Target Audience of the Lesson:
Junior or senior high school students.
Big Idea of the Lesson:
To give the students the opportunity to experience and really grasp the idea of behavioral psychology.
Overall Goal for the Lesson:
To have the students engage in the material rather than act as a passive audience.
Indiana Content Standards Addressed: (Copy and paste entire standard from http://www.indianastandards.org/)
Standard 4 — Personality, Assessment, and Mental Health
Students will recognize that personality is the distinctive and relatively stable pattern of behaviors, thoughts, motives, and emotions that characterize an individual. They will also identify the different types and functions of assessment
instruments; understand the factors that contribute to mental health, stress, and mental illness, and identify approaches for treatment of mental health problems.
P.4.1 Identify the factors that may influence the formation of personality.
P.4.2 Identify and describe the characteristics of the major personality theories.
P.4.7 Describe the common characteristics of abnormal behavior.
P.4.8 Explain how culture influences the definition of abnormal behavior.
P.4.9 Identify and describe the theories of abnormality.
P.4.10 Discuss major categories of abnormal behavior.
P.4.11 Describe availability and appropriateness of various modes of treatment for people
with psychological disorders.
P.4.12 Describe characteristics of effective treatment and prevention.
P.4.14 Evaluate the influence of variables, such as culture, family, and genetics, on personality development.
P.4.19 Explain how one’s outlook (positive or negative) can influence mental health.
Standard 6 — Biological Bases of Behavior
Students will investigate the structure, biochemistry, and circuitry of the brain and the nervous system to understand their roles in affecting behavior, including the ability to distinguish between sensation and perception.
P.6.1 List and describe the structure and function of the major regions of the brain.
P.6.2 Identify the role of the corpus callosum.
P.6.6 Understand the structure and function of the endocrine system.
P.6.7 Explain how heredity interacts with the environment to influence behavior.
P.6.8 Distinguish between conscious and unconscious perception.
P.6.11 Compare and contrast the influence of the left and right hemispheres on the function of the brain.
P.6.12 Explain sensory adaptation, sensory deprivation, and the importance of selective attention.
P.6.14 Compare the effects of certain drugs or toxins with the effects of neurotransmitters in relation to synaptic transmission.
P.6.19 Explain the function of the sympathetic and parasympathetic nervous system on heart rate or other physiological responses in an emotional situation.
ISTE CNETS Student Standards Addressed (Copy and paste from http://cnets.iste.org/students/)
Technology productivity tools
Students use technology tools to enhance learning, increase productivity, and promote creativity.
Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
Student Objectives for the lesson. (Given a condition, the students will, to what level).
Length of Lesson: (minutes, number of class periods, or days or weeks needed).
2 weeks.
Schedule of Activities: (Break down your activity into a timeline of events. Focus on what students will be doing and what teachers will be doing during each part of the activity.)
Week 1:
-Day 1- Introduce the chapter on abnormal psychology.
- Have the students take notes and assign reading from the textbook for homework.
-Day 2- Break the students into groups and have them read an article and have them answer questions that include symptoms and diagnosis.
-Day 3- Discuss the psychological disorders in a more in depth discussion providing them with images of the brain and what parts of the brain are affected.
-Homework: a worksheet copy of the brain, label the parts and identify all of the disorders that affect that part of the brain.
-Day 4- Have the students work in groups to engage in an in-class project where I assign each group a disorder and a picture of the brain on large paper.
-Have the students’ research all they know about their disorder and explain what part of the brain is affected most.
-Day 5- Show the video Sibel.
Week 2:
-Day 1: Introduce the week activity of getting a feel for what it is like to be a person with a disorder.
How will these activities be assessed? (Go back to your objectives, what will the students do? Make sure that each objective is paired to an assessment measure that allows students to show it).
Have the students write a 3-4 page paper that reflects what they learned through the exercise. Also the students will take a chapter test that will cover material from the textbook, discussion and the articles that the students read.
Adaptations: How might the lesson need to be adapted for students with special needs?
Pair them up with someone who can assist them in the activities.
Materials Needed: Go through each activity and identify what items (both technology and not) are needed to complete this lesson. Include a breakdown according to individual student or student groups.
-Computers with internet access.
-A TV with a VCR/DVD connection.
-Copy machine that allows me to enlarge pictures.
10 comments:
I really like the ideas that you have come up with. It seems like some of the days are a little light on material or activities.
Ex--> Day one how are you going to introduce the chapter. Week two what is the activity exactly. Also I think the goal of the lesson is supposed to be what your goal for the students to get out of the lesson is.
I think you have a really good grasp of what you want to do with your lesson plan. For the most part, I can't see anything that really needs too much improvement. The thing I maybe see needing improvement is the 3-4 page paper over what they learned. That might be somewhat difficult unless you're asking them to incorporate other resources in it. This is just my opinion but I think your lesson plan looks really good.
You lesson does a good job of showing the standards that are addressed. However, I would like to have seen some more specific activites you had planned, especially when dealing with the introduction of the lesson, which I think is the most important part. In addition, the in class project on day 4 is a little veage. Your adaptions with childern with special needs is also on the short side. In closing, you have good organization and a great big idea and I like how you incorperated technology and research into it.
Wow, you have a lot of this planned out, and I'm pretty impressed. The only thing I wonder is how you can make the lesson last two weeks, it kind of seems like a stretch. Now of course I say that without knowing what kind of activities you have planned, or how you plan to lead your classroom discussion. With the right activities/discussion starters, it's entirely possible to make this last two weeks. I'm sure you probably have taken this into consideration, and you probably even have thigns planned out more than you actually listed. Overall, great work, and to be honest, I'd probably steal this lesson...(the real reason I wished you'd gone more in-depth with activities..haha)
Very interesting lesson plan concept! Your lesson is very well planned out and very detailed which I like a lot. The only thing that concerns me is that two weeks is a long time to be focusing on one specific subject. Other than that, your lesson plan as a whole seems extremely interesting and I definitely think it will capture the attention of your students!
I like your lesson plan, Like Sarah said I think your a little light on materials but at the same I think your activities will keep your students involved. I think your 3-4 page paper should be a little bit longer, because those papers are always to short and dont allow students to get what they want accross. Other than that I really enjoyed your lesson plan and I think its very organized and clear.
I like that you are putting the students through a form of sensitivity training. It is acedemically informative to the class as well as moral achiveing. I personally did not have a problem with the lesson though I did see some spots where the language could be cleaned up to sound more like you "own it"...I don't know who would said that, but there might be someone out there who would/could find fault.
Good job.
I really like the ideas that you have came up with concerning this lesson. The activities could be a little more balanced out, but I feel you could easily incorporate more if needed. The activities however should keep students actively participating and focused on the material being addressed through your lesson plan. All in all I think you have a pretty good lesson, but may want to add a few more activities. Good Job
Nadina,
Your lesson plan is pretty impressive. I dont see anything that i would change that has not already been said. I also how you picked a psychology lesson. Your students should find behavior psychology very intersting and fun to learn about.
Nadina, I think your topic is very interesting and can give students a different perspective which is important in social studies. It is often hard for students to put themselves in someone else's shoes and for that this lesson is quite innovative. I think this could teach students to accept differences of other. With that, I definitely think you could be "on my team."
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