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Stage 1 – Desired ResultsUnit Title: AP Psychology: Biological roots of behaviorPower Standards:1] Students demonstrate an understanding of how the form and function of the brain are connected to the function of human action and behavior.2] Students outline the major anatomical components of the brain and nervous system in order to investigate how the systems inform human behavior and thought.3] Students identify how the biological perspective in psychology differs from those in a previous developmental chronology over time.Established Goals:Students will be able to use their thinking to : 1] Analyze biological perspective in psychology in order to better understand the differing approaches to comprehending the anatomical nature of the brain and nervous system and the mind’s relation to behavior as measured by free response and multiple-choice questions.Understandings: Students will understand that:1] The biological perspective in psychology developed from understanding the interaction between the brain, the nervous system, human thought, and behavior.2] Psychology’s “big issue” is the controversy over the relative contributions of biology [nature] and experience [nurture].3] Psychology’s levels of analysis and related perspectives ask different questions and have limitations.Essential Questions: (Unit and Content Questions)What is the biological perspective in modern psychology?What are some of the misconceptions surrounding the conventional wisdom relating to the brain and its functions?What are psychology’s levels of analysis and related perspectives?What are psychology’s main subfields?What is psychology’s “big issue”?Knowledge: Students will know:The biological perspective in modern psychology and its roots in the functions of the brain and nervous systems.The conceptual problem in the nature v. nurture debate.Different levels of analysis and perspective approaches’ benefits and limitations. Skills: Students will be skilled at:Active textual reading and analysis using summary, analysis, synthesis, and evaluation [SASE] methodology for reading response.Discussing the psychological approaches and perspectives.Practicing AP multiple choice and free response questions. Stage 2 – Assessment EvidencePerformance Tasks:Close reading with annotations:Marking text for comprehensionSimulated research study based on the doll test methodologyWorking in small groups in a specific and in a shared rolePre-assessment: Standard multiple choice and free response questions from past AP test on sections dealing with historical perspectives and methodologies in research studiesFormative Assessments:Vocabulary concepts-terms and quizzesSimulationsDiscussion/Quiz identification of biological perspectives and related systemsPractice AP Tests sections of historical perspectivesSummative Assessments:Unit Exam [The biological perspective in psychology: the brain, nervous system, endocrine system and their relationship to human behavior]Stage 3 – Learning PlanSummary of Learning Activities (Day 1 through 5): What pre-assessments will you use to check prior knowledge, skill levels, interests, and potential misconceptions?Day 1: Neuroscience and Behavior in Psychology –David Meyers reading assigned: [pages 47-57][Required Cornell Notes and Vocabulary Review Cards]Video on the central nervous system and the basics of neurotransmissionModeling the nervous system parts and their functionsMalfunctions of the central nervous systemSupporting video and discussionDay 2: The Brain in Psychology –David Meyers reading assigned: Introduction and chapter [pages 58-79]“Does Psychology Make a Difference in Our Lives?” -Philip Zimbardo [pages 1-13][Supplemental reading handout]Questions for response and discussionModeling the brain and its parts related to functionSupporting video and discussionDay 4: Unit Two PowerPoint outline of ideas and concepts in the curriculum with corresponding links to supporting material on the internet and film. Students will preview this outline in class as guided notes and then print it from edmodo for their own use in studying for the quizzes and the unit simulated exam.Day 5:Group finalizing the planning and discussion of simulation research study [using the doll study as a baseline student groups will plan and design a simulated study modeled after the hypotheses and research questions of the original doll study. The student groups will share out their plans and discusses weaknesses and strengths of the design and potential bias. Reading Assignment:Review of Psychology –David Meyers reading assigned: Introduction and chapter [pages 47-83]“Does Psychology Make a Difference in Our Lives?” -Philip Zimbardo“Ethics: A Primer for Non-Ethicists.” The Genetic Resource. Volume, 10, No. 1, 1996. [pp. 5-8]Habits of Mind: Questioning and posing problemsThinking and communicating with clarity and precisionThinking interdependentlyUsing active reading strategies:1] Marking the text 2] Close reading3] Vocabulary in context: [psychometrics; basic research; developmental psychology; personality psychology; social psychology; applied research; industrial-organizational psychology; structuralism; functionalism; empiricism][flash card and Word Wall practice]Topics for Discussion: [Levels of analysis; bio-psycho-social approach; biological psychology; evolutionary psychology; psychodynamic psychology; behavioral psychology; cognitive psychology; socio-cultural psychology]SMELL Strategy for identification of rhetorical appealsQuestions for Reviewing Essays: reading roles for group jig-sawing of essaysMOWAW [Meaning of the Work as a Whole]Rhetorical Triangle: Ethos; Pathos; Logos Short Films: 1] Nature v. Nurture [Cornell Notes; Summary-Analysis-Synthesis-Evaluation SASE]2] The Brain films from youtube [dissection of anatomical parts and functions –discussion of behaviors and brain functions]Learning Plan: 1a. Based on previous instruction, how will students engage in learning this week?1b. Students will be engaged in preparing for the second unit test. Within this week’s studies is a focus on the big issue of nature versus nurture, and how that question plays into the scope of research studies in psychology. The main focus of the unit is on the biological basis for behavior. The unit is an extremely difficult unit for students with weak verbal and language skills as it is heavily laden with terms that are necessary to comprehending the parts and function of body systems and their relationships to human behavior.2a. Question: What do I expect the formative assessments to tell me about student learning? 2b. Answer: The formative assessments in this week’s learning will focus on learning the parts and function of the biological systems that relate to behavior, specifically the nervous system, the brain, and the endocrine system. This unit may be one that stretches out and becomes recursive due to the immense amount of information within it. The formative assessments will inform me what needs to be remediated even as we move to supporting units in the future.3a. How will I respond when students have not learned?3b. Certain elements of the week’s learning may not be comprehended by students at an appropriate level, resulting in a remediation of ideas within the following weeks in the new context of the next material. The journals can show me the levels of understanding. If students struggle in the statistical analysis then we will do simulations and together model the appropriate processes as a group. Their responsibilities in this area will be collaborative. The choices student groups will have made in their methodology will be discussed with all groups, pointing out the strengths, weaknesses, and the total number of variables being identified. Specific to the biological perspective unit the modeling with inform as to the extent of the learning as will the written responses to the FRQ.4a. How will I respond when students already know the material?4b. If students seem to already have had exposure to the information I will help create the context of that information for them from the framework of the class by providing them extensions for learning. This is not foreseen with the biological perspectives unit as it is too information dense and is challenging for most any college student. ................
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