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Psychology Standard 1: The Scientific Method Students will understand the development of psychology as an empirical science by describing the scientific method, explaining research strategies, and identifying ethical issues. SKILLS SUGGESTED ACTIVITIES ASSESSMENT P.1.1 List and explain the reasons for Astrological reading exercise with Reflective analysis. studying the methodology of discussion. psychology. P.1.2 Differentiate between descriptive and experimental research methods. Reaction time exercise. 1 Reflective analysis. P.1.3 List and describe key concepts in descriptive and experimental research. Refer. P 1.2 exercise. Refer. P 1.2 exercise. P.1.4 Explain the relationship among independent and dependent variables and experimental and control groups. Create a test table hypothesis. Design and carry out the experiment. Hypothesis and experiment design validity assessment. P.1.5 Distinguish between scientific and nonscientific research. Pseudo science/ parapsychology activity. Pseudo science/ parapsychology analysis paper. 2 P.1.6 List and describe the key concepts, and follow the ethical guidelines created and supported by the American Psychological Association regarding the use of human and animal subjects. Examine American Psychology Association ethical guidelines regarding human and animal subjects. Read Flowers for Algernon. Flowers for Algernon summary journal with character chart and ethical guideline violations. P.1.7 Identify ethical issues in psychological research. Refer. P. 1. 6 Refer. P.1.6 P.1.8 Apply the principles of research design to an appropriate experiment. Refer. P.1.4 Refer. P.1.4 3 P.1.9 Describe and compare quantitative and qualitative research strategies. P.1.10 Create a testable hypothesis and design and carry out appropriate research. Refer P.1.4 Refer. P.1.4 Refer. P.1.4 Refer. P.1.4 P.1.11 Discuss the problems of attributing Applicable text guided class discussion cause and effect to the outcomes of practice scenarios. descriptive research. 4 Scenario analysis. Standard 2: Development Students will explain the process of how humans grow, learn, and adapt to their environment. SKILLS SUGGESTED ACTIVITIES ASSESSMENT P.2.1 Explain the role of prenatal, Research three theories of development. Oral report or power point presentation to prenatal and post-natal class. development in human behavior. P.2.2 Discuss aspects of life span development (infancy, childhood, adolescence, adulthood, later years, dying and death. Secret Life of the Brain DVD Series by David Grubin Infant through Aging Summary notes P.2.3 Compare the different ways in which people develop, including physical, social, moral, cognitive, emotional and language development. Refer. P.2.2 Refer. P.2.2 5 P.2.4 Describe the theories of Piaget, Erikson and Kohlberg regarding development. Guided Discussion Examine graphics and overheads Unit assessment P.2.5 Compare children’s thinking at different stages of cognitive development. Guided discussion Piaget’s Cognitive Development Conservation videotape. Refer. P.2.4 P.2.6 Identify and compare the level of moral reasoning from Kohlberg’s stages of moral development. Guided discussion Kohlberg’s Stages of Moral Development Too much change dilemma Refer. P.2.4 6 P.2.7 Design and conduct experiments related to cognitive, emotional, motor, moral and language development. Guided discussion Erikson’s individual identity Public Service Announcement Activity Refer. P.2.4 Presented on Jay Today Standard 3---Cognition Students will understand how organisms adapt to their environment through learning, information processing and memory. P.3.1 SKILLS Explain learning, including operant, classical, associational and social learning. SUGGESTED ACTIVITIES Individual learning style assessment (similar to 4 Mat) 7 ASSESSMENT Graph learning styles and reflection. P.3.2 Differentiate between learning, reflexes and fixed-action patterns. Pupil dilation and retinal fatigue exercise. Reflection analysis. P.3.3 Describe the characteristics and operation of short-term and longterm memory. STM 20 items recall exercise Reconstructive memory exercise Repressed memory exercise LTM Prime source activity “The myth of repressed memory.” Reflection analysis. P.3.4 Identify factors that interfere with memory. Physical and emotional trauma activity Unit assessment 8 P.3.5 Describe mnemonic techniques for improving memory. Unusual association, elaborate associations, acronym, chunking, narrative chaining, location, and principle learning, activities. P.3.6 Identify the brain structures related Refer. P.6, 1-19 to memory. Refer. P.6, 1-19 P.3.7 Explain cognition from both developmental and information processing perspectives. Reflect on differences in processing styles from activity. Written location direction activity. 9 Devise a mnemonic technique to study for upcoming unit assessment. P.3.8 Examine the roles of reinforcement and punishment as ways of understanding and modifying behavior. P.3.9 Explain the principles of classical Review decision making model conditioning, operant conditioning, guided discussion. observational learning and Linguini decision exercise. associational learning to daily life. P.3.10 Create and carry out a plan for changing one’s own behavior. Positive and negative reinforcement and punishment activities. Jay County Probation Officer as speaker. Changing me activity with paper. 10 List deterrents that work for teens and adults. Linguini decision reflection. Reflective analysis. P.3.11 Provide examples of learning from daily life. Bring in a text from another class, instructions, or applications. Complete example. P.3.12 Apply mnemonics techniques to learning situations. Refer. P.3.5 Refer. P.3.5 Standard 4: Personality, Assessment and Mental Health Students will recognize that personality is the distinctive and relatively stable pattern of behaviors, thoughts, motives and emotions that characterize an individual. They will also identify the different types and functions of assessment instrument; understand the factors that contribute to mental health, stress and mental illness; and identify approaches for treatment of mental health problems. SKILLS SUGGESTED ACTIVITIES ASSESSMENT P.4.1 Identify the factors that may Applicable text for Freud, Jung, Horney, Unit assessment influence the formation of Adler, Erikson, Watson, Skinner. personality. Nature vs. Nurture activity. Activity assessment 11 P.4.2 P.4.3 Identify and describe the characteristics of the major personality theories. Distinguish between objective and projective techniques of personality. Refer. P.4.1 and Psychoanalytical social, psychoanalytical behaviorism, humanistic, personality trait theories. Unit assessment. Anna O. Case study. Case study review. Rorschach test, TAT test, and MMPI-2 activities. Unit assessment Individual reflective analysis. Guided discussion P.4.4 Describe tests used in personality assessment. Refer P.4.3 Refer. P.4.3 12 P.4.5 Distinguish between stress and distress. Holmes and Rahe Stress test activity. Reflective analysis. P.4.6 Identify environmental factors that lead to stress. Biodot activity Biodot record changes over 24 hour period. P.4.7 Describe the common characteristics of abnormal behavior. Define abnormal behavior as per applicable text. Unit assessment. Guided discussion 13 P.4.8 Explain how culture influences the definition of abnormal behavior. It’s a matter of degree activity Famous person analysis Reflective analysis Oral/written report P.4.9 Identify and describe the theories of abnormality. Guided discussion Applicable text Unit assessment Refer. P.4.9 Unit assessment “I’m scared” (phobia) activity Activity assessment P.4.10 Discuss major categories of abnormal behavior. 14 P.4.11 Describe availability and appropriateness of various modes of treatment for people with psychological disorders. CMHS Speaker regarding treatment and availability. Student prepared questions. P.4.12 Describe characteristics of effective treatment and prevention. Applicable text Guided discussion Unit Assessment P.4.13 Explain the relationship between mental health categories and the law. Guest Speaker: Judge, Prosecutor, and Attorney. Student prepared questions. 15 P.4.14 Evaluate the influence of variables, Refer. P.4.1 such as culture, family and Nature vs. Nurture activity genetics, on personality development. Refer P.4.1 P.4.15 Explore the impact of sociocultural factors on personality development. Holocaust activity Informal assessment P.4.16 Compare and contrast the validity and reliability of objective and projective assessment techniques. Refer. P.4.3 Refer. P.4.3 16 P.4.17 Develop a strategy to promote support for individuals with specific mental disorders. JCHS peer tutoring analysis Assessment report Create your own strategy to promote support for individuals with a specific mental disorder. Assess strategy P.4.18 Locate sources of mental health care providers. CMHS speaker Student prepared questions P.4.19 Explain how one’s outlook (positive or negative) can influence mental health. Changes of attitude-changes of latitude posters. Poster assessment. 17 P.4.20 Develop a plan for raising a child with a healthy personality. P.4.21 Explain anti-social behavior using major personality theories. Pre-school speaker from consumer and family science. Student prepared questions Applicable text. Unit assessment SociopathsExcerpt from Silence of the Lambs. Informal assessment Guided discussion Unit assessment Research famous sociopaths. Oral/written report assessment Standard 5: Socio-Cultural dimensions of Behavior Students will understand the socio-cultural dimensions of behavior including topics such as conformity, obedience, per caption, attitudes and the influence of the group on the individual. SKILLS SUGGESTED ACTIVITIES ASSESSMENT P.5.1 Understand how cultural Social, ethnic, racial, and religious Unit assessment socialization determines social influences of behavior. schema development. Applicable text. Guided reading. 18 P.5.2 P.5.3 P.5.4 Describe the components of culture, such as symbols, language, norms and values. (Geography) Hobo symbols of the Depression Explain how perceptions and attitudes develop. WW II Jewish/Nazi Propaganda, other minority activity. Applicable text. Informal assessment Conformity and group pressure activity. Obedience demonstration. Applicable text. Informal assessment Describe factors that lead to conformity, obedience and nonconformity. Create a photo journal reflecting your own values. Dorthea Lange photo journals 19 Unit assessment Unit assessment P.5.5 Discuss the role of altruism in society. Guided discussion Informal assessment Richmond State Hospital Project Supplies to the hospital P.5.6 Describe circumstances under which conformity and obedience are likely to occur. Refer. P.5.3 Refer. P.5.3 P.5.7 Explain how attributions affect our explanations of behavior. Applicable text Guided discussion Unit assessment Sleeping student attribution activity. Explanation analysis 20 P.5.8 List and assess some methods used to change attitudes. Refer P.5.3 Refer P.5.3 Refer P.5.3 Refer P.5.3 Refer P.5.3 Refer P.5.3 Example: team building, knowledge and learning, peer group influence, coercion, and economic reward P.5.9 Explain how economic, social and cultural factors affect behavior. (Economics, Geography) P.5.10 Understand how social structure can affect inter-group relations. 21 P.5.11 Identify differences between internal and external attributions. P.5.12 Discuss conflict and the processes involved in conflict resolution. Applicable text Guided discussion Unit assessment School violence activity School violence report Role reversal conflict activity Informal assessment Excerpt from The Bully P.5.13 Explain how bias and discrimination influence behavior. Refer P.5.3 Refer P.5.3 22 P.5.14 Provide positive and negative outcomes of group polarization. Execolor segregation activity Informal assessment P.5.15 Compare the factors that lead to conformity and nonconformity. Refer P.5.3 Refer P.5.3 P.5.16 Describe how a social group can influence the behavior of an individual or another group. Applicable text Guided discussion Refer P.5.3 Unit assessment Refer P.5.3 23 P.5.17 Explore the nature of bias and discrimination. Refer P.5.3 Refer P.5.3 P.5.18 Explain the role of expectations and stereotypes as they relate to attitude and behavior. Refer P.5.3 Refer P.5.3 P.5.19 Give examples of the bystander effect*. “I don’t want to get involved.” Activity Guided discussion Applicable text Informal assessment 24 Unit assessment P.5.20 Compare the effects of cooperation Challenge Ed. Activity and competition on individuals and Guided discussion groups. Informal assessment P.5.21 Identify and explain sources of attitude formation. Applicable text Guided discussion Informal assessment Randy O. Poole poem on attitude Reflective analysis of poem *bystander effect: the phenomenon in which someone is less likely to intervene in an emergency when others are present than when alone. Standard 6: Biological Bases of Behavior Students will investigate the structure, biochemistry and circuitry of the brain and the nervous system to understand their roles in affecting behavior, including the ability to distinguish between sensation and perception. SKILLS SUGGESTED ACTIVITIES ASSESSMENT P.6.1 List and describe the structure and Class brain research Unit assessment function of the major regions of Applicable text Summary notes the brain. Refer. P.2.2 Refer. P.6.1 25 P.6.2 Identify the role of the corpus callosum. Refer. P.6.1 Refer. P.6.1 P.6.3 Describe the structure and function Refer. P.6.1 of the neuron in relation to how the brain works. Refer. P.6.1 P.6.4 Identify the major divisions and subdivisions of the nervous system. Refer. P.6.1 Refer. P.6.1 26 P.6.5 List the methods for studying the brain. Refer. P.6.1 Refer. P.6.1 P.6.6 Understand the structure and function of the endocrine system. Refer. P.6.1 Refer. P.6.1 P.6.7 Explain how heredity interacts with the environment to influence behavior. Refer. P.6.1 Refer. P.6.1 27 P.6.8 Distinguish between conscious and Refer. P.6.1 unconscious perception. Refer. P.6.1 P.6.9 List and describe the location and function of the major brain regions. Dissection of sheep brain Lab report Applicable text Unit assessment P.6.10 Describe the relationship among DNA, genes and chromosomes. 28 P.6.11 Compare and contrast the influence of the left and right hemispheres on the function of the brain. Refer. P.6.1 Refer. P.6.1 P.6.12 Explain sensory adaptation, sensory deprivation and the importance of selective attention. Excerpt from: A Boy Called It and Nell Informal assessment P.6.13 List and explain the psychological influences and experiences on perception. Dissection of cow eyes Applicable text Lab report Unit assessment 29 P.6.14 Compare the effects of certain drugs or toxins with the effects of neurotransmitters in relation to synaptic transmission. Refer. P.6.1 Refer. P.6.1 P.6.15 Identify how vision, motor, language and other functions are regulated by each hemisphere. Refer. P.6.1 Refer. P.6.1 P.6.16 Give examples of how hormones are linked to behavior. Applicable text Unit assessment 30 P.6.17 Give examples of how the Applicable text environment selects traits and Darwin activity behaviors that increase the survival rate of organisms. Unit assessment Activity analysis P.6.18 Discuss the possible effects of heredity and environment on behavior. Refer. P.4.1 Refer. P.4.1 P.6.19 Explain the function of the Applicable text sympathetic and parasympathetic Fight or flight activity nervous system on heart rate or other physiological responses in an emotional situation. 31 Unit assessment Activity analysis 32