Psychology Pacing Guide - Sites

Psychology Pacing Guide

Unit I: Approaches to Psychology Pacing: Chapters 1 & 2 (4 weeks)

Objectives

The students will be able to: ? Identify various approaches to the study of psychology. ? Examine experimental procedures psychologists use to avoid bias.

Chapter Titles

Introduction to Psychology, Psychological Research Methods and Statistics

Standards

SS.912.P.1.2 SS.912.P.1.4 SS.912.P.1.6 SS.912.P.2.1 SS.912.P.2.11 SS.912.P.2.12 SS.912.P.2.2 SS.912.P.2.3 SS.912.P.2.5

Teaching Strategies/Materials: Understanding Psychology, Glencoe Publishing 2003 Textbook

? Psychology Journal ? Teacher Prepared Materials ? Guided Reading Activity ? Content Readings ? Vocabulary Work ? Video Clips ? Class Discussion

Unit Assessment Opportunities: Section Quiz Homework Chapter Test Projects Journals Essay writing

Connections to other content areas, including 21st Century Skills:

Students will develop the following: critical thinking, problem solving skills, creativity, innovation, communication, collaboration, flexibility, adaptability, initiative, self- direction, citizenship, productivity, responsibility, & leadership.

Differentiation Strategies/Modifications: (i.e. ESL, Special Education, ALPS):

Students will be given the opportunity to develop class assignments and projects that meet their individual interests, needs and abilities.

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Unit II: The Life Span Chapters 3, 4 & 5 Pacing: 3 weeks

Chapter Titles Infancy and Childhood, Adolescence, Adulthood and Old Age

Teaching Strategies/Materials: Understanding Psychology, Glencoe Publishing 2003 Textbook

? Psychology Journal ? Teacher Prepared Materials ? Guided Reading Activity ? Content Readings ? Vocabulary Work ? Video Clips ? Class Discussion Unit Assessment Opportunities: Section Quiz Homework Chapter Test Projects Journals Essay writing

Objectives

The students will be able to: ? Describe the physical and perceptual development of newborns and children. ? Describe the role of family and peers during adolescence. ? Identify changes that occur in health and life situations during old age.

Standards

SS.912.P.6.1 SS.912.P.6.10 SS.912.P.6.12 SS.912.P.6.13 SS.912.P.6.14 SS.912.P.6.15 SS.912.P.6.19 SS.912.P.6.21 SS.912.P.6.24 SS.912.P.6.5 SS.912.P.6.6 SS.912.P.6.8

Connections to other content areas, including 21st Century Skills:

Students will develop the following: critical thinking, problem solving skills, creativity, innovation, communication, collaboration, flexibility, adaptability, initiative, self- direction, citizenship, productivity, responsibility, & leadership.

Differentiation Strategies/Modifications: (i.e. ESL, Special Education, ALPS):

Students will be given the opportunity to develop class assignments and projects that meet their individual interests, needs and abilities.

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Unit III: The Workings of the Mind and Body Chapters 6, 7 & 8 Pacing: 7 weeks

Objectives

The students will be able to: ? Identify the structure and functions of the human brain. ? Describe research into such techniques as biofeedback and meditation. ? Outline the principles involved in perception.

Chapter Titles Body and Behavior, Altered States of Consciousness, Sensation and Perception

Teaching Strategies/Materials: Understanding Psychology, Glencoe Publishing 2003

? Psychology Journal ? Teacher Prepared Materials ? Guided Reading Activity ? Content Readings ? Vocabulary Work ? Video Clips ? Class Discussion Unit Assessment Opportunities: Section Quiz Homework Chapter Test Projects Journals Essay writing

Standards

SS.912.P.3.1 SS.912.P.3.12 SS.912.P.3.2 SS.912.P.3.3 SS.912.P.3.9 SS.912.P.5.1 SS.912.P.5.13 SS.912.P.5.4 SS.912.P.5.6 SS.912.P.5.7 SS.912.P.5.8 SS.912.P.4.2 SS.912.P.4.4 SS.912.P.4.7

Connections to other content areas, including 21st Century Skills:

Students will develop the following: critical thinking, problem solving skills, creativity, innovation, communication, collaboration, flexibility, adaptability, initiative, self- direction, citizenship, productivity, responsibility, & leadership.

Differentiation Strategies/Modifications: (i.e. ESL, Special Education, ALPS):

Students will be given the opportunity to develop class assignments and projects that meet their individual interests, needs and abilities.

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Unit IV: Learning & Cognitive Processes Chapters 9, 10, 11 & 12 Pacing: 5 weeks

Chapter Titles

Learning: Principles and Applications, Memory and Thought, Thinking and Language, Motivation and Emotion

Teaching Strategies/Materials: Understanding Psychology, Glencoe Publishing 2003

? Psychology Journal ? Teacher Prepared Materials ? Guided Reading Activity ? Content Readings ? Vocabulary Work ? Video Clips ? Class Discussion Unit Assessment Opportunities: Section Quiz Homework Chapter Test Projects Journals Essay writing

Objectives

? Describe the principles and techniques of classical and operant conditioning and social learning.

? Explain the concept of memory and information processing. ? Identify the basic elements of language. ? List reasons for the physiological and psychological factors

associated with motivation and emotion.

Standards

SS.912.P.7.2 SS.912.P.7.5 SS.912.P.11.1 SS.912.P.11.4 SS.912.P.11.5 SS.912.P.11.6 SS.912.P.11.7 SS.912.P.11.8 SS.912.P.12.1 SS.912.P.12.2

SS.912.P.12.4 SS.912.P.12.5 SS.912.P.8.1 SS.912.P.8.2 SS.912.P.8.3 SS.912.P.8.5 SS.912.P.14.1 SS.912.P.14.2 SS.912.P.14.3 SS.912.P.14.5

Connections to other content areas, including 21st Century Skills:

? Learning based on associations ? Biological response to stimuli ? Study habits discussion ? Flashbulb memory ideas ? 9/11 Where were you? ? Create mnemonic devices to help with remembering vocabulary

Differentiation Strategies/Modifications: (i.e. ESL, Special Education, ALPS):

? Brain Teasers- Paper & Kinesthetic ? Positive/negative letter writing (Compare) ? List which creates more stress- then compare Home,Work,

School, Relationships ? Create list of stress in lives, Categories types of stress

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Unit V: Personality and Individuality Chapters 13, 14 Pacing: 3 weeks

Chapter Titles Psychological Testing, Theories of Personality

Teaching Strategies/Materials: Understanding Psychology, Glencoe Publishing 2003

? Psychology Journal ? Teacher Prepared Materials ? Guided Reading Activity ? Content Readings ? Vocabulary Work ? Video Clips ? Class Discussion

Unit Assessment Opportunities:

Section Quiz Homework Chapter Test Projects Journals Essay writing

Objectives

The students will be able to: ? Describe the characteristics of good psychological tests. ? List the major schools of personality theory.

Standards

SS.912.P.13.4 SS.912.P.13.5 SS.912.P.13.6 SS.912.P.16.11 SS.912.P.16.2 SS.912.P.16.3 SS.912.P.16.4 SS.912.P.2.3 SS.912.P.2.5

Connections to other content areas, including 21st Century Skills:

Students will develop the following: critical thinking, problem solving skills, creativity, innovation, communication, collaboration, flexibility, adaptability, initiative, self- direction, citizenship, productivity, responsibility, & leadership.

Differentiation Strategies/Modifications: (i.e. ESL, Special Education, ALPS):

Students will be given the opportunity to develop class assignments and projects that meet their individual interests, needs and abilities.

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Unit VI: Adjustment and Breakdown Chapters 15, 16, 17 Pacing: 5 weeks

Chapter Titles Stress and Health, Psychological Disorders, Therapy and Change

Teaching Strategies/Materials: Understanding Psychology, Glencoe Publishing 2003

? Psychology Journal ? Teacher Prepared Materials ? Guided Reading Activity ? Content Readings ? Vocabulary Work ? Video Clips ? Class Discussion

Unit Assessment Opportunities:

Section Quiz Homework Chapter Test Projects Journals Essay writing

Objectives

The students will be able to: ? Identify the various sources of stress. ? Define psychological disorders. ? Describe psychotherapy and its goals.

Standards

SS.912.P.19.3 SS.912.P.19.4 SS.912.P.17.5 SS.912.P.17.7 SS.912.P.17.8 SS.912.P.18.5

Connections to other content areas, including 21st Century Skills:

? Problem solving- (i.e. Math, Physics, Sign Language) Create visual representing which classes are the "hardest"

? Students explore chronic diseases that are linked to stress ? PTSD: Explore its affects-cost to society ? Group activity: Brainstorm coping strategies for college

applications or work applications

Differentiation Strategies/Modifications: (i.e. ESL, Special Education, ALPS):

Students will be given the opportunity to develop class assignments and projects that meet their individual interests, needs and abilities.

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Unit VII: Social Psychology Chapters 18, 19, 20, 21 Pacing: 3 weeks

Objectives

The students will be able to: ? Describe several factors that influence how we interpret others' behavior. ? Define and explain different types of groups. ? Describe the factors involved in attitude formation and change. ? List several careers available in psychology.

Chapter Titles

Individual Interaction, Group Interaction, Attitudes and Social Influence, Psychology: Present and Future

Standards

SS.912.P.9.10 SS.912.P.9.2 SS.912.P.9.3 SS.912.P.9.4 SS.912.P.9.5 SS.912.P.9.7 SS.912.P.9.8 SS.912.P.10.6 SS.912.P.10.7 SS.912.P.10.8 SS.912.P.20.1 SS.912.P.20.3 SS.912.P.20.5 SS.912.P.20.6

Teaching Strategies/Materials: Understanding Psychology, Glencoe Publishing 2003

? Psychology Journal ? Teacher Prepared Materials ? Guided Reading Activity ? Content Readings ? Vocabulary Work ? Video Clips ? Class Discussion

Unit Assessment Opportunities:

Section Quiz Homework Chapter Test Projects Journals Essay writing

Connections to other content areas, including 21st Century Skills:

Students will develop the following: critical thinking, problem solving skills, creativity, innovation, communication, collaboration, flexibility, adaptability, initiative, self- direction, citizenship, productivity, responsibility, & leadership.

Differentiation Strategies/Modifications: (i.e. ESL, Special Education, ALPS):

Students will be given the opportunity to develop class assignments and projects that meet their individual interests, needs and abilities.

Standards for Assessment questions Psychology I SS.912.P.1.2 (3) questions SS.912.P.4.2 (2) questions SS.912.P.6.1 (1) question SS.912.P.1.4 (4) questions SS.912.P.4.7 (1) questions SS.912.P.6.21 (3) questions SS.912.P.1.4 (4) questions SS.912.P.5.8 (2) questions SS.912.P.6.5 (1) questions SS.912.P.2.11 (1) question SS.912.P.5.7 (1) question SS.912.6.24 (1) question SS.912.P.3.1 (1) question SS.912.P.5.4 (1) question SS.912.P.4.4 (1) question

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SS.912.P.3.12 (1) question SS.912.P.6.6 (2) questions SS.912.P.5.13 (1) question SS.912.P.3.5 (1) question SS.912.P.6.19 (1) question SS.912.P.5.6 (1) question SS.912.P.4.2 (2) questions SS.912.P.2.2 (1) question SS.912.P.6.15 (2) questions SS.912.P.3.3 (1) question SS.912.P.2.3 (1) question SS.912.P.6.14 (1) question SS.912.P.3.2 (1) question SS.912.P.2.5 (1) question SS.912.P.5.1 (1) question SS.912.P3.9 (1) question SS.912.P.4.3 (1) question SS.912.P.6.13 (2) questions SS.912.P.2.1 (2) questions SS.912.P.6.10 (1) question SS.912.P.1.6 (1) question SS.912.P.6.8 (1) question SS.912.P.6.12 (1) question

Standards for Assessment questions Psychology II SS.912.P.7.5 (1) question SS.912.P.7.2 (2) question SS.912.P.9.3 (1) question SS.912.P.9.2 (1) question SS.912.P.9.8 (1) question SS.912.P.11.1 (2) questions SS.912.P.12.1 (1) question SS.912.P.11.8 (1) question SS.912.P.12.2 (1) question SS.912.P.8.3 (2) questions SS.912.P.9.5 (2) questions SS.912.P.9.10 (1) question SS.912.P.10.6 (1) question SS.912.P.17.8 (4) questions SS.912.P.14.3 (1) questions SS.912.P.14.1 (2) questions SS.912.P.13.5 (3) questions SS.912.P.13.6 (2) questions SS.912.P.13.4 (1) question

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