Download COURSE TITLE - Hazlet Township Public Schools

Hazlet Township Public Schools
COURSE OF STUDY
FOR
Psychology of Behavior
June 2016
Melissa Gardner
COURSE TITLE: PSYCHOLOGY OF BEHAVIOR
GRADE(S): 9-12
UNIT NUMBER AND TITLE: Unit #1 Learning and Intelligence
BRIEF SUMMARY OF UNIT: This unit will cover the behaviorist and cognitive perspectives of psychology. Students will
understand the concepts of Classical Conditioning, Operant Conditioning, and Observational Learning. They will apply,
analyze, and critique these theories through hands-on activities and community oriented learning experiences. They will also
explore the importance of cognition in shaping human behavior through the study of intelligence and problem solving. They
will come to understand that intelligence is an abstract concept that can be measured in a variety of ways. They will also
investigate different thinking patterns and biases that may influence their behavior.
SUGGESTED TIMELINE: 4 Weeks
LINK TO CONTENT STANDARDS:
Standard: Standard:
9.1.4.A.1Recognize a problem and brainstorm ways to solve the problem individually or collaboratively.
9.1.4.A.5 Apply critical thinking and problem-solving skills in classroom and family settings.
9.1.12.A.1Apply critical thinking and problem-solving strategies during structured learning experiences.
9.1.4.B.1Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking.
9.1.12.B.3 Assist in the development of innovative solutions to an onsite problem by incorporating multiple perspectives and applying
effective problem-solving strategies during structured learning experiences, service learning, or volunteering.
9.1.12.F.6Relate scientific advances (e.g., advances in medicine) to the creation of new ethical dilemmas.
9.4.12.O.(2).2 Apply science and mathematics when developing plans, processes and projects to find solutions to real world problems.
9.4.12.O.(2).5 Demonstrate critical thinking abilities and skills needed to review information, to explain statistical analyses, and to
translate, interpret, and summarize research and statistical data collected and analyzed as the result of an investigation.
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COURSE TITLE: PSYCHOLOGY OF BEHAVIOR
ESSENTIAL QUESTIONS THAT WILL
FOCUS TEACHING AND LEARNING:

1. How do environmental influences affect
human behavior?
GRADE(S): 9-12
ESSENTIAL KNOWLEDGE, SKILLS, AND
ENDURING UNDERSTANDINGS:
ASSESSMENT (EVIDENCE OF
KNOWLEDGE AND UNDERSTANDING)
Students will be able to:
1. Oral responses
1. Discuss the importance of learning and
the process of learning associations.
2. Quizzes
2. Is our behavior more a result of nature
or nurture? Why?
2. Describe the process of classical
conditioning and apply its components to
various situations.
3. Why is classical conditioning an
effective method of learning? How can it
be applied to our own lives?
3. Explain the process of acquisition,
extinction, spontaneous recovery, and
generalization.
3. Writing prompts
4. Behavior Modification Assignment
5. Token Economy Assignment
4. Evaluate the ethical dilemmas involved
4. Why is operant conditioning an effective
in behaviorism.
method of learning? How can it be applied
to our own lives?
5. Describe/apply the process of operant
conditioning; including the procedure of
5. Why is the use of a Functional Behavior shaping.
Analysis effective in shaping behavior?
6. How can a token economy be used to
shape the behavior of a large group of
students?
6. Identify the different types of
reinforcers, and compare the major
schedules of reinforcement.
7. Discuss the effects of punishment on
behavior.
7. Why is observational learning a
powerful influence on human behavior?
8. Evaluate the use of operant conditioning
in different situations.
8. How can intelligence be defined?
9. Describe the process of observational
learning.
6. Homework activities
7. Exam
8. Authentic Assessment Observation
9. Self-Reflections
10. Intelligence Test Design
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COURSE TITLE: PSYCHOLOGY OF BEHAVIOR
9. How do the major theories of
intelligence compare to each other? What
are the criticisms of each?
GRADE(S): 9-12
10. Apply observational learning to
Bandura’s experiment.
11. Discuss the impact of antisocial and
pro-social modeling.
10. How can the theories of intelligence be 12. Apply antisocial and pro-social
applied to the skills people use on a regular modeling to the debate over violent video
games, movies, etc.
basis in society?
11. Why is it difficult to measure
intelligence? How might measures of
intelligence be flawed?
12. Why do we measure intelligence?
What benefits may be provided from this
process?

13. Describe the nature of concepts and the
role of prototypes in concept formation.
14. Determine how we use algorithms,
heuristics, and insight to solve problems.
15. Explain how human biases can affect
problem-solving, judgment, and decisionmaking.
16. Evaluate artificial intelligence.
17. Describe the nature of intelligence.
18. Determine whether intelligence should
be considered a general mental ability or
many specific abilities.
19. Describe efforts to correlate
intelligence with brain anatomy and
functioning.
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COURSE TITLE: PSYCHOLOGY OF BEHAVIOR
GRADE(S): 9-12
SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:
1. Defining learning; analyze possible examples
2. Classical conditioning direct instruction; parts of conditioning in relation to Pavlov’s experiments
3. Classical conditioning demonstrations; water bottle and pupil dilation as practice in identifying parts of CC
4. Classical conditioning practice in groups; id UCS, CS, UCR, CR, generalization, and extinction in real-life scenarios
5. Little Albert experiment viewing and analysis; relate to phobias and CC
6. Small group discussion questions CC
7. Compare/contrast operant and classical conditioning demonstration; shape student’s behavior using class participation
8. Operant conditioning direct instruction; complete grid organizer with four types
9. Operant conditioning examples practice in pairs
10. Operant conditioning skits; choose term and setting to demonstrate
11. Schedules of reinforcement examples and critical thinking in groups
12. Punishment video clip and written response- Use of electric shock in MA school
13. FBA project intro; using terms of class (on-going mini lessons to alter problematic behavior)
14. Creating a token economy exercise (groups will choose behavior to design for class)
15. The Town B.F. Skinner Boxed - Read article, complete questions, class discussion
16. Supernanny episode practice with learning terms/concepts (complete written responses)
17. Observational learning; discuss mirror neurons, debate effects of observation (violence), watch BoBo Doll experiment
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COURSE TITLE: PSYCHOLOGY OF BEHAVIOR
GRADE(S): 9-12
18. Authentic Assessment; Complete observation of parenting strategies at a public venue and write a reflection relating to terms
19. Characteristics of Intelligence Survey
20. Graphic Organizer Comparing Theories of Intelligence
21. Factor Analysis Example using Personality Characteristics
22. Multiple Intelligences Online Test
23. Discussion of Multiple Intelligences
24. Video Clip of Savants
25. Emotional Quotient Self-Assessment
26. Creativity Exercises/Assessments- Forced Analogies
27. Groups- Come up with a simple measure to assess intelligence
28. Mensa Exercises
29. Validity/Reliability Demonstrations and Questions
30. Normal Curve Lecture
31. WISC Example
32. Comparing Cultural Bias in Intelligence Assessments (American vs. Australian Intelligence Questions)
33. Notes Genetic Basis of Intelligence
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COURSE TITLE: PSYCHOLOGY OF BEHAVIOR
GRADE(S): 9-12
UNIT NUMBER AND TITLE: Unit #2 Development
BRIEF SUMMARY OF UNIT: This unit will present the major themes of nature vs. nurture and stability vs. change in
relation to human development. Students will determine how scientists can study the contributions of genetics and
environment to human characteristics and behavior through the use of twin studies, adoption studies, and evolutionary
psychological principles. They will explore the major developmental milestones in physical, cognitive, and moral development.
They will apply the theories of Piaget, Erickson, and Kohlberg to real-life situations and evaluate the validity of these theories.
SUGGESTED TIMELINE: 4 Weeks
LINK TO CONTENT STANDARDS:
Standard: Standard:
9.1.4.A.1Recognize a problem and brainstorm ways to solve the problem individually or collaboratively.
9.1.4.A.5 Apply critical thinking and problem-solving skills in classroom and family settings.
9.1.12.A.1Apply critical thinking and problem-solving strategies during structured learning experiences.
9.1.4.B.1Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking.
9.1.12.B.3 Assist in the development of innovative solutions to an onsite problem by incorporating multiple perspectives and applying
effective problem-solving strategies during structured learning experiences, service learning, or volunteering.
9.1.12.F.6Relate scientific advances (e.g., advances in medicine) to the creation of new ethical dilemmas.
9.4.12.O.(2).2 Apply science and mathematics when developing plans, processes and projects to find solutions to real world problems.
9.4.12.O.(2).5 Demonstrate critical thinking abilities and skills needed to review information, to explain statistical analyses, and to
translate, interpret, and summarize research and statistical data collected and analyzed as the result of an investigation.
6
COURSE TITLE: PSYCHOLOGY OF BEHAVIOR
ESSENTIAL QUESTIONS THAT WILL
FOCUS TEACHING AND LEARNING:
1. How do genetics and environment affect
individual behavior?
2. Why is the study of epigenetics so
important to psychology?
3. Why do we use twin studies to
determine the role of genetics vs.
environment in development?
4. How do evolutionary adaptations
account for human behavioral traits?
5. How does the environment shape the
way different genders behave?
6. How does the prenatal environment
affect human development?
7. Why do we study human development
using different domains; physical,
emotional, cognitive, and social?
8. Why are there differing theories about
human development?
GRADE(S): 9-12
ESSENTIAL KNOWLEDGE, SKILLS, AND
ENDURING UNDERSTANDINGS:
ASSESSMENT (EVIDENCE OF
KNOWLEDGE AND UNDERSTANDING)
Students will be able to:
1. Oral responses
1. Describe how behavior geneticists
estimate trait heritability, and discuss the
interaction of genetic and environmental
influences.
2. Quizzes
3. Writing prompts
2. Discuss the impact of evolutionary
history on genetically predisposed
behavior tendencies.
3. Identify gender differences in sexual
behavior, and describe and evaluate the
evolutionary explanations for those
differences.
4. Describe how twin and adoption studies
help us differentiate hereditary and
environmental influences on human traits.
4. Nature/Nurture Diagram
5. Exam
6. Socratic Seminar
7. Article Responses
5. Explain the course of prenatal
development
8. Skits
6. Determine the destructive impact of
teratogens.
9. Development Scrapbook
7. Describe the capacities of a newborn
and the use of habituation of assessing
infant abilities.
10. Piaget Interview Activity
8. Discuss the impact of physical
maturation on infants’ memory capabilities
and motor skills
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COURSE TITLE: PSYCHOLOGY OF BEHAVIOR
9. How do humans change over a lifetime?
How do they remain the same?
GRADE(S): 9-12
9. Describe Piaget’s view of how the mind
develops.
10. Explain the benefits of a secure
attachment and the impact of parental
neglect and separation.
11. Define adolescence and determine the
major changes that take place during this
stage of development.
12. Explain Erikson and Kohlberg’s
theories of development.
13. Apply principles of adolescence to
your own lives.
14. Identify the major physical changes
that occur in middle and older adulthood.
15. Describe the impact of aging on
memory and intelligence.
16. Describe people’s life satisfaction
across the life span and their reactions to
death or dying.
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COURSE TITLE: PSYCHOLOGY OF BEHAVIOR
GRADE(S): 9-12
SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:
1. T/F Behavior Genetics and Evolutionary Psychology Preview
2. Nature vs. Nurture Discussion
3. Notes/Practice Basic Genetics
4. Cross the Line: Ethics and Genetics
5. Epigenetics Video Clip and Questions
6. Article/Diagram Heritability and Psych. Traits
7. Twin Studies Notes, Partner Comparison, Article (Twins separated at birth)
8. Temperament: Predict Types of Temperament and Traits
9. Evolutionary Psychology: Moral Decision Making and Survey of Preferences
10. Brainstorm Developmental Milestones
11. Teratogen Assignments and Presentation
12. Notes: Prenatal Development
13. Zimbardo Video Early Childhood Development; demonstrations and experiments
14. Piaget Stages; Overview and Exercises
15. Child Physical Development; Reflexes/Prediction of Stages
16. Erickson Skits
17. Kohlberg Moral Decision Making
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COURSE TITLE: PSYCHOLOGY OF BEHAVIOR
GRADE(S): 9-12
18. Parenting Styles and Attachment Reflection
19. Questions: Social Clock
20. Piaget Interview Activity
21. Developmental Scrapbook Project or Baby Manual
UNIT NUMBER AND TITLE: Unit #3 Personality
BRIEF SUMMARY OF UNIT: Students will be introduced to the major theories of personality development. They will
determine if personality is stable or flexible; inherited or environmentally influenced; and universal or individual. They will
discuss the psychoanalytic theory in relation to Sigmund Freud and the Neo-Freudians; exploring personality formation,
defense mechanisms, and projective tests. They will evaluate the humanistic perspective and explore the teachings of Carl
Rogers and Abraham Maslow. Finally they will examine the trait theory of personality through a series of research articles
and self-reflection activities. They will form their own theory of personality development and apply this to the creation of a
personality mask that demonstrates their own personality.
SUGGESTED TIMELINE: 3 Weeks
LINK TO CONTENT STANDARDS:
Standard: Standard:
9.1.4.A.1Recognize a problem and brainstorm ways to solve the problem individually or collaboratively.
9.1.4.A.5 Apply critical thinking and problem-solving skills in classroom and family settings.
9.1.12.A.1Apply critical thinking and problem-solving strategies during structured learning experiences.
9.1.4.B.1Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking.
10
COURSE TITLE: PSYCHOLOGY OF BEHAVIOR
GRADE(S): 9-12
9.1.12.B.3 Assist in the development of innovative solutions to an onsite problem by incorporating multiple perspectives and applying
effective problem-solving strategies during structured learning experiences, service learning, or volunteering.
9.1.12.F.6Relate scientific advances (e.g., advances in medicine) to the creation of new ethical dilemmas.
9.4.12.O.(2).2 Apply science and mathematics when developing plans, processes and projects to find solutions to real world problems.
9.4.12.O.(2).5 Demonstrate critical thinking abilities and skills needed to review information, to explain statistical analyses, and to
translate, interpret, and summarize research and statistical data collected and analyzed as the result of an investigation.
ESSENTIAL QUESTIONS THAT WILL
FOCUS TEACHING AND LEARNING:
ESSENTIAL KNOWLEDGE, SKILLS, AND
ENDURING UNDERSTANDINGS:
ASSESSMENT (EVIDENCE OF
KNOWLEDGE AND UNDERSTANDING)
Students will be able to:
1. Oral responses
2. Why are there so many competing
theories relating to personality?
1. Explain what is meant by personality
and explain how Freud’s treatment of
psychological disorders led to his study of
the unconscious.
2. Quizzes
3. How do the different psychological
perspectives view personality?
2. Evaluate Freud’s views of personality
structure in terms of the id, ego, and
superego.
1. How can we define personality?
4. Why is the nature/nurture debate
prominent in the field of personality
development?
5. Why should we study personality
development?
6. How do the psychoanalysts view
3. Writing prompts
4. Creation of Projective Tests Project
3. Determine how defense mechanisms
protect the individual from anxiety.
5. Personality Test Self Reflection
4. Discuss the contributions of neoFreudians, and discuss the shortcomings of
Freud’s ideas.
5. Discussions/Socratic Seminars
5. Explain the humanistic perspective on
personality in terms of Maslow’s focus on
self-actualization and Rogers’ emphasis on
6. Article Questions and Jigsaw
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COURSE TITLE: PSYCHOLOGY OF BEHAVIOR
personality formation?
7. Why is a humanist perspective of
personality important to psychological
therapies?
8. How do the fields of social psych. and
behaviorism view personality?
9. Why is trait theory accepted as one of
the predominant theories of personality?
10. How can we analyze our own
personality using the theories studied in
class?
GRADE(S): 9-12
people’s potential for growth.
7. Exam
6. Analyze humanistic psychologists’
approach to personality assessment.
8. Personality Masks or Famous Profiles
7. Discuss the criticisms of the humanistic
perspective.
8. Discuss psychologist’s descriptions of
personality types.
9. Describe research efforts to identify
fundamental personality traits.
10. Explain how personality inventories
are used to assess traits, and identify the
“Big Five” trait dimensions.
11. Discuss research regarding the
consistency of behavior over time and
across situations.
SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:
1. Personality Activity: Describe yourself and others in class using 10 terms- which terms are part of/not part of personality?
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COURSE TITLE: PSYCHOLOGY OF BEHAVIOR
GRADE(S): 9-12
2. 5 Finger Model of Personality Theories
3. How Freudian are you? Survey
4. Psychoanalysis Notes: Psychosexual Stages, Defense Mechanisms, Model of the Mind
5. Defense Mechanism Application and Skits
6. Yale Open Lecture: Freud's Legacy, Article to Accompany
7. Ink Blots/Projective Tests Class Activity
8. Online Personality Tests and Analysis
9. Neo-Freudians Symbol Drawings and Discussion of Birth Order
10. Real vs. Ideal Self Using Famous Figures- Humanist Perspective
11. Socratic Seminar: Self-Esteem (Article- The Self Esteem Myth)
12. Social-Cognitive Perspective Notes
13. Learned Helplessness Article, Questions, and Application
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COURSE TITLE: PSYCHOLOGY OF BEHAVIOR
GRADE(S): 9-12
14. Trait Perspective Group Exercises
15. Personality Masks or Timelines Authentic Assessment Choice
UNIT NUMBER AND TITLE: Unit #4 Mental Disorders
BRIEF SUMMARY OF UNIT: This unit will serve to incorporate the year’s studies into a coherent understanding of the
development of mental disorders in humans. Students will use their knowledge of normal human behavior to assess
abnormalities that may exist. They will gain an understanding of anxiety disorders, mood disorders, psychotic disorders, and
personality disorders. They will examine a variety of case studies in visual and written formats to apply their knowledge of
diagnosis. They will also evaluate the treatment options available for patients with mental illness. Finally, they will create a
presentation on a topic of their choice that reflects an understanding of multiple themes from the course.
SUGGESTED TIMELINE: 4 Weeks
LINK TO CONTENT STANDARDS:S
Standard:
9.1.4.A.1Recognize a problem and brainstorm ways to solve the problem individually or collaboratively.
9.1.4.A.5 Apply critical thinking and problem-solving skills in classroom and family settings.
9.1.12.A.1Apply critical thinking and problem-solving strategies during structured learning experiences.
9.1.4.B.1Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking.
9.1.12.B.3 Assist in the development of innovative solutions to an onsite problem by incorporating multiple perspectives and applying
effective problem-solving strategies during structured learning experiences, service learning, or volunteering.
14
COURSE TITLE: PSYCHOLOGY OF BEHAVIOR
GRADE(S): 9-12
9.1.12.F.6Relate scientific advances (e.g., advances in medicine) to the creation of new ethical dilemmas.
9.4.12.O.(2).2 Apply science and mathematics when developing plans, processes and projects to find solutions to real world problems.
9.4.12.O.(2).5 Demonstrate critical thinking abilities and skills needed to review information, to explain statistical analyses, and to
translate, interpret, and summarize research and statistical data collected and analyzed as the result of an investigation.
ESSENTIAL QUESTIONS THAT WILL
FOCUS TEACHING AND LEARNING:
1. How do we determine what is abnormal
vs. normal behavior?
ESSENTIAL KNOWLEDGE, SKILLS, AND
ENDURING UNDERSTANDINGS:
ASSESSMENT (EVIDENCE OF
KNOWLEDGE AND UNDERSTANDING)
Students will be able to:
1. Oral responses
1. Identify the criteria for judging whether
behavior is psychologically disordered.
2. Quizzes
2. Why does the DSM use the multi-axial
model of mental illness?
2. Compare/contrast the medical model of
psych disorders with the bio-psycho- social 3. Writing prompts
models.
3. Why is the DSM constantly evolving as
a diagnostic tool?
3. Describe the aims of the DSM-IV, and
discuss the potential dangers associated
with labels.
4. How do we classify mental disorders?
5. What are the similarities/differences
between the classes of disorders?
6. How do the different perspectives of
psychology view the cause of mental
illness?
4. Socratic seminar
5. Exam
4. Describe the symptoms of anxiety
disorders.
5. Explain the development of anxiety
disorders.
6. Compare the symptoms of mood
disorders to those of anxiety disorders.
7. State the incidence and characteristics of
mood disorders, especially depression, in
6. Movie critiques
7. Case studies
8. End of Year Topic of Choice
Presentations
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COURSE TITLE: PSYCHOLOGY OF BEHAVIOR
GRADE(S): 9-12
the general population.
7. How can we treat mental disorders?
8. How do mental disorders affect society
and those individuals living with them?
8. Explain the five major characteristics of
psychotic disorders, including a
description of the different types of
delusions and the most common types of
hallucinations.
9. Describe schizophrenia, including its
frequency, typical age of onset, and
symptoms; and describe the general
relationship between psychosis and
violence.
10. Differentiate between the different
causal theories of schizophrenia and other
psychotic disorders.
11. List and briefly describe the ten
different types of personality disorders.
12. Apply knowledge of personality
disorders to a variety of case studies.
13. Describe the conditions which typically
precede suicide and why people try to kill
themselves.
14. Compare the different methods of
treatment available to people suffering
from mental disorders.
15. Evaluate and critique methods of
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COURSE TITLE: PSYCHOLOGY OF BEHAVIOR
GRADE(S): 9-12
treatment.
16. Develop a well-structured, thoughtful
presentation reflecting knowledge gained
throughout the year in this course.
SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:
1. Apply MAUD to abnormal scenarios
2. Analyze the format of the DSM using summarized document
3. Intro Anxiety Disorders: Book dropping exercise
4. Share biggest fears and physical/mental reactions to those fears
5. Phobias: SNL clip, notes, DSM criteria, flooding clip, analyze survey of common phobias (create classifications)
6. Panic Disorder: Notes, Agoraphobia clip, De-realization descriptions, Gradual relaxation exercise
7. GAD: Notes, Taylor Manifest Anxiety Scale
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COURSE TITLE: PSYCHOLOGY OF BEHAVIOR
GRADE(S): 9-12
8. OCD: Simulation of OCD reading and counting letters, 20/20 episode on OCD in teens
9. PTSD: Read experiences of sufferers, notes, video clip of soldiers returning
10. Case studies on anxiety disorders; use DSM criteria to diagnose
11. Mood disorders intro; self evaluation scale
12. Depression: Notes, TED talk electro-shock therapy
13. Bipolar Disorder; notes, suicide knowledge exercise, Silver-Linings Playbook
14. Dissociative Disorders: Read Sybil passage, notes, view DID
15. Personality Disorders: Case Studies; diagnose at personality disorder party
16. Psychotic Disorders: Notes, Simulation of schizophrenic mind, analyze a word salad, A Beautiful Mind (time-permitting)
17. Treatment: Photo history of treatment, notes, The New Asylums
18. Topic of Choice Presentations
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COURSE TITLE: PSYCHOLOGY OF BEHAVIOR
GRADE(S): 9-12
Scope and Sequence Overview:
1
Intro and
Memory
2
Intro and
Memory
3
Intro and
Memory
10
11
12
Research
Methods
Social
Psychology
Social
Psychology
19
20
21
Consciousness Consciousness Consciousness
4
Intro and
Memory
5
Intro and
Memory
6
Research
Methods
7
Research
Methods
8
Research
Methods
9
Research
Methods
13
14
15
16
17
18
Social
Social
Neuroscience Neuroscience Neuroscience Neuroscience
Psychology Psychology
22
23
24
Learning
Learning
Learning and
and
and
Intelligence
Intelligence Intelligence
25
Learning and
Intelligence
26
27
Development Development
28
29
30
31
32
33
34
35
36
Development
Development
Personality
Personality
Personality
Mental
Disorders
Mental
Disorders
Mental
Disorders
Mental
Disorders
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