HS Psychology Curriculum

Transcription

1 HS Psychology Curriculum Course Description: This is an elective class that presents basic information on the history and present use of psychology. The course includes the behavior of the individual in areas of growth and development, perception, learning, attitudes, motivation, emotions, conflict, personality, abnormal behavior, mental health, and social behavior. Scope and Sequence: Timeframe Unit Instructional Topics 1-3 Class Periods 6-8 Class Periods Class Periods 8-10 Class Periods History, Perspectives, and Research Methods Social Psychology Biopsychology Learning and Memory Topic 1: Perspectives in Psychology Topic 2: Subfields of Psychology Topic 3: Research Methods Topic 4: Statistics in Psychology Topic 1: Social Cognition Topic 2: Group Behavior and Influences Topic 3: Antisocial Behavior Topic 4: Prosocial Behavior Topic 1: The Nervous System Topic 2: The Endocrine System Topic 3: The Brain Topic 4: Sensation Topic 5: Perception Topic 1: Classical Conditioning Topic 2: Operant Conditioning Topic 3: Observational Learning

2 8-10 Class Periods 7-9 Class Periods Class Periods Development and Cognition Personality and Psychoanalysis Abnormal Behavior and Treatment Topic 4: Systems Memory Topic 5: Process of Memory Topic 1: Cognitive Development Topic 2: Psychosocial Development Topic 3: Moral Development Topic 4: Intelligence Theory Topic 5: Cognitive Process Topic 1: Psychoanalysis Topic 2: Personality Assessment Topic 3: Motivation Topic 4: Stress Topic 1: DSM Categories of Disorders Topic 2: Therapy/Treatment Techniques 2 Page

3 Curriculum Revision Tracking Spring, 2018 All Units: Updated ISTE Standards Updated Teaching Tolerance Standards 3 Page

4 Unit 1: History, Perspectives, and Research Methods Subject: HS Psychology Grade: Name of Unit: History, Perspectives and Research Methods Length of Unit: 1-3 days Overview of Unit: Understand the purpose and goals of psychological science, while examining behavior and mental processes from multiple perspectives. Examine the multiple methods by which psychologists conduct research and gather data and evaluate the importance of maintaining ethical standards. Priority Standards for unit: APA.NSHSPC.SI.PPS.CS.1.3 Students will be able to identify contemporary perspectives used by psychologists to understand behavior and mental processes. APA.NSHSPC.SI.PPS.CS.2.2 Describe the major subfields of psychology. APA.NSHSPC.SI.PPS.CS.2.3 Identify the important role psychology plays in benefiting society and improving people s lives. APA.NSHSPC.SI.RM.CS.1.1: Describe the scientific method and its role in psychology APA.NSHSPC.SI.RM.CS.1.2: Describe and compare a variety of quantitative (e.g., surveys, correlations, experiments) and qualitative (e.g., interviews, narratives, focus groups) research methods APA.NSHSPC.SI.RM.CS.3.1: Define descriptive statistics and explain how they are used by psychological scientists APA.NSHSPC.SI.RM.CS. 3.2: Define forms of qualitative data and explain how they are used by psychological scientists APA.NSHSPC.SI.RM.CS. 3.3: Define correlation coefficients and explain their appropriate interpretation Supporting Standards for unit: APA.NSHSPC.SA.1 The development of an empirical, scientific attitude and skill set (including critical thinking, problem solving, scientific methodologies, and drawing evidence based conclusions) in the exploration of behavior and mental processes of both human and nonhuman animals. APA.NSHSPC.SA.2 An understanding that different content areas within psychological science are interconnected, especially the interaction between biological, psychological, and social factors of behavior and how they relate to everyday life. APA.NSHSPC.SA.3 An appreciation that psychological science and knowledge can be useful in addressing a wide array of issues, from individual diversity to global variations. 4 Page

5 APA.NSHSPC.SA.5 An ability to understand, evaluate, and apply that understanding to the relationship between conscious and unconscious processes and their effects on behavior. TT.AB.I.3: Students will recognize that peoples multiple identities interact and create unique and complex individuals. ISTE - KNOWLEDGE COLLECTOR.3: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. ISTE - CREATIVE COMMUNICATOR.6: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals. Unwrapped Concepts (Students need to know) Unwrapped Skills (Students Bloom s Taxonomy need to be able to do) Levels Webb's DOK identify - analyze, evaluate, and apply 2, 4, 5 1 contemporary perspectives major subfields of psychology describe 2 1 role psychology plays in benefiting society identify and explain 2 1 role psychology plays in improving people's lives identify 2 1 Psychology as a science describe, apply differentiate 1, 3, 4 1, 2, 2 Statistics within psychology research describe, apply 1, 3 1, 2 Essential Questions: 1. How do different types of psychologists attempt to define, explain, predict, and control human behavior? 2. Why is it important to take different perspectives when attempting to explain complex behaviors? 3. How do psychologists use research to explore behavior and mental processes? 4. How do psychologists apply descriptive statistics to organize and analyze information? Enduring Understanding/Big Ideas: 1. The contemporary perspectives of psychology provide a framework to understand behavior from multiple perspectives. 2. Understanding different ways to view, analyze, and explain behavior provides a greater understanding of the complexities of behavior helping psychologists to improve the lives of people. 5 Page

6 3. Psychologists use the scientific method and experimentation to generate quantitative data and analyze the results with statistics. However, the field of psychology also employs other research methods such as naturalistic observation, surveys, longitudinal studies, cross-sectional studies, and case studies to data 4. Psychology is an empirical science that uses qualitative and quantitative data. Unit Vocabulary: Academic Cross-Curricular Words Perspective Contemporary Science Statistics Correlation Hypothesis Scientific Method Research Experiment Independent Variable Dependent Variable Control Group Experimental Group Bell Curve Resources for Vocabulary Development: Textbook Quizlet vocabulary app Content/Domain Specific Psychoanalysis Cognitive Behavioral Humanistic Biological Sociocultural Biopsychosocial Conscious Unconscious Clinical Psychologist Counseling Psychologist Psychiatrist Naturalistic Observation Case Study Survey Longitudinal/Cross-Sectional Experiment Random & Representative Sample Reliability & validity Independent v. Dependent v. Extrinsic variables Control group v. experimental group Placebo effect Statistics Positive & Negative correlation 6 Page

7 Topic 1: Perspectives in Psychology Engaging Experience 1 Title: Perspectives in your Hand Suggested Length of Time: 15 minutes Standards Addressed Priority: APA.NSHSPC.SI.CS.1.3 Students will be able to identify contemporary perspectives used by psychologists to understand behavior and mental processes Supporting: APA.NSHSPC.SA.1 The development of an empirical, scientific attitude and skill set (including critical thinking, problem solving, scientific methodologies, and drawing evidence based conclusions) in the exploration of behavior and mental processes of both human and nonhuman animals. APA.NSHSPC.SA.2 An understanding that different content areas within psychological science are interconnected, especially the interaction between biological, psychological, and social factors of behavior and how they relate to everyday life. APA.NSHSPC.SA.3 An appreciation that psychological science and knowledge can be useful in addressing a wide array of issues, from individual diversity to global variations. APA.NSHSPC.SA.5 An ability to understand, evaluate, and apply that understanding to the relationship between conscious and unconscious processes and their effects on behavior. Detailed Description/Instructions: Have students trace their hand on a piece of paper. Tell them what each finger and the hand as a whole represents (thumb = psychoanalysis, index = cognitive, middle = behavioral, ring = humanistic, pinky = biological, and whole hand "waving" = sociocultural). Have students explain why each finger represents that particular perspective of psychology (this is a good opportunity for jigsaw or think-pair-share). Bloom s Levels: 2, 3 Webb s DOK: 2, 3 Rubric: Content Area APA.NSHSPC.SA.3 An appreciation that psychological science and knowledge can be useful in addressing a wide array of Performance Levels Developing (5) Proficient (7) Mastery (10) Provides a basic Perspectives described reason that is Uses an example to with only definitions, reasonable for why demonstrate very little connection each perspective is understanding of to the hand. located on perspective and why it 7 Page

8 issues, from individual diversity to global variations. APA.NSHSPC.SA.2 An understanding that different content areas within psychological science are interconnected, especially the interaction between biological, psychological, and social factors of behavior and Product show very how they relate to everyday little connection life. between perspectives. APA.NSHSPC.SA.5 An ability to understand, evaluate, and apply that understanding to the relationship between conscious and unconscious processes and their effects on behavior. No indication of whether a perspective is primarily based on conscious or unconscious forces. whatever part of the hand. Product shows connection between some of the perspectives. Definition includes mention of conscious or unconscious influences. links to that part of the hand. Product is able to connect perspectives throughout a behavior or behavior set. Example includes or implies the impact of both conscious and unconscious influences within a perspective. 8 Page

9 Topic 2: Subfields of Psychology Engaging Experience 1 Title: Bizarre Celebrity Behavior Analysis Suggested Length of Time: 50 minutes Standards Addressed Priority: APA.NSHSPC.SI.CS.1.3 Students will be able to identify contemporary perspectives used by psychologists to understand behavior and mental processes. APA.NSHSPC.SI.CS.2.3 Identify the important role psychology plays in benefiting society and improving people s lives. Supporting: APA.NSHSPC.SA.1 The development of an empirical, scientific attitude and skill set (including critical thinking, problem solving, scientific methodologies, and drawing evidence based conclusions) in the exploration of behavior and mental processes of both human and nonhuman animals. APA.NSHSPC.SA.2 An understanding that different content areas within psychological science are interconnected, especially the interaction between biological, psychological, and social factors of behavior and how they relate to everyday life. APA.NSHSPC.SA.3 An appreciation that psychological science and knowledge can be useful in addressing a wide array of issues, from individual diversity to global variations. APA.NSHSPC.SA.5 An ability to understand, evaluate, and apply that understanding to the relationship between conscious and unconscious processes and their effects on behavior. TT.AB.I.3: Students will recognize that peoples multiple identities interact and create unique and complex individuals. Detailed Description/Instructions: Identify a celebrity, professional athlete, or major historical figure and a highly publicized behavior of theirs (i.e. Mussolini wrestled tiger cubs). Imagine that you and each member of your team are a psychologist coming from a different perspective, analyze the behavior of your chosen "client" and explain how each of you would attempt to understand the causes of such behavior/incident based upon your perspective: 1) Psychoanalytic 2) Cognitive 3) Behavioral 4) Humanistic 5) Biological 6) Sociocultural 7) Biopsychosocial 9 Page

10 Bloom s Levels: 3,4,5,6 Webb s DOK: 2, 3, 4 Rubric: Content Area APA.NSHSPC.SA.1 The development of an empirical, scientific attitude and skill set (including critical thinking, problem solving, scientific methodologies, and drawing evidence based conclusions) in the exploration of behavior and mental processes of both human and nonhuman animals. APA.NSHSPC.SA.3 An appreciation that psychological science and knowledge can be useful in addressing a wide array of issues, from individual diversity to global variations. APA.NSHSPC.SA.2 An understanding that different content areas within psychological science are interconnected, especially the interaction between biological, psychological, and social factors of behavior and how they relate to everyday life. APA.NSHSPC.SA.5 An ability to understand, evaluate, and apply that understanding to the relationship between conscious and unconscious processes and their effects on behavior. Performance Levels Developing (5) Proficient (7) Mastery (10) Product shows little critical thinking or reasoning. Product shows some knowledge of each perspective but required a considerable amount of scaffolding, or shows errors in understanding. Product does not demonstrate an ability to apply knowledge to real-life situations. Product shows little to no difference between conscious and unconscious processes. Product demonstrates a surface level reasoning in explaining behavior. Product demonstrates correct basic understanding of each perspective. Product demonstrates correct application of perspective on at least 4 out of the 7 perspectives. Product shows a basic understanding of the difference between conscious and unconscious processes; however, does not show this difference in each perspective. Product demonstrates a solid line of reasoning in explaining behavior from each perspective. Product shows mastery level understanding of perspectives including specific differences between each perspective. Product demonstrates correct application of each perspective and highlights differences between each of the interpretations of behavior. Product demonstrates a superior understanding of conscious and unconscious processes involved in behavior and accurately applies these to each of the perspectives. 10 Page

11 Topic 3: Research Methods Engaging Experience 1 Title: What can you do with a Psychology degree? Suggested Length of Time: 30 minutes Standards Addressed Priority: APA.NSHSPC.SI.CS.2.2 Describe the major subfields of psychology. Supporting APA.NSHSPC.SA.1 The development of an empirical, scientific attitude and skill set (including critical thinking, problem solving, scientific methodologies, and drawing evidence based conclusions) in the exploration of behavior and mental processes of both human and nonhuman animals. APA.NSHSPC.SA.2 An understanding that different content areas within psychological science are interconnected, especially the interaction between biological, psychological, and social factors of behavior and how they relate to everyday life. APA.NSHSPC.SA.3 An appreciation that psychological science and knowledge can be useful in addressing a wide array of issues, from individual diversity to global variations. ISTE - KNOWLEDGE COLLECTOR.3: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. ISTE - CREATIVE COMMUNICATOR.6: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals. Detailed Description/Instructions: Students develop a multimedia presentation on a career in psychology. Each student should sign up for a career in psychology that interests them and creates a 1 minute "pitch" for that career to present to the class. This pitch should outline the education required, primary responsibilities, and any other interesting information that would make someone consider it as a career. Bloom s Levels: 2, 3, 5, 6 Webb s DOK: 1, 3, 4 11 Page

12 Rubric: Content Area Performance Levels APA.NSHSPC.SA.3 An appreciation that psychological science and knowledge can be useful in addressing a wide array of issues, from individual diversity to global variations. APA.NSHSPC.SA.2 An understanding that different content areas within psychological science are interconnected, especially the interaction between biological, psychological, and social factors of behavior and how they relate to everyday life. APA.NSHSPC.SA.5 An ability to understand, evaluate, and apply that understanding to the relationship between conscious and unconscious processes and their effects on behavior. Developing (5) Proficient (7) Mastery (10) Product shows some knowledge of each perspective but required a considerable amount of scaffolding, or shows errors in understanding. Product does not demonstrate an ability to apply knowledge to reallife situations. Product shows little to no difference between conscious and unconscious processes. Product demonstrates correct basic understanding of each perspective. Product demonstrates correct application of perspective on at least 4 out of the 7 perspectives. Product shows a basic understanding of the difference between conscious and unconscious processes; however, does not show this difference in each perspective. Product shows mastery level understanding of perspectives including specific differences between each perspective. Product demonstrates correct application of each perspective and highlights differences between each of the interpretations of behavior. Product demonstrates a superior understanding of conscious and unconscious processes involved in behavior and accurately applies these to each of the perspectives. 12 Page

13 Topic 4: Statistics in Psychology Engaging Experience 1 Title: Lemon Juice Lab Suggested Length of Time: 90 minutes Standards Addressed Priority APA.NSHSPC.SI.RM.CS.1.1: Describe the scientific method and its role in psychology APA.NSHSPC.SI.RM.CS.1.2: Describe and compare a variety of quantitative (e.g., surveys, correlations, experiments) and qualitative (e.g., interviews, narratives, focus groups) research methods APA.NSHSPC.SI.RM.CS.3.1: Define descriptive statistics and explain how they are used by psychological scientists Supporting: APA.NSHSPC.SA.1 The development of an empirical, scientific attitude and skill set (including critical thinking, problem solving, scientific methodologies, and drawing evidence based conclusions) in the exploration of behavior and mental processes of both human and nonhuman animals. TT.AB.I.3: Students will recognize that peoples multiple identities interact and create unique and complex individuals. Detailed Descriptions/Instructions: Students attempt to address the hypothesis: do introverts salivate more than extroverts? They take a personality assessment to figure out which one they are (introvert or extrovert) then test their hypothesis. Teacher creates a potent lemon concoction which is administered to each student, they then swab their tongue with a cotton ball and weigh it using a scientific scale. The data is then compared to the class to see if introverts or extroverts have heavier cotton balls. Bloom s Levels: 2,3,5,6 Webb s DOK: 1, 3, 4 13 Page

14 Engaging Scenario At the end of unit 1 students should be able to examine a particular behavior from the contemporary perspectives within psychology. Example: 1. Invite a career psychologist to come in to class and describe the daily life of a practicing psychologist. Students then write a reflection paper to identify what perspectives the professional uses, in what ways, and how it would impact their view of a person and/or their behavior. 2. Identify a celebrity, professional athlete, or major historical figure and a highly publicized behavior of theirs (i.e. Mussolini wrestled tiger cubs). Imagine that you and each member of your team are a psychologist coming from a different perspective, analyze the behavior of your chosen "client" and explain how each of you would attempt to understand the causes of such behavior/incident based upon your perspective: Psychoanalytic Cognitive Behavioral Humanistic Biological Sociocultural Biopsychosocial Rubric for Engaging Scenario Content Area Performance Levels Developing (5) Proficient (7) Mastery (10) APA.NSHSPC.SA.1 The development of an empirical, scientific attitude and skill set (including critical thinking, problem solving, scientific Product demonstrates Product demonstrates a solid line of methodologies, and drawing Product shows little a surface level reasoning in evidence based conclusions) critical thinking or in the exploration of behavior reasoning. reasoning in explaining behavior. explaining behavior from each perspective. 14 Page

15 and mental processes of both human and nonhuman animals. APA.NSHSPC.SA.3 An appreciation that psychological science and knowledge can be useful in addressing a wide array of issues, from individual diversity to global variations. Product shows some knowledge of each perspective but required a considerable amount of scaffolding, or shows errors in understanding. APA.NSHSPC.SA.2 An understanding that different content areas within psychological science are interconnected, especially the interaction between Product does not biological, psychological, demonstrate an and social factors of behavior ability to apply and how they relate to knowledge to reallife everyday life. situations. APA.NSHSPC.SA.5 An ability to understand, evaluate, and apply that understanding to the Product shows little relationship between to no difference conscious and unconscious between conscious processes and their effects on and unconscious behavior. processes. Product demonstrates correct basic understanding of each perspective. Product shows mastery level understanding of perspectives including specific differences between each perspective. Product demonstrates correct application of Product demonstrates each perspective and correct application of highlights differences perspective on at least between each of the 4 out of the 7 interpretations of perspectives. behavior. Product shows a basic understanding of the difference between conscious and unconscious processes; however, does not show this difference in each perspective. Product demonstrates a superior understanding of conscious and unconscious processes involved in behavior and accurately applies these to each of the perspectives. 15 Page

16 Summary of Engaging Learning Experiences for Topics Topic Engaging Experience Title Description Suggested Length of Time Perspectives in Psychology Engaging Scenario Analysis and Explanation of behavior from various perspectives. 50 minutes Subfields of Psychology Careers in Psychology Investigation of different careers within the field of psychology. 30 minutes Research Methods Lemon Juice Lab Students attempt to address the hypothesis: do introverts salivate more than extroverts? They take a personality assessment to figure out which one they are (introvert or extrovert) then test their hypothesis. Teacher creates a potent lemon concoction which is administered to each student, they then swab their tongue with a cotton ball and weigh it using a scientific scale. The data is then compared to the class to see if introverts or extroverts have heavier cotton balls. 90 minutes Statistics in Psychology Roll the Dice Activity Investigate probability, statistics, correlation, bell curves, mean, median, and mode. 90 minutes 16 Page

17 Unit 2: Social Psychology Subject: HS Psychology Grade: Name of Unit: Social Psychology Length of Unit: 6-8 days Overview of Unit: Social Psychology provides an overview of how psychologists study aggression, altruism, anonymity, persuasion, authority, stereotypes, and biases as well as how one s culture influences these factors. Priority Standards for unit: APA.NSHSPC.SC.CS 1.1: Describe attributional explanations of behavior APA.NSHSPC.SC.CS 1.2: Describe the relationship between attitudes (implicit and explicit) and behavior APA.NSHSPC.SC.CS 2.1: Describe the power of the situation APA.NSHSPC.SC.CS 2.2: Describe effects of others presence on individuals behavior APA.NSHSPC.SC.CS 2.3: Describe how group dynamics influence behavior APA.NSHSPC.SC.CS 2.4: Discuss how an individual influences group behavior APA.NSHSPC.SC.CS 3.1 Discuss the nature and effects of stereotyping, prejudice, and discrimination APA.NSHSPC.SC.CS 3.2: Describe determinants of prosocial behavior APA.NSHSPC.SC.CS 3.3: Discuss influences upon aggression and conflict APA.NSHSPC.SC.CS 3.4: Discuss factors influencing attraction and relationships Supporting Standards for unit: ISTE-EMPOWERED LEARNER.1: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences ISTE - COMPUTATIONAL THINKER.5: Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions TT.AB.I.3: Students will recognize that peoples multiple identities interact and create unique and complex individuals. TT.AB.A.16: Students will express empathy when people are excluded or mistreated because of their identities and concern when they themselves experience bias. 17 Page

18 Unwrapped Concepts Unwrapped Skills (Students Bloom s Taxonomy (Students need to know) need to be able to do) Levels Webb's DOK Factors that Influence conformity Describe, Apply 1, 3 1, 2 Obedience to Authority Describe 1 1 Attributional explanations of Behavior Describe, Apply 1, 3 1, 2 The power of the situation Describe, Hypothesize 1, 5 1, 3 Group Dynamics & Influence Describe, Evaluate 1, 6 1, 3 Antisocial behavior Describe, Explain 1, 2 1, 2 Prosocial Behavior Describe, Explain 1, 2 1, 2 Essential Questions: 1. How do socio-cultural factors influence thought processes and behavior? 2. Why does conformity and obedience occur? 3. Why does prosocial occur? 4. Why does antisocial behavior occur? Enduring Understanding/Big Ideas 1. Understanding how our environment influences our thought processes and behavior. 2. The power of the situation and its influence on the factors of conformity and obedience to authority. 3. Individuals are motivated to act in a prosocial way because of altruism. Although others act in a prosocial way in the hope of reciprocation in some way (selfishness). 4. The power of the situation is key. Many people act in an antisocial manner in large group (in groups out group), or when they are able to hide their identity (deindividuation). Unit Vocabulary: Academic Cross-Curricular Words Culture Attribution Stereotype Persuasion Content/Domain Specific Social Norm Solomon Asch experiment Stanley Milgram Experiment Stanford Prison Experiment Conformity Compliance Obedience Lucifer Effect Dispositional, situational attribution 18 Page

19 Fundamental Attribution Error Social Facilitation Social Inhibition Deindividuation Group Polarization Groupthink Social Loafing Bystander Effect Dehumanization Just-World Phenomenon Aggression Stereotypes Prejudice Discrimination Resources for Vocabulary Development: Textbook Quizlet vocabulary app 19 Page

20 Topic 1: Social Cognition Engaging Experience 1 Title: Asch simulation Suggested Length of Time: 15 minutes Standards Addressed Priority: APA.NSHSPC.SC.CS 2.1: Describe the power of the situation APA.NSHSPC.SC.CS 2.2: Describe effects of others presence on individuals behavior Supporting: TT.AB.I.3: Students will recognize that peoples multiple identities interact and create unique and complex individuals. Detailed Description/Instructions: One student will be asked to leave the room (this simulation works best if you can send them out for a fake reason, such as getting a book from another teacher). While they are gone, you will instruct the other students to intentionally provide incorrect answers on a simple matching game. When the student returns, you will show a picture of an object, then 3 additional pictures. (For example, show an eagle, then show a knife, a top hat, and a turkey.) Have the students one at a time reply with the picture that best matches the original one. As the students all answer the incorrect answer, the test subject will be more and more likely to conform to the group (even if they know their answer is incorrect). Blooms Levels: 1, 3 Webb s DOK: 1, 2 20 Page

21 Topic 2: Group Behavior and Influences Engaging Experience 1 Title: Group Behavior Experimental Design Suggested Length of Time: 60 minutes Standards Addressed Priority: APA.NSHSPC.SC.CS 2.2: Describe effects of others presence on individuals behavior APA.NSHSPC.SC.CS 2.3: Describe how group dynamics influence behavior APA.NSHSPC.SC.CS 2.4: Discuss how an individual influences group behavior Supporting: ISTE-EMPOWERED LEARNER.1: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. ISTE - COMPUTATIONAL THINKER.5: Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions. Detailed Description/Instructions: Students will break into small groups of 3 or 4 and design a mini-experiment to test different group behaviors, including by not limited to: Social facilitation, social inhibition, groupthink, group polarization, the bystander effect & deindividuation. Their experiments should include all elements of a legitimate psychological experiment (independent/dependent variable, control/experimental group, etc.) Bloom s Levels: 1, 3 Webb s DOK: 1, 2 21 Page

22 Topic 3: Antisocial Behavior Engaging Experience 1 Title: Implicit Association Test Suggested Length of Time: 45 minutes Standards Addressed Priority: APA.NSHSPC.SC.CS 3.1 Discuss the nature and effects of stereotyping, prejudice, and discrimination APA.NSHSPC.SC.CS 3.3: Discuss influences upon aggression and conflict Supporting: TT.AB.A.16: Students will express empathy when people are excluded or mistreated because of their identities and concern when they themselves experience bias. Detailed Description/Instructions: After discussing how stereotypes, prejudices, and discrimination all work together, students will participate in Harvard University s IAT (Implicit Association Test). The test is designed to measure unconscious biases we may have. When finished, students will discuss their results, in addition to the validity/reliability of the test. Bloom s Levels: 1, 2, 5 Webb s DOK: 1, 2, 3 22 Page

23 Topic 4: Prosocial Behavior Engaging Experience 1 Title: Altruism Activity Suggested Length of Time: 1-2 days Standards Addressed Priority: APA.NSHSPC.SC.CS 3.2: Describe determinants of prosocial behavior APA.NSHSPC.SC.CS 3.4: Discuss factors influencing attraction and relationships Supporting: TT.AB.I.3: Students will recognize that peoples multiple identities interact and create unique and complex individuals. TT.AB.A.16: Students will express empathy when people are excluded or mistreated because of their identities and concern when they themselves experience bias. Detailed Description/Instructions: Students will begin by discussing different reasons as to why people help one another. They will then create a small altruism token (a painted penny, a small rock, etc.). Students are instructed to place the token in their right pocket every morning when they wake up, then move the token to their left pocket when they have done an altruistic act that day. They should do this every day for a week, then have a short discussion on altruism. Bloom s Levels: 1, 2 Webb s DOK: 1, 2 23 Page

24 Engaging Scenario Option 1: For the Social Psychology engaging scenario, students will be asked to come to school and experience what it is like to dress or behave outside of the social norm. As human beings, we tend to want to conform to those around us. Even those who are non-conformists still conform on a daily basis. Students must find a behavior that breaks a social norm, and record their observations of how people look and talk to them. Option 2: For this project, students are being asked to break out of their comfort zone. For this assignment, students are to eat lunch and socialize with a group of students outside of their usual group. After their meal, students will record both their personal thoughts, in addition to their peers reactions to them and how they feel about those reactions. Students will be required to hand in a detailed, hand-written journal of their experiment. 24 Page

25 Summary of Engaging Learning Experiences for Topics Topic Engaging Experience Title Description Suggested Length of Time Social Cognition Asch simulation Students will be exposed to the famous Asch experiment on conformity, and understand the different reasons people conform, including normative and informative social influence. 15 minutes Group Behavior and Influences Group Behavior Experimental Design In small groups, students will practice using research methodology and apply their knowledge to new social psychology terms. 60 minutes Antisocial Behavior Implicit Association Test Students will differentiate between discrimination, prejudice and stereotypes, then explore how our unconscious may lead to implicit associations/prejudices. 45 minutes Prosocial Behavior Altruism Activity Students will study the reasons why people help each other, and the influence it has on us. 1-2 days 25 Page

26 Unit 3: Biopsychology Subject: HS Psychology Grade: Name of Unit: Biopsychology Length of Unit: days Overview of Unit: Biopsychology focuses on the physical processes of the body and how they influence thought, behavior, and how we perceive and experience the world. Priority Standards for unit: APA.NSHSPC.BD.BB.CS 1.1: Identify the major divisions and subdivisions of the human nervous system APA.NSHSPC.BD.BB.CS 1.2: Identify the parts of the neuron and describe the basic process of neural transmission APA.NSHSPC.BD.BB.CS 1.4: Describe lateralization of brain functions APA.NSHSPC.BD.BB.CS 2.1: Describe how the endocrine glands are linked to the nervous system APA.NSHSPC.BD.SP.CS 1.1: Discuss processes of sensation and perception and how they interact APA.NSHSPC.BD.SP.CS 1.2: Explain the concepts of threshold and adaptation APA.NSHSPC.BD.SP.CS 3.1: Explain Gestalt principles of perception APA.NSHSPC.BD.SP.CS 3.3: Describe the importance of perceptual constancies APA.NSHSPC.BD.SP.CS 3.4: Describe perceptual illusions APA.NSHSPC.BD.SP.CS 3.5: Describe the nature of attention APA.NSHSPC.BD.SP.CS 3.6: Explain how experiences and expectations influence perception Supporting Standards for unit: ISTE - KNOWLEDGE COLLECTOR.3: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. Unwrapped Concepts Unwrapped Skills (Students Bloom s Taxonomy (Students need to know) need to be able to do) Levels Webb's DOK parts of the nervous system Identify, label, Match 1, 2 1 parts of the neuron Identify, label, Match 1, 2 1 process of neurotransmission Describe, Show 1, 3 2 lateralization of brain function Analyze, Relate 4, Page

27 the endocrine system Describe, Analyze 1, 4 4 structures of the brain Compare, Create 6, 5 4 processes of sensation Describe, Explain, Analyze 1, 2, 4 2, 4 processes of perception Describe, Explain, Analyze 1, 2, 4 4 Perceptual organization (Gestalt, Constancy, thresholds) Identify, Analyze 1, 4 1, 4 Perceptual Interpretation (experience, illusions) Identify, Analyze 1, 4 1, 4 Essential Questions: 1. How has research and technology provided new methods to analyze brain behavior and disease? 2. How does the interaction between our different biological processes influence our thought and behavior? 3. How do different theories explain why we sleep and dream? 4. How are our perceptions influenced by environmental variables, motivation, past experiences, culture, and expectations? Enduring Understanding/Big Ideas: 1. Understand the interaction between the brain, nervous system, endocrine system, and genetics and how they influence our behavior and mental processes. 2. Examine the various ways in which researchers better understand the brain. 3. Sleep is the result of our body s natural rhythmic pattern of wake and sleep called the circadian rhythm. There are different theories for why we dream though: Freud thought dreams were ways in which the mind dealt with unresolved, unconscious conflicts. The activation synthesis theory claims that dreams are just random firings of neurons. Other theories state that dreams help us deal with problems from our day or process newly learned material. 4. While sensation is physiological perception is experiential. Unit Vocabulary: Academic Cross-Curricular Words Biology Science Chemistry Homeostasis Conserve Arouse Content/Domain Specific Nervous System Central nervous system Peripheral nervous system Somatic system Autonomic system Sympathetic system 27 Page

28 Inhibit Laterization Plasticity Accommodation Interaction Transduction Threshold Frequency Resources for Vocabulary Development: Textbook Quizlet vocabulary app Parasympathetic system Frontal lobe Parietal lobe Occipital lobe Temporal lobe Right vs. Left hemisphere Corpus callosum Cerebellum Thalamus Cerebral cortex Neuron Dendrite Cell body Axon Myelin sheath Synapse Neurotransmitter Neurotransmission Endocrine System Hormones Sensation Perception Absolute Threshold Difference Threshold Weber s Law Sensory Adaptation Selective Attention Rods Cones Lens Pupil Cochlea Kinesthesis 28 Page

29 Topic 1: The Nervous System Engaging Experience 1 Title: Neurotransmission Bead Activity Suggested Length of Time: minutes Standards Addressed Priority: APA.NSHSPC.BD.BB.CS 1.1: Identify the major divisions and subdivisions of the human nervous system APA.NSHSPC.BD.BB.CS 1.2: Identify the parts of the neuron and describe the basic process of neural transmission Detailed Description/Instructions: Students line up in the hall or outside (weather permitting) at arm s length. Give each student a bead and explain that they are a neuron (their head is the Soma, the brain is the nucleus). The right hand holding the bead is the Axon Terminal and their left hand is the Dendrite. The instructor starts the chain by touching the first student who then drops their neurotransmitter into the hand of the next student (there must be a gap/synapse). Time students and then attempt to speed up the transmission process. Lead Socratic discussion over how our neurons function. Bloom s Levels: 1, 2, 3 Webb s DOK: 1, 2 29 Page

30 Topic 2: The Endocrine System Engaging Experience 1 Title: Between a Rock and Hard Place Suggested Length of Time: 45 minutes Standards Addressed Priority: APA.NSHSPC.BD.BB.CS 2.1: Describe how the endocrine glands are linked to the nervous system. Detailed Description/Instructions: After students are familiar with the endocrine system, they will read/view the story of Aron Ralston who was trapped in a canyon for 6 days. They will then create a diagram that shows how Ralston s endocrine and nervous system kept him alive in a situation in which he probably should have died. Bloom s Levels: 1, 4 Webb s DOK: 1, 4 30 Page

31 Topic 3: The Brain Engaging Experience 1 Title: Orange Brain Dissection Suggested Length of Time: 90 minutes Standards Addressed Priority: APA.NSHSPC.BD.BB.CS 1.4: Describe lateralization of brain functions Detailed Description/Instructions: Students bring in an orange, raisins and jellybeans to create a model of the brain and brainstem. They then dissect and label the brain while answering questions about the function of each part of the brain. Bloom s Levels: 4, 6 Webb s DOK: 4 31 Page

32 Topic 4: Sensation Engaging Experience 1 Title: Virtual Cow Eye Suggested Length of Time: 60 minutes Standards Addressed Priority: APA.NSHSPC.BD.SP.CS 1.1: Discuss processes of sensation and perception and how they interact Supporting: ISTE - KNOWLEDGE COLLECTOR.3: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. Detailed Description/Instructions: Go to Exploratorium and watch an instructor dissect a cow eye. Fill out a worksheet and complete a diagram. Bloom s Levels: 1, 2, 4 Webb s DOK: 2, 4 32 Page

33 Topic 5: Perception Engaging Experience 1 Title: Perception Webquest Suggested Length of Time: 60 minutes Standards Addressed Priority: APA.NSHSPC.BD.SP.CS 1.2: Explain the concepts of threshold and adaptation APA.NSHSPC.BD.SP.CS 3.1: Explain Gestalt principles of perception APA.NSHSPC.BD.SP.CS 3.3: Describe the importance of perceptual constancies APA.NSHSPC.BD.SP.CS 3.4: Describe perceptual illusions APA.NSHSPC.BD.SP.CS 3.5: Describe the nature of attention APA.NSHSPC.BD.SP.CS 3.6: Explain how experiences and expectations influence perception Supporting: ISTE - KNOWLEDGE COLLECTOR.3: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. Detailed Description/Instructions: Students will complete a webquest that shows a number of different perception concepts, including Gestalt Principles, Selective attention, and thresholds. They will then observe a number of different illusions and explain how they are possible using information from the perception lectures. Bloom s Levels: 1, 2, 4 Webb s DOK: 1, 4 33 Page

34 Engaging Scenario For the Biopsychology engaging scenario, students have the option to create a 3 dimensional model of the brain or a neuron. This is due at the end of the unit. Students will use any materials they would like but the neuron/brain MUST be 3D (no paintings, drawings etc.). Students may work alone or in pairs. If you choose to create a neuron model, you must include: 1. Cell Body/Soma 2. Dendrites 3. Axon 4. Myelin Sheath 5. Axon Terminals 6. Neurotransmitters 7. Synapse If you choose to create a brain model, you must include: 1. Medulla 2. Hypothalamus 3. Thalamus 4. Hippocampus 5. Cerebellum 6. Corpus Callosum 7. The 4 lobes of the cortex Rubric for Engaging Scenario The Look of the Neuron/Brain Parts of the model accurately resemble actual parts in either shape or function Parts mostly resemble actual parts About half of the parts resemble actual parts Parts sort of resemble actual parts Parts vaguely resemble actual parts Parts do not resemble actual parts at all Points 10 Points 8 Points 6 Points 4 Points 2 Points 1 Point 0 Points 34 Page

35 Parts of the Neuron/Brain Model contains at least 7 parts Model contains at 6 parts Model contains 4-5 parts Model contains 2-3 parts Model contains 1 part Model Contains 0 Parts Points 10 Points 7 Points 5 Points 3 Points 1 Point 0 Points Key for the Neuron/Brain Key is neat, colorful, and accurate Key is colorful and neat but not accurate Key is neat, but not colorful and is missing items Appears thrown together No key is present Points 10 Points 7 Points 4 points 2 points 0 Points Overall Project Score Project is well done and significant time was put into it Project is above average in quality Project is average in quality Project is below quality Project is well below quality Project is extremely poor quality Points 10 Points 8 Points 6 Points 4 Points 2 Points 0 Points 35 Page

36 Summary of Engaging Learning Experiences for Topics Topic Engaging Experience Title Description Suggested Length of Time The Nervous System Neurotransmission Bead Activity Students will learn how one neuron communicates with another in a hands on activity regarding neurotransmission minutes The Endocrine System Between a rock and a hard place Students will be able to observe the characteristics of both the nervous system and the endocrine system, how they are similar and different, and how they work together. 45 minutes The Brain Orange Brain Dissection Students will use this hands-on activity to come up with analogies for the different structures of the brain. 90 Minutes Sensation Virtual Cow Eye Dissection Students will better understand how sensation works, including the process of transduction, through a virtual dissection of the eye. 60 minutes Perception Perception Webquest Students will explore how we perceptually organize and interpret information in a number of different perceptual tasks and illusions. 60 minutes 36 Page

37 Unit 4: Learning & Memory Subject: HS Psychology Grade: Name of Unit: Learning & Memory Length of Unit: 8-10 days Overview of Unit: This unit explores the multiple theories of how we learn, how we retain what is learned, and lastly, why do we forget? Priority Standards for unit: APA.NSHSPC.DL.L.CS.1.1: Describe the principles of classical conditioning APA.NSHSPC.DL.L.CS.1.3: Apply classical conditioning to everyday life APA.NSHSPC.DL.L.CS.2.2: Describe the principles of operant conditioning APA.NSHSPC.DL.L.CS.2.4: Apply operant conditioning to everyday life APA.NSHSPC.DL.L.CS.3.1: Describe the principles of observational and cognitive learning APA.NSHSPC.DL.L.CS.3.2: Apply observational and cognitive learning to everyday life APA.NSHSPC.CD.M.CS.1.1: Identify factors that influence encoding APA.NSHSPC.CD.M.CS.1.3: Discuss strategies for improving the encoding of memory APA.NSHSPC.CD.M.CS.2.1: Describe the differences between working memory and long-term memory APA.NSHSPC.CD.M.CS.2.3: Discuss types of memory and memory disorders (e.g., amnesias, dementias) APA.NSHSPC.CD.M.CS.2.4: Discuss strategies for improving the storage of memories APA.NSHSPC.CD.M.CS.3.1: Analyze the importance of retrieval cues in memory APA.NSHSPC.CD.M.CS.3.3: Discuss the factors influencing how memories are retrieved APA.NSHSPC.CD.M.CS. 3.4: Explain how memories can be malleable APA.NSHSPC.CD.M.CS. 3.5: Discuss strategies for improving the retrieval of memories Supporting Standards for unit: TT.AB.I.4: Students will express pride, confidence and healthy self-esteem without denying the value and dignity of other people. Unwrapped Concepts Unwrapped Skills (Students Bloom s Taxonomy (Students need to know) need to be able to do) Levels Webb's DOK Classical Conditioning Define, Explain, Apply 1, 2, 3 2, 3 Operant Conditioning Define, Explain, Apply 1, 2, 3 2, 3 Observational/Social Learning Define, Explain, Apply 1, 2, 3 2, 3 37 Page

38 Memory Systems Label, differentiate 1, 4 1, 3 Memory Encoding & Storage Explain, Apply 2, 3 2, 3 Memory Retrieval Explain, Apply, Hypothesize 2, 3, 5 2, 2, 3 Memory related issues Explain, Analyze 2, 4 2, 3 Essential Questions: 1. How does the process of Classical Conditioning influence thoughts and behavior? 2. How does the process of Operant Conditioning influence thoughts and behavior? 3. How does the process of Social Learning influence thoughts and behavior? 4. How do our sensory, short-term and long-term memory systems differ, and how does the process of memory relate to these different systems? 5. How is memory encoding, storage and retrieval influenced by our biology, attention, motivation and environment? Enduring Understanding/Big Ideas: 1. Classical Conditioning is a type of learning in which an organism comes to associate stimuli. Classical conditioning laid the foundation for behaviorism, the view that psychology should be an objective science that studies environmental influences on behavior. Classical conditioning influences our thoughts and behavior by conditioning respondent behavior. 2. Operant Conditioning involves an organism learning associations between its own behaviors and resulting consequence, such as reinforcement and punishment. With Operant Conditioning, and organism has more choice as to whether to replicate a behavior for reward, or to avoid punishment. 3. Within Social Learning, we observe and imitate others. Children often imitate what a model says and does, whether the behavior is prosocial or antisocial. 4. Memory is the persistence of learning over time, and works as a process through three separate memory systems. The classic memory model includes a temporary sensory memory that registers information from our senses, some of which are processed in our limited short-term memory, and finally a fraction are encoded in our long-term memory for later retrieval. 5. Memory is vulnerable to many different elements, including natural forgetting, misattribution, suggestibility and bias. It is key to recognize memory is not like a recorder with a perfect account of the past, rather a process that is easily malleable. 38 Page

39 Unit Vocabulary: Academic Cross-Curricular Words Modification Association Aversion Reinforcement Learning Modeling Inhibit Malleability Fallibility Elaborative Explicit Implicit Resources for Vocabulary Development: Textbook Quizlet vocabulary app Content/Domain Specific Classical conditioning Unconditioned stimulus Unconditioned response Conditioned stimulus Conditioned response Generalization Discrimination Extinction Operant Conditioning Negative and positive reinforcement Primary & Secondary reinforcement Fixed-ratio schedule Variable-ratio schedule Fixed-interval schedule Variable-interval schedule Social Learning/Observational Learning Encoding Storage Retrieval Sensory memory Short-term memory Rehearsal Chunking Serial Position effect Long-term memory Semantic memory Episodic memory Declarative memory Procedural memory Recognition Recall Interference (proactive and retroactive) Amnesia (retrograde vs. Anterograde) Mnemonic devices 39 Page

40 Topic 1: Classical Conditioning Engaging Experience 1 Title: Pavlov! Suggested Length of Time: 30 minutes Standards Addressed Priority: APA.NSHSPC.DL.L.CS.1.1: Describe the principles of classical conditioning APA.NSHSPC.DL.L.CS.1.3: Apply classical conditioning to everyday life Detailed Description/Instructions: Teacher reads a passage about Ivan Pavlov and every time Pavlov is said students take a taste of lemon powder. Now any time they hear the word Pavlov they salivate. Bloom s Levels: 1, 2, 3 Webb s DOK: 2, 3 40 Page

41 Topic 2: Operant Conditioning Engaging Experience 1 Title: Reinforcement Casino Suggested Length of Time: 30 minutes Standards Addressed Priority: APA.NSHSPC.DL.L.CS.2.2: Describe the principles of operant conditioning APA.NSHSPC.DL.L.CS.2.4: Apply operant conditioning to everyday life Detailed Description/Instructions: After learning about the elements of Operant Conditioning, students are told they can win up to 20 minutes of extra time at the end of class. The teacher shuffles a deck and students pick cards at random. They wager minutes, (60, 90, 120 seconds), and every time they draw a face card they win. Every time they draw a 2-10 they lose the time. We then discuss schedules of reinforcement. Bloom s Levels: 1, 2, 3 Webb s DOK: 2, 3 41 Page

42 Topic 3: Observational Learning Engaging Experience 1 Title: Violent Video game silent debate Suggested Length of Time: 60 minutes Standards Addressed Priority: APA.NSHSPC.DL.L.CS.2.2: Describe the principles of operant conditioning APA.NSHSPC.DL.L.CS.2.4: Apply operant conditioning to everyday life Supporting: TT.AB.I.4: Students will express pride, confidence and healthy self-esteem without denying the value and dignity of other people. Detailed Description/Instructions: Once students are familiar with observational learning, they will be given a packet that presents the debate on how violent video games correlates with aggressive thoughts and behaviors. The packet includes information that supports both sides of the debate. Students will come in and participate in a silent debate. They will write their thesis regarding the topic at the top, then pass their papers around the room. Students will then reply to the papers as they pass them around the room and support their arguments with evidence from the packet. Bloom s Levels: 1, 2, 3 Webb s DOK: 2, 3 42 Page

43 Topic 4: Systems Memory Engaging Experience 1 Title: Memory Flowchart/Mobile Suggested Length of Time: 90 minutes Standards Addressed Priority: APA.NSHSPC.CD.M.CS.1.1: Identify factors that influence encoding APA.NSHSPC.CD.M.CS.1.3: Discuss strategies for improving the encoding of memory APA.NSHSPC.CD.M.CS.2.1: Describe the differences between working memory and long-term memory APA.NSHSPC.CD.M.CS.2.3: Discuss types of memory and memory disorders (e.g., amnesias, dementias) Detailed Description/Instructions: Create a chart or mobile that details the stages and processes of memory from the beginning event to the storage phase. Things to include: encoding failures, rehearsal, attention, and forgetting. Bloom s Levels: 1, 4 Webb s DOK: 1, 3 43 Page

44 Topic 5: Process of Memory Engaging Experience 1 Title: Memory Madness Suggested Length of Time: minutes Standards Addressed Priority: APA.NSHSPC.CD.M.CS.2.4: Discuss strategies for improving the storage of memories APA.NSHSPC.CD.M.CS.3.1: Analyze the importance of retrieval cues in memory APA.NSHSPC.CD.M.CS.3.3: Discuss the factors influencing how memories are retrieved APA.NSHSPC.CD.M.CS. 3.4: Explain how memories can be malleable APA.NSHSPC.CD.M.CS. 3.5: Discuss strategies for improving the retrieval of memories Supporting: TT.AB.I.4: Students will express pride, confidence and healthy self-esteem without denying the value and dignity of other people. Detailed Description/Instructions: Have students stand in the front of the class. Give students a category such as Fast Food Restaurants. Go from student to student until 3 are eliminated, then move to the next topic. Eliminated students are the police who judge whether or not student answers count. For instance, is Chipotle an acceptable answer for Fast Food Restaurant? This is signified by a thumbs up or thumbs down. Bloom s Levels: 2, 3, 4, 5 Webb s DOK: 2, 3 44 Page

45 Engaging Scenario For the learning unit students will attempt to modify the behavior of either a parent, sibling, peer or pet using their choice of either classical or operant conditioning. Students must create a written report, collect data, and document the experience using a video and/or pictures. Rubric for Engaging Scenario: 45 Page

46 Summary of Engaging Learning Experiences for Topics Topic Engaging Experience Title Description Suggested Length of Time Classical Conditioning Pavlov! Students will learn the different elements of Classical Conditioning through a simulation. 30 minutes (activity plus discussion) Operant Conditioning Reinforcement Casino Students will learn the schedules of reinforcement through a gambling simulation. 30 minutes Observational Learning Violent Video game silent debate Students will weigh the arguments for and against social learning as it applies to violent media and aggressive behavior. 60 minutes Systems of Memory Memory Flowchart/Mobile Students will create a 3D mobile that demonstrates an understanding of the memory systems. 90 minutes Process of Memory Memory Madness Students will participate in an activity that looks at different elements of the memory process. They will then discuss why the activity was easy or difficult for them, using psychological terminology minutes (also great as an if time activity once students understand how to use it). 46 Page

47 Unit 5: Development & Cognition Subject: HS Psychology Grade: Name of Unit: Development & Cognition Length of Unit: 8-10 days Overview of Unit: How does development from birth to death affect how we think, interact, and relate to one another? Priority Standards for unit: APA.NSHSPC.DL.LSD.CS.1.1: Explain the interaction of environmental and biological factors in development, including the role of the brain in all aspects of development APA.NSHSPC.DL.LSD.CS.1.4: Describe the role of sensitive and critical periods in development APA.NSHSPC.DL.LSD.CS.1.5: Discuss issues related to the end of life APA.NSHSPC.DL.LSD.CS.2.1: Discuss theories of cognitive development APA.NSHSPC.DL.LSD.CS.2.2: Discuss theories of moral development APA.NSHSPC.DL.LSD.CS.2.3: Discuss theories of social development APA.NSHSPC.DL.LSD.CS.4.3: Describe the development of attachment and the role of the caregiver APA.NSHSPC.DL.LSD.CS.4.4: Describe the development of communication and language APA.NSHSPC.DL.LSD.CS.7.3: Discuss social, cultural, and emotional issues in aging APA.NSHSPC.DL.LD.CS.1.1: Describe the structure and function of language APA.NSHSPC.CD.T.CS.1.1: Define cognitive processes involved in understanding information APA.NSHSPC.CD.T.CS.1.2: Define processes involved in problem solving and decision making APA.NSHSPC.CD.T.CS.2.1: Describe obstacles to problem solving APA.NSHSPC.CD.T.CS.2.2: Describe obstacles to decision making APA.NSHSPC.CD.I.CS.1.1: Discuss intelligence as a general factor APA.NSHSPC.CD.I.CS.1.2: Discuss alternative conceptualizations of intelligence APA.NSHSPC.CD.I.CS.1.3: Describe the extremes of intelligence APA.NSHSPC.CD.I.CS.2.2: Identify current methods of assessing human abilities APA.NSHSPC.CD.I.CS.3.2: Discuss the influences of biological, cultural, and environmental factors on intelligence 47 Page

48 Supporting Standards for unit: ISTE-EMPOWERED LEARNER.1: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. ISTE - INNOVATIVE DESIGNER.4: Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solution. TT.AB.I.3: Students will recognize that peoples multiple identities interact and create unique and complex individuals. TT.AB.D.6: Students will express comfort with people who are both similar to and different from them and engage respectfully with all people. TT.AB.I.1: Students will develop positive social identities based on their membership in multiple groups in society. Unwrapped Concepts Unwrapped Skills (Students Blooms Taxonomy (Students need to know) need to be able to do) Levels Webb's DOK Prenatal and Infancy Development Explain, Organize, Analyze 2, 3, 4 2, 2, 3 Piaget & Cognitive Development Explain, Apply, Differentiate, Hypothesize 2, 3, 4, 5 2, 3, 3, 3 Kohlberg & Moral Development Explain, Apply, Hypothesize 2, 3, 5 2, 3, 3 Erikson & PsychoSocial Development Describe, categorize, hypothesize 1, 4, 5 1, 2, 3 Issues of aging, death & dying Recognize, apply, evaluate 1, 3, 6 1, 3, 3 Intelligence Theory Identify, Explain, Apply 1, 2, 3 1, 2, 3 Intelligence Testing Identify, Explain, Apply 1, 2, 3 1, 2, 3 Thinking & Problem Solving Interpret, Apply, Compare 2, 3, 4 2, 3, 3 Essential Questions: 1. How do the effects of heredity and environment influence our thoughts and behavior? 2. How do we development cognitively, socially and morally throughout the lifespan, and in what ways do psychologists disagree in this developmental process? 3. How is our language and our thought process related? 4. How does our problem solving abilities differ depending on the situation, and what obstacles hinder our cognitive processes? 5. How do biological and cultural notions of gender shape the experiences of men and women? 48 Page

49 6. How do humans approach death and dying, and what are the quality-of-life issues related to aging and end-of-life issues relating to death? Enduring Understanding/Big Ideas: 1. Heredity and environment work together to influence how we develop throughout the lifespan. 2. When considering cognitive, social and moral development, it is essential to understand there are many opposing views regarding our development. Some psychologists believe human development is a gradual, continuous process (like riding up an escalator) while others believe it goes through a sequence of separate stages (like climbing up the rungs on a ladder) Regardless of the theory, most psychologists would agree that cognitive, social and moral development throughout the lifespan are interrelated, progressive and essential. 3. Our thought process is influenced by our established language and culture in a concept known as linguistic determinism. 4. There are multiple ways to solve problems, some of which require algorithmic logic, while others include trial and error. Past experiences and our environment may inhibit individual s ability to solve problems as they confront typical cognitive obstacles and hindrances. 5. Gender is not strictly the product of our biological makeup, rather a combination of our biology, our environmental expectations, our cultural norms, and our learned behaviors. 6. Humans approach death very differently depending on their culture. As technology and medicine continue to advance, more people are having to confront the issues of a growing population that are becoming more dependent on younger generations. Unit Vocabulary: Academic Cross-Curricular Words Cultural bias Generativity Stagnant Integrity Autonomy Inferiority Competence Heritability Accommodation Assimilation Practical Analytical Content/Domain Specific Maturation Schemas Assimilation Accommodation Piaget s theory of cognitive development Sensorimotor Preoperational Concrete operational Formal operational Object permanence Conservation experiment Erikson s Psychosocial Theory 49 Page

50 Interpersonal v. Intrapersonal Kinesthetic Reliability Validity Standardization Algorithm Heuristic Lawrence Kohlberg s Moral Development Preconventional Moral Reasoning Conventional Moral Reasoning Post-Conventional Reasoning Gender roles Gender identity Gender stereotypes Intelligence Convergent vs. Divergent Thinking Inductive vs. Deductive Reasoning Mental Set Functional Fixedness Resources for Vocabulary Development: Textbook, Quizlet vocabulary app 50 Page

51 Topic 1: Cognitive Development Engaging Experience 1 Title: Piaget Toy Recommendations Suggested Length of Time: 1-2 days Standards Addressed Priority: APA.NSHSPC.DL.LSD.CS.1.1: Explain the interaction of environmental and biological factors in development, including the role of the brain in all aspects of development APA.NSHSPC.DL.LSD.CS.1.4: Describe the role of sensitive and critical periods in development APA.NSHSPC.DL.LSD.CS.2.1: Discuss theories of cognitive development APA.NSHSPC.DL.LSD.CS.4.4: Describe the development of communication and language APA.NSHSPC.CD.T.CS.1.1: Define cognitive processes involved in understanding information APA.NSHSPC.CD.T.CS.1.2: Define processes involved in problem solving and decision making Supporting: ISTE-EMPOWERED LEARNER.1: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. ISTE - INNOVATIVE DESIGNER.4: Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions. Detailed Description/Instructions: After learning about the 4 stages of cognitive development, students will create a flyer for parents that recommends appropriate toys for children in each of the 4 stages. Bloom s Levels: 2, 3, 4, 5 Webb s DOK: 2, 3, 3, 3 51 Page

52 Topic 2: Psychosocial Development Engaging Experience 1 Title: Identity Crisis Paper Suggested Length of Time: 90 minutes Standards Addressed Priority: APA.NSHSPC.DL.LSD.CS.1.4: Describe the role of sensitive and critical periods in development APA.NSHSPC.DL.LSD.CS.2.1: Discuss theories of cognitive development APA.NSHSPC.DL.LSD.CS.2.2: Discuss theories of moral development APA.NSHSPC.DL.LSD.CS.2.3: Discuss theories of social development APA.NSHSPC.DL.LSD.CS.7.3: Discuss social, cultural, and emotional issues in aging APA.NSHSPC.CD.T.CS.1.2: Define processes involved in problem solving and decision making Supporting: ISTE-EMPOWERED LEARNER.1: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. Detailed Description/Instructions: Choose a popular song and compare the lyrics to your own stage of identity development (achievement, moratorium, diffusion, foreclosure). Bloom s Levels: 1, 4, 5 Webb s DOK: 1, 2, 3 Rubric: Marcia s States of Music Rubric / Analysis Requirements: Include the following--in this order-- typed-- double-spaced, 12 point Times New Roman font, and a link to the song you have chosen. 1. Write a one-paragraph introduction, including your thesis, of your chosen song. 10 points 2. Identify James Marcia s state which your chosen song fits into with a description. At least a one-paragraph description. 10 points a. What do you believe the song is about? b. How does the song relate to childhood, adolescence, or the human lifespan? 52 Page

53 c. What feelings, problems, conflicts, etc. are being conveyed in the song? 3. Write a thorough analysis of your personal development and why your song speaks to the state of identity you are currently in. 1 typed page. a. How did the song speak to you personally? How could you relate to it (or not)? Use a real-life example or explanation to support your answer. b. If you could not connect to the song yourself, how might it appeal to others? Are they common issues/themes that many people could relate to? If so, how? If not, why not? 20 Points 4. Write a thorough conclusion about your findings regarding your music and identity. 1 typed paragraph. 10 points Scoring Guide 1. 1 paragraph Introduction/Thesis paragraph Identity state and Music description page Synopsis of personality development and music paragraphs conclusion 10 Points Possible Your Score Total 50 points 53 Page

54 Topic 3: Moral Development Engaging Experience 1 Title: Moral Dilemma Lifeboat Suggested Length of Time: minutes Standards Addressed Priority: APA.NSHSPC.DL.LSD.CS.1.1: Explain the interaction of environmental and biological factors in development, including the role of the brain in all aspects of development APA.NSHSPC.DL.LSD.CS.1.5: Discuss issues related to the end of life APA.NSHSPC.DL.LSD.CS.2.2: Discuss theories of moral development APA.NSHSPC.CD.T.CS.1.2: Define processes involved in problem solving and decision making APA.NSHSPC.CD.T.CS.2.1: Describe obstacles to problem solving APA.NSHSPC.CD.T.CS.2.2: Describe obstacles to decision making Supporting: TT.AB.I.3: Students will recognize that peoples multiple identities interact and create unique and complex individuals. TT.AB.D.6: Students will express comfort with people who are both similar to and different from them and engage respectfully with all people. Detailed Description/Instructions: Arrange desks into triangle, tell students the lifeboat is overcrowded: pregnant woman, old CEO, twin children, school teacher etc. Only enough room for a certain amount. Captain chooses who goes overboard. After an acceptable amount of people go overboard tell students that you are saved but the captain is put on trial for murder. All of the overboard people are now the jurors. Is the captain guilty for saving the people in the lifeboat? This is a great opportunity for both class skits and Socratic discussion on ethics, morality and decision making. Bloom s Levels: 2, 3, 5 Webb s DOK: 2, 3, 3 Rubric: 54 Page

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