COURSE OF STUDY FOR - Psychology of the Mind - Hazlet ...

Hazlet Township Public Schools

COURSE OF STUDY FOR

Psychology of the Mind

May 2016 Melissa Gardner

COURSE TITLE: PSYCHOLOGY OF THE MIND GRADE(S): 9-12

UNIT NUMBER AND TITLE: Unit #1 Introduction to Psychology and Memory

BRIEF SUMMARY OF UNIT: This unit will introduce students to the basic principles and theories of psychology. Students will learn about the important figures and perspectives that have been influential throughout the history of the field. They will explore potential careers in psychology. They will also be introduced to the important concepts and theories relating to memory. These concepts will include memory construction, encoding, storage, retrieval, the biological basis of memory, and memory errors. They will engage in various activities that will require them to apply this knowledge of memory to their studies and lives.

SUGGESTED TIMELINE: 6 Weeks

LINK TO CONTENT STANDARDS:

Standard:

9.1.4.A.1 Recognize 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.1 Apply critical thinking and problem-solving strategies during structured learning experiences.

9.1.4.B.1 Participate 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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ESSENTIAL QUESTIONS THAT WILL FOCUS TEACHING AND LEARNING:

1. Why is memory important?

2. How does memory relate to information processing and intelligence?

3. How does neuroscience relate to memory?

4. How and why can memory fail us, and how does this affect our lives?

5. How can our memories be improved, and how can some of these techniques help us in our studies?

6. How has the science of psychology evolved over the years?

7. Why do psychologists attempt to view human behavior from different perspectives?

8 How do the different perspective of psychology explain human behavior?

9. What are the potential career paths in the field of psychology?

ESSENTIAL KNOWLEDGE, SKILLS, AND ENDURING UNDERSTANDINGS: Students will be able to: 1. Describe how memory relates to information processing. 2. Distinguish among the types of memory. 3. Evaluate the importance of the role that memory plays in our lives. 4. Differentiate between types of encoding. 5. Apply encoding procedures to students’ own studies. 6. Recognize the importance of memory to human qualities. 7. Describe the limited nature of sensory and short-term memory. 8. Describe the capacity and duration of long-term memory, and discuss the biological changes that may underlie memory formation and storage. 9. Apply retrieval cues to students’ own studies. 10. Describe the types of amnesia.

ASSESSMENT (EVIDENCE OF KNOWLEDGE AND UNDERSTANDING)

1. Writing Exercises (formative)

2. Quizzes

3. Discussion/Written Questions

4. Mnemonics Project

5. Case Study Analysis

6. Careers in Psychology Presentation

7. Summative Exam

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11. Explain why the capacity to forget can be beneficial and how this relates to retrieval failure. 12. Determine why it’s difficult to discern between true/false memories. 13. Relate memory to study techniques. 14. Explain how an understanding of memory can lead to effective study techniques. 15. Trace the origins of Psychology. 16. Explain how the different perspectives of psychology view human behavior differently. 17. Analyze a case study using the different perspectives of psychology. 18. Evaluate the different careers available in the field of psychology.

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SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES: 1. Fact/Falsehoods of Memory 2. 7 Dwarfs Intro to Memory Exercise 3. Memory Tests and Analysis 4. Video Clips- Flashbulb Memory, Neuroscience LTP, Amnesia 5. Clive Wearing New Yorker Article and Questions 6. Serial Position Graphing Exercise 7. Déjà vu Demonstration, Explanation, and Article 8. Encoding, Storage, and Retrieval Demonstrations 9. War of the Ghosts discussion of Memory Construction 10. Mnemonic Device Project- Memory Palace with the Founders of Psychology 11. Presentation of Branches of Psychology 12. Case Study Application of Perspectives of Psychology

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UNIT NUMBER AND TITLE: Unit #2 Research Methods

BRIEF SUMMARY OF UNIT: This unit will introduce students to the basic principles and theories of psychology. Students will learn about the important figures and perspectives that have been influential throughout the history of the field. They will explore potential careers in psychology. They will also be introduced to the important concepts and theories relating to memory. These concepts will include memory construction, encoding, storage, retrieval, the biological basis of memory, and memory errors. They will engage in various activities that will require them to apply this knowledge of memory to their studies and lives.



Standard:






9.1.12.F.6 Relate scientific advances (e.g., advances in medicine) to the creation of new ethical dilemmas.



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1. Why is the use of empirical research superior to the use of intuition when studying psychological phenomenon? 2. How can we apply statistical principles to analyze date from research studies? 3. What are the major components of a research study? What are the major sources of error?

4. How do we choose an appropriate method for our research study?

5. What are the major components of a research study? What are the major sources of error? 6. How do we choose an appropriate method for our research study? 7. What are the differences/similarities between the research methods?

ESSENTIAL KNOWLEDGE, SKILLS, AND ENDURING UNDERSTANDINGS: Students will be able to: 1. Analyze the way in which different biases lead us to believe that psychological research is merely common sense. 2. Discuss how overconfidence contaminates our everyday judgments. 3. Explain how the scientific method encourages critical thinking. 4. Compare/Contrast descriptive research methods. 5. Apply operational definitions to an observation activity. 6. Create operational definitions for research variables. 7. Devise a naturalistic observation to be conducted for homework. 8. Analyze a case study to determine its uses.


1. Writing Exercises (formative)

2. Quizzes

3. Discussion/Written Questions

4. Survey Group Activity

5. Case Study Analysis

6. Naturalistic Observation Project

7. Summative Exam

8. Experiment Presentation

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8. Why is the use of empirical research superior to the use of intuition when studying psychological phenomenon?

9. How do we choose an appropriate research method for our study?

10. How can we identify the components and sources of error in a research study?

11. What are the major components of a research study? 12. How do we identify the major sources of error in a research study? 13. How can we apply statistical principles to analyze data collected during research? 14. Why should we consider ethics when conducting a research study in psychology?

9. Apply the psychological perspectives to a case study. 10. Explain the common errors found when developing a survey. 11. Critique survey questions. 12. Determine the importance of an accurate sample in a study.

13. Evaluate uses for different sampling techniques.

14. Explain the difference between correlation and causation. 15. Apply knowledge of correlations to variables that might be studied in psychology. 16. Analyze and critique inferential experiments. 17. Evaluate ethical considerations in famous psychological experiments.

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SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES: 1. Preview Activity: T/F Research Methods and Faulty Science Examples 2. Errors of intuition: Monty Hall Demonstration 3. Hindsight Bias Activity 4. Confirmation Bias Demonstration Magic Trick 5. Scientific Method: Astrology Identification Exercise 6. Descriptive Studies: Survey and Case Study 7. Survey Critique Activity 8 . Online Survey Scavenger Hunt 9. Naturalistic Observation Project 10. “Spongebob” Naturalistic Observation and Operational Definitions Demonstration 11. Operational Definitions Group Activity 12. Correlation vs. Causation Real Life Example

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13. Coincidences Article and Questions 14. Sampling Activity 15. Experiment Presentation

UNIT NUMBER AND TITLE: Unit #3 Social Psychology

BRIEF SUMMARY OF UNIT: This unit will cover the major concepts of social psychology. Students will gain an understanding of the effect of social situations on individual behavior. They will examine the ways in which one’s attitudes towards others affect his/her behavior and vice versa. They will also be able to apply the concepts of conformity, obedience, and compliance to their own lives. Finally, they will examine the major principles of group dynamics.



Standard:






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1. How do principles of social psychology apply to society? 2. How is human behavior influenced by the presence of others? 3. How do social situations affect individuals differently? 4. Why do conformity and obedience influence us? 5. Why is social interaction important

ESSENTIAL KNOWLEDGE, SKILLS, AND ENDURING UNDERSTANDINGS: Students will be able to: 1. Formulate responses to questions related to social psychology. 2. Analyze an article related to social psychology. 3. Explain the fundamental attribution error. 4. Apply their understanding to the creation of a skit and real-life situations. 5. Relate their understanding to an article about President Obama. 6. Engage in productive discussion related to the Stanford Prison Experiment.


1. Oral Responses (formative) 2. Quizzes 3. Solitary Confinement Socratic Seminar 4. Writing Prompts Bullying and Solitary Confinement 5. Stanford Prison Experiment and Milgrim Experiment Written Evaluation 6. Persuasion Techniques Mini Project 7. Group Dynamics Skit 5. Summative Exam 6. Social Norms Project

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6. How are prejudice and social identity constructed? 7. Why and how do individuals function differently in groups? 8. How have Milgrim, Asch, and Zimbardo contributed to thinking in social psychology? 9. Why is social psychology helpful to society?

7. Explain how attitudes and actions relate to each other when we engage in social situations. 8. Differentiate between methods of persuasion. 9. Identify methods of persuasion given advertising examples. 10. Create a cartoon or advertisement using persuasive methods. 11. Differentiate between conformity and obedience. 12. Apply their knowledge to various scenarios. 13. Create a list of social norms. 14. Distinguish between types of social influence. 15. Write a skit related to an assigned concept involving social influence. .

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SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES: 1. Group Brainstorming Activity; Questions in Social Psychology 2. Case Study: Jonestown Clip and Article 3. Fundamental Attribution Error Exercises 4. Role Playing Discussion; Stanford Prison Experiment 5. Conformity; Breaking a Social Norm Exercise 6. Skits- Group Terms 7. Persuasion Commercial Clip Trivia and Mini Project 8. Social Facilitation Marshmallow Demonstration 9. Assumptions Activity; Stereotyping 10. Solitary Confinement Close Reading, Socratic Seminar, and Written Responses

11. Bullying Discussion and Responses Week of Respect

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UNIT NUMBER AND TITLE: Unit #4 Neuroscience

BRIEF SUMMARY OF UNIT: In this unit students will gain an understanding of how the brain, nervous system, and endocrine system contribute to human behavior. They will become familiar with the process of neurotransmission and relate this to an understanding of consciousness, mental disorders, memory, and cognition. They will apply their knowledge of neuroscience to various psychology articles, case studies, and hands-on activities.



Standard:









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1. Why is the study of neuroscience important to psychology? 2. What misconceptions exist about the brain? 3. How does the process of neural communication result in thoughts, behaviors, sensations, and memories? 3. What is the importance of neurotransmission in neural communication? 4. What are the implications of understanding neurotransmission on the future of medicine and mental health? 5. How can we relate the structures of different regions of the brain to their functions? 6. How is the human brain fundamentally different from the animal brain?

ESSENTIAL KNOWLEDGE, SKILLS, AND ENDURING UNDERSTANDINGS: Students will be able to: 1. Appreciate the complexity of the human nervous system. 2. Explain the process of firing a neural impulse in detail. 3. Determine how EPSPs and IPSPs compete to result in an action potential. 4. Understand real-life applications of neural communication in relation to illnesses and psychopharmacologic substances. 5. Explain in detail the steps of neural communication. 6. Apply their understanding of neurotransmitters to two scientific articles about psychopharmacologic substances. 7. Utilize their understanding of neural impulses and communication to create a visual of various terms from the unit. 8. Present a coherent explanation of nervous system terms to their classmates.


1. Oral responses (formative) 2. Quizzes 3. Writing prompts 4. Homework activities 5. Summative Exam 6. Projects 7. Webquests/Simulations 8. Presentations

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7. What role does the endocrine system play in the body? 8. Why is brain plasticity crucial to human health and functioning?

9. Organize and explain the major divisions of the nervous system. 10. Determine the differences and similarities between the nervous and endocrine systems. 11. Recognize the possible outcomes of endocrine disorders. 12. Determine how the human brain is unique. 13. Discover how brain structure and function are related. 14. Apply knowledge of plasticity and hemispheric specialization to the split-brain scenario. 15. Determine how certain brain structures control fundamental thought processes. 16. Decide whether human brains are hard-wired for certain types of thoughts. 17. Explain how the theory of the timing of electrical oscillations in the brain gives rise to consciousness, and how failures in this timing can lead to a variety of brain disorders. .

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SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:

1. Intro to Neuroscience: Brain Trivia, Questions, Myths, TED Talk, Neuroethics Discussion 2. Neuronal Communication: Neural-ville visualization activity (sketching), Clips Resting vs. Action Potential, Psychsim 5 Online Activity, Giant Neuron Practice, EPSP vs. IPSP Competition Demonstration with ping pong balls 3. Neurotransmission: "GABAs in the Hood" visualization activity, Agonists vs. Antagonists critical thinking exercise, Article Discussion about Adderall and Valium in relation to neurotransmitters 4. Divisions of the Nervous System: Schoolhouse Rock Clip, Reaction Time Demonstration, Sketches 5. Group explanation activity of neural activity (assign terms, create giant diagrams, present explanations to class) 6. Endocrine System Notes and Trivia (Discussion of Common Diseases) 7. Brain Exploration Webquest (Choose 6 activities to complete) 8. Parts of the Brain: Mnemonics, Critical Thinking Scenarios, Portable Brain Model Using Hand 9. Superhuman Project (Partners alter parts of the brain and neurotransmitters to create superpowers/flaws in their character) 10. Human vs. Animal Brains: Phineas Gage Clip, Frontal Lobe Discussion, Article about teen brain (underactive frontal lobe)

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11. Brain Plasticity and Hemisphere Specialization: Split Brain Online Site (Nobel Prize), Questionnaire of Hemisphere Dominance 12. Secrets of the Brain DVD? (Case Studies in Neuroscience)- Discussion-based activity/application of principles

UNIT NUMBER AND TITLE: Unit #5 Consciousness

BRIEF SUMMARY OF UNIT: The Consciousness Unit will serve to educate students about the more abstract elements of nervous system activity. They will gain an understanding of how the different levels of consciousness affect their lives on a daily basis. They will analyze the functions of circadian rhythms, sleep, and dreams. They will evaluate the process of hypnosis and determine when it can be used to benefit a patient psychologically. Finally, they will be introduced to the field of psychopharmacology and determine how psychoactive substances affect human consciousness.



Standard:






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9.4.12.O.(2).2Apply science and mathematics when developing plans, processes and projects to find solutions to real world problems.



1. Why is consciousness difficult to scientifically study? 2. How can we study the process of sleep? Why are there many conflicting theories about the function of sleep? 3. Why do people have difficulty sleeping? How can they change their behavior to correct this problem? 4. How can we most objectively study dreams? How do the predominant dream theories compare to each other? 5. What are the effective uses of hypnosis? Why is the mechanism behind hypnosis difficult to determine?

ESSENTIAL KNOWLEDGE, SKILLS, AND ENDURING UNDERSTANDINGS: Students will be able to: 1. Define consciousness and describe the qualities and purposes of consciousness. 2. Explain attention and summarize the findings of research regarding the nature of attention, mentioning the "cocktail party phenomenon. 3. Discuss the three notions associated with the unconscious, including dichotic listening, blindsight, controlled and automatic processing, the psychoanalytic levels of consciousness, and subliminal psychodynamic activation. 4. Apply knowledge of circadian rhythms to daily sleep patterns.


1. Oral responses (formative) 2. Quizzes 3. Writing prompts 4. Homework activities 5. Summative Exam 6. Discussions 7. Group Responses 8. Self-Reflections

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6 How do psychoactive drugs affect consciousness? In what ways are the major classes of drugs similar/different from each other? 7. Why is so much unknown about the medical uses of Cannabis Sativa? How should public policy be shaped in this debate?

5. Describe the sleep cycle, emphasizing the nature of REM sleep, and what is known about the duration of sleep. 6. Evaluate theories of sleep. 7. Analyze case studies using knowledge of sleep disorders and how they are treated. 8. Evaluate theories about the content of dreams in small groups. List and describe four theories about why we dream, mentioning supportive evidence for each theory. Define hypnosis an Explain the relationship between 9. Describe and evaluate the process of hypnosis 10. List and explain two theories about the nature of hypnosis, citing supportive evidence for each theory. 11. Explain what psychoactive drugs are, and how they generally work, mentioning issues such as dependence, tolerance, and withdrawal. 12. Describe and offer examples of the four general categories of psychoactive drugs,

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emphasizing their effects on psychological functioning. .

SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:

1. Sleep Myths Activity- How much do you know or think you know about sleep? 2. Sleep Stages Analysis (Astronauts)- Analyze Hypnogram, Brain Waves, Physiological Changes 3. Self-Survey Sleep Strategies - Discuss remedies 4. Case Studies Sleep Disorders 5. Dream Article/ Coding Activity 6. Dream Small Group Discussion 7. Hypnosis Demonstrations; Video Clip, Stanford Hypnotic Scale 7. Attitudes Toward Hypnosis Questionnaire

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8. Compare/Contrast Theories/Effective Uses of Hypnosis 8. Psychoactive Drugs Questions- Whole Class 9. Psychoactive Drug Surveys 10. Clearing the Smoke Documentary-Medical Marijuana Debate- Graphic organizer (Facts, Unknown, Falsehoods, Benefits, Drawbacks) 11. Discussion Preparation Written Responses- Research two articles related to medical marijuana debate and prepare answers to questions

Scope and Sequence Overview:

1 2 3 4 5 6 7 8 9 Intro and Memory

Intro and Memory

Intro and Memory

Intro and Memory

Intro and Memory

Intro and Memory

Research Methods

Research Methods

Research Methods

10 11 12 13 14 15 16 17 18 Research Methods

Social Psychology

Social Psychology

Social Psychology

Social Psychology

Neuroscience

Neuroscience

Neuroscience

Neuroscience

19 20 21 22 23 24 25 26 27 Consciousness Consciousness Consciousness Learning

and Intelligence

Learning and

Intelligence

Learning and Intelligence

Learning and Intelligence

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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Suggested Modifications for Special Education, English Language Learners and Gifted Students Special Education/504: Student accommodations and modifications will be provided in accordance with Individual Education Plans,

504 Plans and I&RS Recommendations. These interventions will include but not be limited to: preferential seating, extra time on assignments, extra time on assessments, providing hard-copy of notes, oral rereading, and rewording of directions.

English Language Learners: English Language Learners (ELL) will be provided interventions that will include but not be limited to:

hard-copy notes and other assignments for use with translating software including Google Translate, extra time on assignments, and assessments as needed.

Gifted Students: Gifted Students will be provided with appropriate enrichment and extension activities. Students at Risk of School Failure: Create action plan with input from the student, their guidance counselor, parent/guardian, and

teachers. All stakeholders will be responsible for following the action plan and providing updates to the guidance counselor on a monthly basis. Adjustments to the action plan will be made as necessary.

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Appendix: Interdisciplinary Connections/Integration of 21st Century Skills, Technology, and Career Education

Standards:

9.2.12.C.2 Modify Personalized Student Learning Plans to support declared career goals. 9.2.12.C.3 Identify transferable career skills and design alternate career plans. 8.1.12.A.3. Collaborate in online courses, learning communities, social networks, or virtual worlds to discuss a resolution to a problem or issue. 8.1.12.C.1. Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community. 8.1.12.E.1. Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources. CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP3. Attend to personal health and financial well-being. CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. CRP10. Plan education and career paths aligned to personal goals. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence.

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COURSE OF STUDY FOR - Psychology of the Mind - Hazlet ...

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