1.12/C.1/2/3 HOMEWORK: Students read Piaget’s theoretical evaluation of the impact
of cognitive development on moral development
43