Download Unit 3 Area of Study 1: How does the nervous system

Unit 3 Area of Study 1: How does the nervous system enable psychological functioning?
Week
1
Dot Points
1.
The roles of different divisions of the nervous system
(central and peripheral nervous systems and their associated
sub-divisions) in responding to, and integrating and
coordinating with, sensory stimuli received by the body.
2.
The distinction between conscious and unconscious
responses by the nervous system to sensory stimuli,
Activities/Resources
Jacaranda References
Divisions of the NS
Focus is on the integration and
coordination between different
divisions to respond to sensory
stimuli.
What to cover?
Summarise- each division (including the main components and functions)
using a flow chart or summary table.
Body Tracing Activity- use butchers paper, students to draw and label all
the divisions.
Scenario Worksheet- create flow charts, diagrams or cartoons to represent
the process of responding, integrating and coordinating with sensory
stimuli. (see handout)
‘What am I? worksheet
Chapter 2
Read pages 4-9, LA 2.1 pg. 9 &LA 2.2, Read
Pages 9-10, LA 2.3 (SNS), Read Pages 10-11,
LA 2.4 (ANS), LA 2.5 (SNS vs ANS), Read
Pages 12-14, LA 2.6, 2.7 & 2.8, (Symp vs
Para).
Spinal reflex
Distinguish between conscious and
unconscious responses to stimuli.
Spinal reflex worksheet- Students use key terminology to describe a step
by diagram of reflex. (See handout)
Comparison Table- students to use a table to compare/distinguish
between the features of conscious and unconscious responses to stimuli
Neurons
Dendrites, Axons, Myelin & Axon
terminals.
The synapse.
Basic types of neurons (sensory,
motor &
Reception and transmission within
the neuron (electrical) and across
synapse (chemical).
Model a neuron- with anything you like (lollies, play-dough or pasta!)
Give students blank diagrams of a neuron and a synapse and get them to
colour in and label.
Role play- get students into small groups. Allocate role cards (see
handout). Neurotransmitters are given Bubbles and a blower and the lit
Sparkler is passed between neuron parts (dendrite- soma-axon-myelinaxon terminal) to signify the electrical impulse. OR Card game- to demo
neurotransmission (see handout)
Roll a neuron- see powerpoint slide (handout)
Neurotransmitters
Neural transmission,
lock-and-key
Inhibitory (GABA)
Excitatory (glutamate)
Activity for Lock and key- (see handout)
Research Task- Ask students to find other conditions caused by imbalances
of these neurotransmitters (GABA, glutamate & dopamine)- eg. Anxiety,
Depression, ADHD etc. (see handout)
Read Pages 23-25
LA 2.13 Pg. 25
Chronic NS changes
Neurotransmitter interference
Parkinson’s disease
Media response MJ Fox- https://youtu.be/vZQhp3yEgYM -use as an intro
to Parkinson’s and its symptoms. (see handout)
Read Pages 26-31
LA 2.14 & 2.15 Reflection Pg. 31
including the role of the spinal reflex.
2
3.
The role of the neuron (dendrites, axon, myelin and axon
terminals) as the primary cell involved in the reception and
transmission of information across the synapse (excluding
details related to signal transduction)
4.
The role of neurotransmitters in the transmission of neural
information between neurons (lock-and-key process) to
produce excitatory effects (as with glutamate) or inhibitory
effects (as with gamma amino butyric acid [GABA])
5.
function, illustrated by the role of GABA in Parkinson’s
Neurotransmitter & NS Revision: complete
the checklist Pg.33 and Chapter 2 test. Pg.
34-38. (Check answers on ebook plus).
disease *Dopamine
6.
Chapter 2
Read pages 19-21
LA 2.12 pg. 22
The effects of chronic changes to the functioning of the
nervous system due to interference to neurotransmitter
3
Read Pages 16-18
LA 2.9 & 2.10 (reflexes)
NS Division Revision LA 2.11
Sources of stress (eustress and distress) including daily
pressures, life events, acculturative stress, major stress and
catastrophes that disrupt whole communities.
Stress & Sources of stress
Daily pressures, life events,
acculturative stress, major stress,
Life events- Holme’s Rahe Stress Scale-students can complete this and
discuss. 6. Holmes Rahe Scale.docx
Catastrophe Japanese Tsunami Task- (teachers advice)
Chapter 3
Read pages 2-4 (Eustress & Distress) &
complete LA3.1 pg.4. Read pages 5-6 &
complete LA 3.2 Pg. 6 (Daily Hassels). Read
catastrophes.
Distinction between eustress and
distress
4
7.
Models of stress as a biological process, with reference to
Selye’s General Adaptation Syndrome of alarm reaction
(shock/counter shock), resistance and exhaustion, including
Biological processes of stress
Fight-flight-freeze response,
GAS and its stages
Cortisol
the ‘fight-flight-freeze’ response and the role of cortisol.
Acculturative stress case study- example of african refugee’s settling in
rural Australia. Students can analyse how this project has reduced the
acculturative stress these people have experienced. (Australian Story)
https://youtu.be/KE_6gpy3XEU
Kelly McGonigal- Ted talk on how we think about stress (leads into
eustress and distress nicely, as well stress as a psychobiological process).
https://www.ted.com/talks/kelly_mcgonigal_how_to_make_stress_your_f
riend?language=en
Great introduction to the physiology of stress and its relationship with
illness. https://youtu.be/v-t1Z5-oPtU
FFF Response Short cliphttps://youtu.be/jdJpLvSTZMU?list=PLiPqKBWQLtSUkBmtYCWVhyvY6G4p_
UUJl
pages 7-11 & complete LA 3.5 Pg. 12 (life
events) & LA 3.7 pg. 12 (data analysis)
Read Pages 13- 20 & complete LA 3.8 Pg. 21
Read pages 22- 26 & complete LA 3.11
(cortisol) & 3.12 (FFF response)
Read Pages 28-33 & complete LA 3.14 &
3.15 (GAS)
Modern Family Clip- Students will need to distinguish whether each
character is showing a Fight, Flight or Freeze response. c/o Felcity CDES
Gas Scenarios- see handout
5
8.
Models of stress as a psychological process, with reference
to Richard Lazarus and Susan Folkman’s Transactional Model
of Stress and Coping (stages of primary and secondary
Psychological processes of stress
Lazarus & Folkman’s model
(just primary and secondary
appraisal)
Kelly Mcgonigal Ted Talk- role of psychology and thinking in our stress
response
https://www.ted.com/talks/kelly_mcgonigal_how_to_make_stress_your_f
riend?language=en
Lazarus and Folkman Scenario’s- (See Worksheet)
Venn Diagram- get students to compare and contrast the psychological
and biological models of stress.
Read pages 34- 37 & complete LA 3.17,
reflection LA 3.18.
Coping with stress
Context-specific effectiveness
Coping flexibility
Exercise
Approach strategies
Avoidance Strategies
Article listing benefits of avoidance coping strategies:
https://www.psychologytoday.com/blog/in-practice/201305/avoidancecoping
Mentos Advert’s (Felicity CDES)- students will find these are all examples
of approach strategies:
https://youtu.be/u4hlzRNu3uE
https://youtu.be/yfp2Bg6iUdY
https://youtu.be/ZMbnzl7Fj6w
Stressful Scenario’s- get students into small groups, ask them to discuss
the psychological aspects of the stressful event they’ve been allocated.
They could work through Lazarus & folkman’s Model and come up with as
many examples of approach and avoidance strategies and discuss which
one’s would be most appropriate (context specific). (see handout)
Read pages 38-45 & complete LA 3.23 Pg.46
Revision
SAC 1 (50 marks)
appraisal)
9.
Context-specific effectiveness, coping flexibility and use of
particular strategies (exercise and approach and avoidance
strategies) for coping with stress.
6
Revision
Stress Revision: Complete the checklist Pg.48
and test. Pg. 49-53. (Check answers on
ebook plus).