Psychology I

SPRING 2017


Mr. Ranweiler - Social Science Department - Berthoud High School
curtis.ranweiler@thompsonschools.org
20 Optical Illusions That Might Break Your Mind
20 Optical Illusions That Might Break Your Mind

Course Outline:

Warm up template:


!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
LEGO Challenge: "Create something that represents or identifies one of the psychologists we studied."
http://learninginhand.com/westwood/

MONDAY - 21 MAY 2017
2nd HOUR

EQ/LT - What are the differences in psychological disorders?

WU-

In Class-
E of L CHECK -

CONTINUE working on study guide for final

http://www.cnn.com/cnn10

Evidence of Learning-
CONTINUE - Psychology Final Study Guide


THURSDAY - 18 MAY 2017
2nd HOUR

EQ/LT - What are the differences in psychological disorders?

WU-

In Class-
E of L CHECK -

CONTINUE working on study guide for final

http://www.cnn.com/cnn10

Evidence of Learning-
START - Psychology Final Study Guide


TUESDAY - 16 MAY 2017
2nd HOUR

EQ/LT - What are the differences in psychological disorders?

SENIOR FINAL - WEDNESDAY 17 MAY 2017

WU-

In Class-
E of L CHECK -
Chapter 19 Test

GRADE - Chapter 19 Test

http://www.cnn.com/cnn10

Evidence of Learning-
START - Psychology Final Study Guide


MONDAY - 15 MAY 2017
2nd HOUR

EQ/LT - What are the differences in psychological disorders?

SENIOR FINAL - WEDNESDAY 17 MAY 2017

WU-

In Class-
E of L CHECK -
Page 454 "UMI" #6 and "TC" 3,4

Chapter 19 Test

http://www.cnn.com/cnn10

Evidence of Learning-
Chapter 19 Test

FRIDAY - 12 MAY 2017
2nd HOUR

EQ/LT - What are the differences in psychological disorders?

SENIOR FINAL - WEDNESDAY 17 MAY 2017

WU-
Page 455
"Building Social Studies Skills"
1,2,3,4

In Class-
E of L CHECK -
19-2 1,2 (page 444)

Discuss E of L

Name that disorder (6-10)

Free Association Activity

ECT
https://www.youtube.com/watch?v=9L2-B-aluCE

http://www.cnn.com/cnn10

Evidence of Learning-
Page 454
"Understanding Main Ideas"
6
"Thinking Critically"
3,4

THURSDAY - 11 MAY 2017
2nd HOUR

EQ/LT - What are differences in psychological disorders?

SENIOR FINAL - WEDNESDAY 17 MAY 2017

WU-
Page 445
READ "Exploring Diversity"
Answer:
1. What is susto?
2. Answer"Think About It" question


In Class-
E of L CHECK -
19-1 questions 1,2,3,4

Discuss E of L

Is this a psychological disorder?

Name that disorder.

Free Association Activity

http://www.cnn.com/cnn10

Evidence of Learning-
Page 444
19-2 Review
1,2

TUESDAY - 9 MAY 2017
2nd HOUR

SENIOR FINAL - WEDNESDAY 17 MAY 2017

WU-
LISTEN or READ this story:
http://www.npr.org/2013/10/20/238095806/when-playing-video-games-means-sitting-on-lifes-sidelines
ANSWER:
1. What is the name of the addiction treatment center?
2. Describe some the effects of gaming that led to these individuals seeking help.
3. What are the common characteristics that patients entering this facility have?
4. What were some problems the treatment center had with the different treatment/help levels?
5. Describe what patients have to design to be released.
6. Is this a newer addiction problem? Explain.
How have things changed over time?


In Class-
E of L CHECK -

Grade
Chapter 18: Psychological Disorders

FINISH?
my strange addiction
https://www.youtube.com/watch?v=UBPq-HJ_-k8

Introduce Chapter 19:
Methods of Treatment

cnnstudentnews.com

Evidence of Learning-
Use 9-1 to assist your with these questions:
1. Using your own words...What is psychotherapy?
2. Name and explain the 3 main goals of psychotherapy.
3. Describe the four commonly used methods of psychotherapy.
4. Which of these do feel is the most beneficial? Why? Explain.

MONDAY - 8 MAY 2017
2nd HOUR


SENIOR FINAL - WEDNESDAY 17 MAY 2017

WU-
Quick...last couple minutes to cram some more in!

In Class-
E of L CHECK -

TEST - Chapter 18: Psychological Disorders

my strange addiction
https://www.youtube.com/watch?v=UBPq-HJ_-k8

cnnstudentnews.com

Evidence of Learning-


FRIDAY - 5 MAY 2017
2nd HOUR
WU-
Page 433
1,2,3,4

In Class-
E of L CHECK -

examples of disorders

quizlet review of chapter 18: psychological disorders

my strange addiction
https://www.youtube.com/watch?v=UBPq-HJ_-k8

cnnstudentnews.com

Evidence of Learning-
TEST NEXT CLASS - MONDAY 8 MAY 2017
Chapter 18: Psychological Disorders
study link:
https://quizlet.com/_3fca8u

THURSDAY - 4 MAY 2017
2nd HOUR
WU-
Page 413
READ EACH example of Culture-Bound Syndromes...
1. What are culture-bound syndromes? Definition?
2. Answer the 18.1 (greenish/blue) question at the bottom.
3. Name/describe another example of this found in the world.

http://www.psychiatrictimes.com/cultural-psychiatry/introduction-culture-bound-syndromes-0
https://msu.edu/course/sw/850/stocks/pack/u02/cltsyndr.pdf

In Class-
E of L CHECK -
18-2 (model anxiety disorders) through 18-6 (Kinds of Disorders)
-in your assigned group and
USE GOOGLE SLIDES
1. What is the definition of your kind of disorder?
2. Provide some examples of it.
3. Describe possible causes of it.
4. How is it treated?

It's Go Time!
1,2,3,4,5
-Your job is to take DETAILED notes of the OTHER FOUR disorders
while they are presenting.

Crash Course Psychology: Psychological Disorders:
https://www.youtube.com/watch?v=wuhJ-GkRRQc
1. Describe how the perspectives of mental illnesses has changes.
2. How are disorders diagnosed? Describe how this tool is used.
3. Why is it an evolving process? Explain.

DSM 5
video:
https://www.youtube.com/watch?v=n27YaehttLc

my strange addiction

cnnstudentnews.com

Evidence of Learning-
Presentation notes (from OTHER FOUR) disorders

Crash Course Psychology: Psychological Disorders:
https://www.youtube.com/watch?v=wuhJ-GkRRQc
1. Describe how the perspectives of mental illnesses has changes.
2. How are disorders diagnosed? Describe how this tool is used.
3. Why is it an evolving process? Explain.

TUESDAY - 2 MAY 2017
2nd HOUR
WU-
READ / DISCUSS
"Not Guilty by Reason of Insanity" p.412
1. What is the M'Naughten Rule? From whom is it named? Why?
2. Go over insanity as a legal concept - what are the differences?

In Class-
E of L CHECK -

18-2 (model anxiety disorders) through 18-6 (Kinds of Disorders)
-in your assigned group and
USE GOOGLE SLIDES
1. What is the definition of your kind of disorder?
2. Provide some examples of it.
3. Describe possible causes of it.
4. How is it treated?

THURS - DSM 5 video:
https://www.youtube.com/watch?v=n27YaehttLc
and crash course psychology: psychological disorders:
https://www.youtube.com/watch?v=wuhJ-GkRRQc

my strange addiction

cnnstudentnews.com

Evidence of Learning-
Complete the group research of your disorder from Chapter 18*
SHARE IT WITH ME

MONDAY - 1 MAY 2017
2nd HOUR
WU-
Page 419
Views of anxiety disorders...
1. psychoanalytic theorists vs. learning theorists vs. cognitive theorists

2. Biological views?

In Class-
E of L CHECK -
Time.com DSM article and responses

http://phobialist.com/

18-2 (model anxiety disorders) through 18-6 (Kinds of Disorders)
-in your assigned group:
1. What is the definition of your kind of disorder?
2. Provide some examples of it.
3. Describe possible causes of it.
4. How is it treated?

my strange addiction

cnnstudentnews.com

Evidence of Learning-


FRIDAY - 28 APRIL 2017
2nd HOUR
WU-
READ - PAGE 418 "Terrorism and Anxiety"
ANSWER "Think About It" question

In Class-
E of L CHECK -
18-2 Anxiety Disorders / Name and Explain the Five


Evidence of Learning-
(2 PARTS)

1-
READ Classifying Psychological Disorders (411-413)
NAME / DEFINE / DESCRIBE differences in categories on page 414

2-
READ and RESPOND:


THURSDAY - 27 APRIL 2017
2nd HOUR
WU-
ANSWER the following...
1. What role does intelligence testing have in schools and in the workplace?
2. What do you think are some ways that parents and educators can help student
develop his or her intelligence?
3. Do schools test for IQ scores? Would knowledge of their IQ scores affect a student's performance? Explain.

In Class-
E of L CHECK -

FINISH:
"Battle of the Brains - BBC"
https://www.youtube.com/watch?v=8JmFS75Vx2k
COMPLETE video companion:


INTRO - Chapter 18 - Psychological Disorders
-How do "abnormal" thoughts and behaviors differ from "normal" thoughts and behavior?
-go over pgs. 410-411 notes

Classifying Psychological Disorders (411-413)
*look over categories on page 414

Evidence of Learning-
18-2 Anxiety Disorders
1. Define anxiety disorders-
2. Name AND Explain EACH of the FIVE anxiety disorders.

TUESDAY - 25 APRIL 2017
2nd HOUR
WU-
Name 2 other ways that you think these individuals should be tested for the intelligence...

In Class-
E of L CHECK -

GO OVER
Chapter 9 Test

If time permits...
FINISH
Battle of the Brains!
-BBC / Multiple Intelligences

Evidence of Learning-
FINISH:
1st 10 minutes of "Battle of the Brains"
w/ video companion:


MONDAY - 24 APRIL 2017
2nd HOUR
WU-
One last look at Chapter 9 stuff...

In Class-
E of L CHECK -

Chapter 9 Test

If time permits...
START
Battle of the Brains!
-BBC / Multiple Intelligences

Evidence of Learning-
Watch
1st 10 minutes of "Battle of the Brains"
w/ video companion

FRIDAY - 21 APRIL 2017
2nd HOUR
WU-
PAGE 218
ANSWER 1 and 2

In Class-
E of L CHECK -
Emotional IQ Test responses
Completed page 1 of Battle of the Brains handout

9-4 - NOTES
Genetic AND Environmental Influences on Intelligence

quizlet.live

jeopardy link:
https://www.superteachertools.us/jeopardyx/jeopardy-review-game.php?gamefile=345223#.WPkhMhPyvIW

If time permits...
START
Battle of the Brains!
-BBC / Multiple Intelligences

Evidence of Learning-
Chapter 9: Intelligence TEST - MONDAY 24 APRIL 2017


THURSDAY - 20 APRIL 2017
2nd HOUR
WU-
PAGE 223 - "Building Social Studies Skills"
ANSWER 1,2,3,4

In Class-
E of L CHECK -

REVIEW-
-Emotional Intelligence (p. 210)
-Stanford Binet vs. Wechsler Intelligence Tests
(in notebook)

Problems with Intelligence Tests (p. 214)
-Differences in Intelligence
-test reliability / test validity

Emotional Intelligence
https://www.youtube.com/watch?v=zVxdUqLJT6s

Take Emotional IQ Test (see E of L)

If time permits...
START
Battle of the Brains!
-BBC / Multiple Intelligences

Evidence of Learning-
PART 1
Take this Emotional IQ Test:
http://greatergood.berkeley.edu/ei_quiz/
1. What did you score? What does this mean?
2. Do you agree with the results? Why?
3. List or describe at least 2 problems or issues you had with taking this test.
4. Name 2 jobs or professions that could benefit from using these types of tests.
5. Which emotion / picture did you have the most trouble with?

PART 2
COMPLETE
-THE FIRST PAGE of this "Battle of the Brains" video companion:


TUESDAY - 18 APRIL 2017
2nd HOUR
WU-
READ p.217
ANSWER the following:
1. Why did Gardner choose these 7 major figures?
2. What does EC stand for?
3. Give your own example of someone who possesses most of these characteristics.
4. Is the EC a valid description that could be used to help identify intelligence? Explain.

In Class-
E of L CHECK -
Tuesday's Part 1 and Part 2

Go over E of L responses on intelligence

Here's what a couple people say about intelligence...

Spearman
Thurstone
Gardner
Sternberg

Evidence of Learning-
(2 PARTS)

PART 1
Emotional Intelligence (pages 208-210)
1. Define it.
2. According to Goleman - NAME and EXPLAIN the FIVE FACTORS of Emotional Intelligence.

USE 9-2 to assist you with responses to the following:
3. What are two examples of tests that measure for intelligence? Give background and examples of each.
4. Explain the difference between test reliability and test validity.

Problems with intelligence tests...(p. 214)

PART 2
A sample of Howard Gardner's Multiple Intelligence Test...

Take this questionnaire:
http://www.literacynet.org/mi/assessment/findyourstrengths.html

-print off results
1. What are you strengths? Weaknesses?
2. Do you agree with the results? Explain with detail.

MONDAY - 17 APRIL 2017
2nd HOUR
WU-
READ p.209 "Artificial Intelligence"
ANSWER the 3 "Think About It" questions

In Class-
E of L CHECK -
50 First Dates handout AND b.socrative.com questions

Intro. to Chapter 9: Intelligence

Evidence of Learning-
(2 PARTS)

1-
(Use your brain only for 1-4.)
ANSWER the following by using only your brain:
1. What is your definition of "intelligence"?
2. What does intelligence look like?
3. Could there be different kinds of intelligences? Explain.
4. How might you test for intelligence? What way or type would work the best?

2-
(Use your textbook to define these two terms.)
Achievement vs. Intelligence

FRIDAY - 14 APRIL 2017
2nd HOUR

LT/EQ - Identify and define the stages of memory. Investigate types of memory loss.

WU-
1. What are some discrepancies within the movie?
(Problems with the plots OR solutions to Lucy's problem?)
...that doesn't seem right...not sure that is correct...really, how/why did they do that?
2. What are some questions from the movie that you have?

In Class-
E of L Due -

FINISH:
"50 First Dates"
with video companion:


Evidence of Learning-
PART 1
BOTH SIDES of this "50 First Dates" video companion:


to assist you with side 2:
COMPLETE:
Text to Text / Text to Self / Text to World - other side of video companion
*We have been studying/discussing/researching memory problems,
connect the movie to memory topics:
-Discussed in class and textbook (text to text)
-Connected to your own lives (text to self)
-Heard/Seen/Read about in the World (text to world)

PART 2
Complete this quiz:
b.socrative.com
283933

TUESDAY - 11 APRIL 2017
2nd HOUR

LT/EQ - Identify and define the stages of memory.

WU-

In Class-
E of L Due -
PAST DUE: Chapter 7: Memory Test

Grade Chapter 7 Test

START:
"50 First Dates"
with video companion:


Evidence of Learning-

MONDAY - 10 APRIL 2017
2nd HOUR

LT/EQ - Identify and define the stages of memory.

WU-


In Class-
E of L CHECK -
Chapter 7: Memory Test

Diane Van Deren
http://www.runnersworld.com/article/0,7120,s6-243-297--13822-0,00.html
http://www.youtube.com/watch?v=7jATSSgWg-M

FINISH:
60 Minutes "Eyewitness Testimony" Part 1 AND Part 2
http://www.youtube.com/watch?v=u-SBTRLoPuo
1. Describe the crime.
2. What is the name of the convicted person?
3. What was the circumstantial evidence/eyewitness testimony? Describe it.
4. How may eyewitness testimony be used or changed in the future?
5. How can eyewitness testimony and procedures be done differently?
6. Describe your reaction to this story.
7. Is this an issue that should be looked more closely at here in CO and in the nation? Why?

START:

"50 First Dates"

with video companion:




Evidence of Learning-
60 Minutes "Eyewitness Testimony" Part 1
http://www.youtube.com/watch?v=u-SBTRLoPuo
1. Describe the crime.
2. What is the name of the convicted person?
3. What was the circumstantial evidence/eyewitness testimony? Describe it.
4. How may eyewitness testimony be used or changed in the future?
5. How can eyewitness testimony and procedures be done differently?
6. Describe your reaction to this story.
7. Is this an issue that should be looked more closely at here in CO and in the nation? Why?

FRIDAY - 7 APRIL 2017
2nd HOUR

LT/EQ - Identify and define the stages of memory.

WU-
Study time...one last look...

In Class-
E of L CHECK -

Chapter 7: Memory Test

Diane Van Deren
http://www.runnersworld.com/article/0,7120,s6-243-297--13822-0,00.html
http://www.youtube.com/watch?v=7jATSSgWg-M

60 Minutes "Eyewitness Testimony" Part 1
http://www.youtube.com/watch?v=u-SBTRLoPuo
1. Describe the crime.
2. What is the name of the convicted person?
3. What was the circumstantial evidence/eyewitness testimony? Describe it.
4. How may eyewitness testimony be used or changed in the future?

Evidence of Learning-
Chapter 7 Test

60 Minutes "Eyewitness Testimony" Part 1
http://www.youtube.com/watch?v=u-SBTRLoPuo
1. Describe the crime.
2. What is the name of the convicted person?
3. What was the circumstantial evidence/eyewitness testimony? Describe it.
4. How may eyewitness testimony be used or changed in the future?

THURSDAY - 6 APRIL 2017
2nd HOUR

LT/EQ - Identify and define the stages of memory.

WU-
Brain Break - Wander Activity


In Class-
E of L CHECK -
Notes about the different kinds of amnesia.


7-4 Types of Forgetting

Retrograde/Anterograde Amnesia
http://www.youtube.com/watch?v=wRl0M2jQqWo

Short Term Memory Loss
http://www.youtube.com/watch?v=tESffhWs8l0

The Man with the 30 Second Memory
http://www.youtube.com/watch?v=WmzU47i2xgw&feature=related

Diane Van Deren
http://www.runnersworld.com/article/0,7120,s6-243-297--13822-0,00.html
http://www.youtube.com/watch?v=7jATSSgWg-M

Memory Games!
http://faculty.washington.edu/chudler/chmemory.html

"This is...Jeopardy!"
-review time

Evidence of Learning-
Chapter 7 Test - Memory - FRIDAY 21 NOV 2014

TUESDAY - 4 APRIL 2017
2nd HOUR

LT/EQ - Identify and define the stages of memory.

WU-


In Class-
E of L DUE:
7.2 and 7.3 of Friday's handout

7-1 / 7-2 / 7-3 Memory Quiz

60 Minutes "Eyewitness Testimony" Part 1
http://www.youtube.com/watch?v=u-SBTRLoPuo
1. Describe the crime.
2. What is the name of the convicted person?
3. What was the circumstantial evidence/eyewitness testimony? Describe it.
4. How may eyewitness testimony be used or changed in the future?

Evidence of Learning-
Forgetting...
1. What are the different kinds of amnesia? Explain /Define EACH

MONDAY - 3 APRIL 2017
2nd HOUR

LT/EQ - Identify and define the stages of memory.

WU-
Page 175
End of Chapter 7 Review
1,2,3,4

In Class-
E of L DUE:
7.2 side of Friday's handout

Chapter 7-2 (pages 155-160)
3 Processes of Memory (encoding, storage, retrieval)
see attachment template:


60 Minutes "Eyewitness Testimony" Part 1
http://www.youtube.com/watch?v=u-SBTRLoPuo
1. Describe the crime.
2. What is the name of the convicted person?
3. What was the circumstantial evidence/eyewitness testimony? Describe it.
4. How may eyewitness testimony be used or changed in the future?

Remainder of class time should be dedicated to doing
the 7-3 Stages of Memory notes (from the book using the template format)

Evidence of Learning-
7-3 NOTES (pages 160-166) on 3 Stages of Memory
AND
STUDY for a quiz on material from Ch.7 (sections 1,2,3)

FRIDAY - 31 MARCH 2017
2nd HOUR

LT/EQ - How do dreams affect our consciousness?

WU-
ON THE WARMUP handout
READ p.171 (The Case of H.M.)
ANSWER the following questions:
1. Briefly describe H.M.'s background.
2. What type(s) of memory loss did he suffer from?
3. Give some examples of evidence that showed he was able to adapt and still learn.

In Class-
E of L DUE:
Pill for Memory Loss (article and questions)
Chapter 7 quizlet.com vocabulary list

PRESENT:
Three Processes of Memory
-We worked in groups to DEFINE and CREATE a poster for each:
ENCODE-
STORAGE-
RETRIEVAL-

FFI - finish?

Evidence of Learning-
ONLY COMPLETE the 7-2 Review of this handout:


THURSDAY - 30 MARCH 2017
2nd HOUR
LT/EQ How do dreams affect our consciousness?

WU-
Page 165 - "Can We Trust Eyewitness Testimony?"
1. What are some problems with eyewitness testimony?
2. How could it be made more reliable?

In Class-
E of L DUE:
Pages 154-155 (1,2,3)
Chapter 7 quizlet.com vocabulary list

GO OVER yesterday's WU...
Starting Chapter 7...
Use page 154 to answer the following questions:
1. Define memory-
2. What is a memory you have that is very vivid? Why do you think you remember it so well?
3. When recalling an event with friends or family, why do you think everyone's memories might be a little different about it?

Three Kinds of Memory - review

Three Processes of Memory
-We worked in groups to DEFINE and CREATE a poster for each:
ENCODE-
STORAGE-
RETRIEVAL

FFI - finish?

Dreams
WATCH:
Interpretations of Dreams (Freud)
https://www.youtube.com/watch?v=lig53eW2ptg
RESPOND TO:


Evidence of Learning-
Pill for Memory Loss (article and questions)



TUESDAY - 28 MARCH 2017
2nd HOUR
WU-
Starting Chapter 7...
Use page 154 to answer the following questions:
1. Define memory-
2. What is a memory you have that is very vivid? Why do you think you remember it so well?
3. When recalling an event with friends or family, why do you think everyone's memories might be a little different about it?

In Class-
E of L DUE:
READ Chapter 7 - Section 1
ANSWER:
1. What are the 3 KINDS of memory? Define each.
2. Give ONE personal example for each kind.

Evidence of Learning-
(2 PARTS)

A-
Pages 154-155
1. What is Episodic Memory? Define/Provide examples.
2. What is Semantic Memory? Define/Provide examples.
3. What is Implicit Memory? Define/Provide examples.

B-
quizlet.com
CREATE a CHAPTER 7 Vocabulary List
PRINT IT OFF

MONDAY - 27 MARCH 2017
2nd HOUR
WU-
Study Time!

In Class-
Chapter 5 Test

cnnstudentnews.com

Evidence of Learning-
READ Chapter 7 - Section 1
ANSWER:
1. What are the 3 KINDS of memory? Define each.
2. Give ONE personal example for each kind.

FRIDAY - 24 MARCH 2017
2nd HOUR

WU-

Page 123
"Building Social Studies Skills"
1,2,3,4

In Class-
E of L DUE:
Page 122
"Understanding Main Ideas" 3,4
"Thinking Critically" 2,3

Altered States of Consciousness
examples...
Biofeedback
Meditation
Hypnosis

quizlet.live

Continue?
Dying to Sleep / FFI
documentary:
https://www.youtube.com/watch?v=2D79XBv9YkA
video companion:

Add these to your paper:
*4. What are the 2 types of FFI?
*5. Describe what scientists believe is going on with the brain.
*6. Would you want to know if you were a carrier of the gene or not? Explain.

Evidence of Learning-
STUDY!!!
Chapter 5 Test - MONDAY 27 MARCH 2017

THURSDAY - 23 MARCH 2017
2nd HOUR
WU-
Page 114
READ "Case Studies"
ANSWER:
1. What are some examples of voluntary and involuntary forms of behavior?
2. What is biofeedback?
3. Describe the study discussed in the reading...
4. How can biofeedback help humans?

In Class-
E of L DUE:
Narcolepsy article responses

Why do we sleep? Why do we dream?

Review:
Sleep problems

Dying to Sleep / FFI
documentary:
https://www.youtube.com/watch?v=2D79XBv9YkA
video companion:

Add these to your paper:
*4. What are the 2 types of FFI?

*5. Describe what scientists believe is going on with the brain.

*6. Would you want to know if you were a carrier of the gene or not? Explain.

Altered States of Consciousness
Biofeedback
Meditation
Hypnosis

Evidence of Learning-
Page 122
"Understanding Main Ideas" 3,4
"Thinking Critically" 2,3

TUESDAY - 21 MARCH 2017
2nd HOUR

EQ/LT - Describe what happens while we sleep.


WU-
READ 119 "Exploring Diversity"
ANSWER:
1. Give 3 examples of other cultures and altered states of consciousness.
2. Why do some cultures view this as something to be avoided and others something to be sought out?

https://www.youtube.com/watch?v=luDklth_mbM

In Class-
E of L DUE:
Stages of sleep (name / describe)

Altered States of Consciousness
-Sleep
-Stages and Cycles of sleep (with partner)

Pages 110-112
Sleep Problems
-Name and define each one
-What is a treatment for each one?

Evidence of Learning-
READ "Enslaved by the sandman-the shackles of narcolepsy"
ANSWER the questions that follow the article.


MONDAY - 20 MARCH 2017
2nd HOUR

WU-
PAGE 104 - "Truth or Fiction" at the very top
READ all 5
ANSWER whether you think its T or F (and support your answer)

In Class-
E of L DUE:
Mind's Big Bang - Reflection Questio

Consciousness as a Construct / Meanings of Consciousness (p.104)

REVIEW
Connecting to last week...
1. What is "consciousness"?
2. What do you know about it? Explain...tell me about it...
3. Can you define it? (In your own words.)

*Types of Awareness
and
*Freud's Levels of Consciousness

Levels of Consciousness (pages 105-106)

Altered States of Consciousness
-Sleep
-Stages and Cycles of sleep (with partner)
Use textbook pages 107-109 to assist you (as well as other online sources):
-NAME / SKETCH / EXPLAIN each of the stage of sleep.

Evidence of Learning-
Use pages 108-109 to ANSWER:
1. Why do we sleep? (Explain with reason, detail, fact.)

THURSDAY - 9 MARCH 2017
2nd HOUR
WU-
We are going big here...

-What do you think are the 3 greatest inventions/accomplishments in human history? Why?

In Class-
E of L DUE:
Consciousness / Levels of Consciousness ?s

FINISH:
"The Mind's Big Bang" (NOVA)
-Development of the Modern Mind

https://www.youtube.com/watch?v=n6JOwJpGbVs
(We watched the first 20 minutes)
https://www.youtube.com/watch?v=isOdID05YVg
-Here's the video companion:

ADD:
(During and After)
*On the back of video sheet - Using 2 columns:
"According to the video, what are the physical changes AND social changes that occurred in humans?"

Evidence of Learning-
Connecting to the last couple of days...
1. What is "consciousness"?
2. What do you know about it? Explain...tell me about it...
3. Can you define it? (In your own words.)

Minds Big Bang - Reflection Questions:
1. What do anthropologists think the purpose of cave painting (spit painting) was?
2. Anthropologists think that the development of language gave humans a huge evolutionary advantage. What did (and still does) language do for humans?
3. Susan Blackmore studies “memes” and believes that they are driving human evolution more than genetic evolution. What are they? Give an example at least two significant ones and explain how they affect evolution.

MONDAY - 6 MARCH 2017
2nd HOUR
WU-
Study Time...

In Class-
E of L DUE:

any questions...
Latent Learning / Observational Learning (pgs.145-147)
https://www.youtube.com/watch?v=dmBqwWlJg8U
http://ksut.org/post/study-says-parents-media-exposure-trickles-down-children

Chapter 6: Learning - Test

Post Test Activity:
Consciousness / Levels of Consciousness (pages 105-106)
1. Define Consciousness-
2. What are they?
3. What's going on at each of these levels? / Examples for each

(start Monday or Tuesday)
"The Mind's Big Bang"
-Development of the Modern Mind

https://www.youtube.com/watch?v=isOdID05YVg
https://www.youtube.com/watch?v=n6JOwJpGbVs
(We watched the first 30 minutes)

-Here's the video companion:



Evidence of Learning-
(2 PARTS)
A - Chapter 6 Test

B - Post Test Activity:
Consciousness / Levels of Consciousness (pages 105-106)
1. Define Consciousness-
2. What are they?
3. What's going on at each of these levels? / Examples for each

FRIDAY - 3 MARCH 2017
3rd HOUR / 4TH HOUR
WU-
DEFINE:
Observational Learning-
Latent Learning-

In Class-
E of L DUE:
Operant Conditioning Graphic Organizer
(6-2 / pages 136-142)

some examples of Operant Conditioning?

examples/applications of Operant Conditioning?

Latent Learning / Observational Learning (pgs.145-147)
https://www.youtube.com/watch?v=dmBqwWlJg8U
http://ksut.org/post/study-says-parents-media-exposure-trickles-down-children

quizlet.live

cnnstudentnews.com

Evidence of Learning-

STUDY!
CHAPTER 6 TEST - MONDAY 6 MARCH 2017

THURSDAY - 2 MARCH 2017
3rd HOUR / 4TH HOUR
WU-
Page 151 "Building Social Studies Skills"
1,2,3,4

In Class-
E of L DUE:
Operant Conditioning Graphic Organizer
(6-2 / pages 136-142)

USE YOUR BOOK to define and compare/contrast each of the following:
1. What is reinforcement? What are TWO types? Define each.
2. Rewards vs. Punishments
3. Continuous vs. Partial Reinforcement
4. Interval Schedules (Fixed vs. Variable) -picture p.141
5. Ratio Schedules (Fixed vs. Variable) -read p.141

6. What are some examples of Operant Conditioning?

examples/applications of Operant Conditioning?

Latent Learning / Observational Learning (pgs.145-147)
https://www.youtube.com/watch?v=dmBqwWlJg8U
http://ksut.org/post/study-says-parents-media-exposure-trickles-down-children

Skinner/Operant Conditioning
book/audio clip:
https://www.youtube.com/watch?v=I_ctJqjlrHA

YOUR TURN!
In each example write down how operant conditioning is being used
AND/OR
Identify the connections to the principles of operant conditioning:

1. Shaping
http://www.youtube.com/watch?v=g6F0bRTurPk
2. Programmed Learning
http://www.youtube.com/watch?v=jTH3ob1IRFo
3. Classroom Discipline
http://www.youtube.com/watch?v=5-aXcp5j4bI
4. Operant Conditioning - Big Bang
http://www.youtube.com/watch?v=Mt4N9GSBoMI

(Page 150)
End of Chapter 6 Practice Vocabulary
"Identifying People and Places" 1-10

Evidence of Learning-
-PUT THE FOLLOWING IN YOUR NOTEBOOK (I will check for it next class)

USE YOUR BOOK to define and compare/contrast each of the following:
1. What is reinforcement? What are TWO types? Define each.
2. Rewards vs. Punishments
3. Continuous vs. Partial Reinforcement
4. Interval Schedules (Fixed vs. Variable) -picture p.141
5. Ratio Schedules (Fixed vs. Variable) -read p.141
6. What are some examples of Operant Conditioning?

(Page 150)
End of Chapter 6 Practice Vocabulary
"Identifying People and Places" 1-10

CHAPTER 6 TEST - MONDAY 6 MARCH 2017

TUESDAY - 28 FEB 2017
2nd HOUR**

LT/EQ - Students will investigate differences between classical and operant conditioning.


WU-
Is delaying aging a good or bad thing? Why?
http://www.npr.org/blogs/health/2013/10/08/230175345/delaying-aging-may-have-a-bigger-payoff-than-fighting-diseases
1. Positives AND Negative of doing this?
2. What do you think about it? Why?

In Class-
E of L DUE:
Pages 135-136 Questions

Questions?
Conditioning Practice - Your turn!


*Applications of Classical Conditioning...
Flooding and Systemic Desensitization-
Counter-conditioning-
The Bell and Pad Method / Bed Wetting-

6-1 Mini Quiz "Walk About"

Background and UPDATE - Little Albert
obituary
http://ucpsych.wordpress.com/2009/04/01/little-albert-1920-2009/
facts of experiment
http://www.thepsychfiles.com/2008/02/episode-47-the-little-albert-study-what-you-know-ismostly-wrong/
fate
http://www.apa.org/monitor/2010/01/little-albert.aspx
http://www.mindhacks.com/blog/2009/10/little_albert_lost_.html

  1. Pavlov’s dog
http://www.youtube.com/watch?v=CpoLxEN54ho
  1. Pavlov’s dog II
http://www.youtube.com/watch#!v=hhqumfpxuzI&feature=related
  1. home version
http://www.youtube.com/watch#!v=wEDJF5u3inY&feature=related
the office –classical conditioning
http://www.youtube.com/watch?v=WfZfMIHwSkU&feature=related
  1. b.f. skinner operant conditioning -pigeons
http://www.youtube.com/watch?v=I_ctJqjlrHA

skinner backround
  1. http://www.youtube.com/watch#!v=LVJMhk4oANM&feature=related

Evidence of Learning-
Operant Conditioning graphic organizer
Chap. 6-2 (pages 136-142) to assist you:


MONDAY - 27 FEB 2017
2nd HOUR

LT/EQ - Students will investigate differences between classical and operant conditioning.


WU-
READ page 143
"Technology and Learning"

ANSWER:
"Think About It" 1,2

In Class-
E of L DUE:
Parts A, B, C (see Friday 23 FEB 2017 E of L)

DEFINE EACH and PROVIDE AN EXAMPLE (other than the book examples):
Taste Aversion-
Extinction-
Spontaneous Recovery-
Generalization-
Discrimination-

*Applications of Classical Conditioning...
Flooding and Systemic Desensitization-
Counter-conditioning-
The Bell and Pad Method / Bed Wetting-

6-1 Mini Quiz "Walk About"

Background and UPDATE - Little Albert
obituary
http://ucpsych.wordpress.com/2009/04/01/little-albert-1920-2009/
facts of experiment
http://www.thepsychfiles.com/2008/02/episode-47-the-little-albert-study-what-you-know-ismostly-wrong/
fate
http://www.apa.org/monitor/2010/01/little-albert.aspx
http://www.mindhacks.com/blog/2009/10/little_albert_lost_.html

http://mindhacks.com/2009/10/22/little-albert-lost-and-found/

Last one?
Conditioning Practice - Your turn!


Evidence of Learning-
Pages 135-136
READ
"Operant Conditioning" & "B.F. Skinner's Ideas for the Birds"
1. Definition of operant conditioning-
2. How is it different from classical conditioning?
3. What was Skinner's big idea?
4. Give some reasons why it didn't work out...

FRIDAY - 23 FEB 2017
3rd HOUR
WU-
READ page 134 "The Story of Little Albert"
ANSWER:
1. What were Watson and Rayner trying to study?
2. Describe the experiment.
3. What do you think is up with Little Albert today?
4. What is your view on the ethics of this experiment?

In Class-
E of L DUE:
6-1 Notes and FIRST 2 from conditioning handout

Habits/Preferences
(Think/Ink)

Conditioning Practice - Your turn!


-check / continue

DEFINE EACH and PROVIDE AN EXAMPLE (other than the book examples):
Taste Aversion-
Extinction-
Spontaneous Recovery-
Generalization-
Discrimination-

Evidence of Learning-
DO THIS:
A - DEFINE EACH and PROVIDE AN EXAMPLE (other than the book examples):
Taste Aversion-
Extinction-
Spontaneous Recovery-
Generalization-
Discrimination-

B - Definitions above (if not completed)
AND
-READ pages 133 and 135
ANSWER: What are the applications of classical conditioning?

C - STUDY THIS:
6-1 MATERIAL (for mini quiz NEXT CLASS)

THURSDAY - 23 FEB 2017
2nd HOUR
WU-
READ:
Upfront Magazine "Unsafe Behind the Wheel?"
(pages 6-7)

ANSWER:
1. What are some statistics on teen driving and texting (found within the text)?
2. Give 2 examples of what states are doing to try and make teens safer drivers.
3. What do you think? Give examples of other ways that might be good ideas to help with this.

In Class-
E of L DUE:
*Chapters 10/11 Owner's Manual DUE AT THE START OF CLASS

The Marshmallow Test
wcco-marshmallow test
http://www.youtube.com/watch?v=amsqeYOk--w
more examples
http://www.youtube.com/watch?v=6EjJsPylEOY
http://www.youtube.com/watch?v=Yo4WF3cSd9Q&feature=related

Publication Bias
http://www.nytimes.com/2015/10/01/health/study-finds-psychotherapys-effectiveness-for-depression-overstated.html?_r=0

Habits/Preferences
(Think/Ink)
-Motivator (p.128)

Evidence of Learning-
USE page 128-130 to help you...
1. Who is Ivan Pavlov?
2. What did he do that makes him a pioneer in classical conditioning?
3, DEFINE: US, UR, CS, CR, NS (Neutral Stimuli)

DO THE FIRST 2
Conditioning Practice - Your turn!


FRIDAY - 17 FEB 2017
2nd HOUR

LT/EQ - Apply concepts and design an "owner's manual" of human development (0 to teenager)

WU-
NO WU

In Class-
E of L DUE:

WORK TIME - Owner's Manual - DUE: WEDNESDAY 22 FEB 2017

REVIEW:
Physical / Motor Development
Gesell / Piaget vs. Flavell

Perceptual Development
(visual cliff)

Piaget's Stages of Cognitive Development
(video clip examples)

Kohlberg's Moral Development
-The Heinz Dilemma (p.246)

FINISH:
Social Development / Peer Influences / Self-Esteem
Parents / Cliques & Crowds / Peer Influences / Dating & Romantic Relationships (11-2)

Identity Formation
Erikson / Marcia (p.260)

The Marshmallow Test
wcco-marshmallow test
http://www.youtube.com/watch?v=amsqeYOk--w
more examples
http://www.youtube.com/watch?v=6EjJsPylEOY
http://www.youtube.com/watch?v=Yo4WF3cSd9Q&feature=related

Evidence of Learning-
DUE - WEDNESDAY 22 FEB 2017 - WHEN YOU WALK IN THE DOOR!
Early Childhood Owner's Manual: Birth to Teenager (Chapters 10 and 11)


THURSDAY - 16 FEB 2017
2nd HOUR

WU-
READ Page 261
ANSWER:
1. Why do teens get jobs?
2. Describe TWO positive and TWO negatives of getting a job as a teen.
3. How could things in school be changed to deal with teens and jobs?
*Is there anything now (vs. 2000) that impacts teens and jobs today?

In Class-
E of L DUE:
Developmental psychologists' theories/contributions to the field

REVIEW:
Physical / Motor Development
Gesell / Piaget vs. Flavell

Perceptual Development
(visual cliff)

Piaget's Stages of Cognitive Development
(video clip examples)

Kohlberg's Moral Development
-The Heinz Dilemma (p.246)

FINISH:
Social Development / Peer Influences / Self-Esteem
Parents / Cliques & Crowds / Peer Influences / Dating & Romantic Relationships (11-2)

Identity Formation
Erikson / Marcia (p.260)

The Marshmallow Test
wcco-marshmallow test
http://www.youtube.com/watch?v=amsqeYOk--w
more examples
http://www.youtube.com/watch?v=6EjJsPylEOY
http://www.youtube.com/watch?v=Yo4WF3cSd9Q&feature=related

Evidence of Learning-
DUE - WEDNESDAY 22 FEB 2017 - WHEN YOU WALK IN THE DOOR!
Early Childhood Owner's Manual: Birth to Teenager (Chapters 10 and 11)


TUESDAY - 14 FEB 2017
2nd HOUR

WU-
READ: Page 255 "Exploring Diversity: Rites of Passage"
ANSWER: "Think About It" question

In Class-
E of L DUE:
11-1 Review questions 1 and 3

REVIEW:
Physical / Motor Development
Gesell / Piaget vs. Flavell

Perceptual Development
(visual cliff)

Piaget's Stages of Cognitive Development
(video clip examples)

Kohlberg's Moral Development
-The Heinz Dilemma (p.246)

Social Development / Peer Influences / Self-Esteem
Parents / Cliques & Crowds / Peer Influences / Dating & Romantic Relationships (11-2)

Identity Formation
Erikson / Marcia (p.260)

The Marshmallow Test
wcco-marshmallow test
http://www.youtube.com/watch?v=amsqeYOk--w
more examples
http://www.youtube.com/watch?v=6EjJsPylEOY
http://www.youtube.com/watch?v=Yo4WF3cSd9Q&feature=related

Evidence of Learning-
NAMES of Developmental Psychologists
AND
Their CONTRIBUTIONS / THEORIES

MONDAY - 13 FEB 2017
2nd HOUR
WU-
Chapter 10 Review (1,2,3,4)

In Class-
E of L DUE:
Chapter 10 Test AND Self-Esteem reading/responses

DEFINE (video examples)
attachment-
contact comfort-
imprinting-
*difference between:
assimilation-
and
accommodation-

REVIEW:
Physical / Motor Development
Gesell / Piaget vs. Flavell

Apgar score
http://kidshealth.org/parent/pregnancy_center/q_a/apgar.html

perceptual development
(visual cliff)

Piaget's Stages of Cognitive Development
(video clip examples)

Evidence of Learning-
READ :Chapter 11-1: Adolescent Development
ANSWER: 11-1 Review questions 1 and 3






FRIDAY - 10 FEB 2017
2nd HOUR
WU-
(10-3 and 10-4 material)
1. DEFINE:
attachment-
contact comfort-
imprinting-
2. What is the difference between:
assimilation-
and
accommodation-

In Class-
E of L DUE:
Piaget activity

Evidence of Learning-
(2 PARTS)
1-
Chapter 10 Test (only using you, your book and your notes)


2-
READ and ANSWER questions that follow the self-esteem handout:


THURSDAY - 9 FEB 2017
2nd HOUR
WU-
READ p.245 "The Story of the Cups"
ANSWER:
1. What does this tell us about the reasoning of younger and older kids? Explain.

Recall a time in your childhood when you accidentally broke something...
2. What were the circumstances?
(Example - Were you throwing/doing something despite a warning not to do it?)
3. How did your parents react to the breakage?
4. How important to your parents was the intention behind the misdeed?

In Class-
E of L DUE:
10-2 Notes Check AND your picture/graphic of what development looks like

Review:
Gesell / Piaget / Flavell

Piaget's Stages of Cognitive Development:
(in notebook - define each)
Sensorimotor-
Preoperational-
Concrete-Operational-
Formal-Operational-

Examples (clips of each)

cnnstudentnews.com

Evidence of Learning-
(2 PARTS)

1-
Use pages 241-244 to assist you:

Match the statements to one of Piaget's Stage of Development

2-
READ pages 240-241 "Self-Esteem"
ANSWER ON BACK of Piaget Matching handout:
1. What is it?
2. Describe some influences on it.
3. What are the different kinds or types?
4. Gender or age connections?

TUESDAY - 7 SEPT 2017
2nd HOUR

WU-

READ page 232 "Reflexes"
ANSWER
1. Define-reflexes
2. What are 5 examples of reflexes?
3. Why do we have them? What happens to them over time?

In Class-

E of L DUE:
Development organizer

Evidence of Learning-

(2 PARTS)
1-
READ page 228-230
ANSWER 10-1 Review 1,2,3 (page 230)

2-
10-2 Notes (similarities/differences between the following individuals)
Gesell vs. Piaget vs. Flavell
*Similarities between them?
*Differences?

3-
Draw an image / picture / graph, etc. that shows what development looks like to you

MONDAY - 6 FEB 2017
2nd HOUR
WU-
Who and/or what do you think influences our development?
(Give some examples that will help to defend your response)

In Class-
E of L DUE:
Chapter 2 Test that you created

Assess yourselves!
(in notebook)
How old were you when you:
1. first started talking?
2. rolled over?
3. sat up?
4. started crawling?
5. started walking?
6. could write your name?
7. were able to start reading?

Evidence of Learning-

Physical Development Graphic Organizer




FRIDAY - 3 FEB 2017
2nd HOUR

WU-
USE pages 34-40 to answer the following:
1. Explain the difference(s) between positive correlation and negative correlation.

IN CLASS-
E of L Due:
Unethical Study (hard copy and responses)

Review
Ethics in research

examples:
Stanley Milgram
Asch's Lines of Conformity

cnnstudentnews.com

Evidence of Learning-
TYPED 12pt. font
Make Your Own Chapter 2 Test!!!
10 T/F
10 M/C (w/ 3 possible choices for answers)
1 Short Answer
(Blank copy of TEST and a SEPARATE key)

THURSDAY - 2 FEB 2017
2nd HOUR

WU-
Page 47 (Section Review #2 and #3)

IN CLASS-
E of L Due:
"How Social Scientists Find Information" handout

Crash Course - Science of Psychology
http://www.youtube.com/watch?v=hFV71QPvX2I

Ethical Issues - text and ppt


Stanley Milgram
Asch's Lines of Conformity

cnnstudentnews.com

Evidence of Learning-
FIND AND PRINT a copy of an unethical study.
(search: examples of unethical studies)
1. Brief summary (3 or more sentences) of the study and describe its "findings" or conclusions.
2. What made it unethical? Which APA guidelines did it violate?
3. Describe your reaction to this study.
4. How might it have been conducted differently...to possibly become an ethical experiment/study?


TUESDAY - 31 JAN 2017
2nd HOUR

WU-
https://www.quia.com/pop/184568.html?AP_rand=938390545

IN CLASS-
E of L Due:
Parts B,C,D from "From How Social Scientists

sample, blind study, double blind study...

correlation-
http://www.nvcc.edu/home/elanthier/methods/correlation-samples.htm

Methods of Observation ppt

Evidence of Learning-
COMPLETE:
"How Social Scientists Find Information" PART A


MONDAY - 30 JAN 2017
2nd HOUR

WU-
Page 49 (1,2,3,4)

IN CLASS-
E of L Due:

Chapter 2 (Sections 1 and 2) Vocabulary Quiz

Science/Research Methods You Should Know
Examples of correlation, independent and dependent variables

iv dv -
http://www.uncp.edu/home/collierw/ivdv.htm
http://www.psychologyandsociety.com/variables.html

practice -
http://www.engr.sjsu.edu/pabacker/Practice_with_variables.htm

correlation-
http://www.nvcc.edu/home/elanthier/methods/correlation-samples.htm

Sponge Bob - Experiment/Results
"Watching SpongeBob Squarepants Makes Preschoolers Slower Thinkers, Study Finds"
ANSWER:
1. What is purpose of study?
2. What is the sample? population?
3. Is it valid? reliable? Why?
4. Do you agree with conclusions? How might you conduct such an experiment?
_
Methods of Observation ppt

http://www.youtube.com/watch?v=hFV71QPvX2I

Ethical Issues and ppt

Evidence of Learning-
COMPLETE:
"How Social Scientists Find Information" parts B,C,D




FRIDAY - 27 JAN 2017
2nd HOUR

WU-
READ page 45 "Hawthorne Plant Study"
ANSWER the following:
1. Describe the experiment
2. Give 2 reasons why it was a flawed experiment

In Class-
E of L DUE:
"In Search of Ourselves" paragraph (hard copy or uploaded to Google Classroom)

The scientific method

Conducting valid scientific research

Evidence of Learning-
(2 PARTS)
PART 1
ANSWER:
2-1 Section Review questions 1,2

PART 2
DEFINE:
2-2 and 2-3 vocabulary from textbook-
population, samples, selecting samples, generalizing results, volunteer bias,
correlation, positive correlation, negative correlation, independent variable, dependent variable,
experimental group, control group, placebo

THURSDAY - 26 JAN 2017
2nd HOUR

WU-
No Warmup...as a class we created:
who, what , when, where, why, how questions from the video thus far

In Class-
No E of L Due

FINISH:
"In Search of Ourselves"
https://www.youtube.com/watch?v=KsqJOy9rpPA
w/ video companion handout:



Evidence of Learning-
In a TYPED paragraph form (7 sentences or more), answer the following question:

"Provide 2 examples of research areas or ideas studied within the field of psychology discussed in this documentary.
How did they change over time? What contributions to the field of psychology did they make? Explain each."

paragraph / typed - 12pt. font

TURN IN A HARD COPY or SUBMIT IT THROUGH GOOGLE CLASSROOM (your class code is below):

GOOGLE CLASSROOM
https://classroom.google.com/u/0/c/MjA4Mjc5NjI5

3rd Hour Psychology I classroom code:
vgiv8l

TUESDAY - 24 JAN 2017
2nd HOUR
WU-
No Warmup...as a class we created:
who, what , when, where, why, how questions from the video thus far

In Class-
No E of L Due

CONTINUE:
"In Search of Ourselves"
https://www.youtube.com/watch?v=KsqJOy9rpPA
w/ video companion handout:


Evidence of Learning-

MONDAY - 23 JAN 2017
2nd HOUR
WU-
U.S. Army - 1917
Intelligence Test


In Class-
No E of L Due

"In Search of Ourselves"
https://www.youtube.com/watch?v=KsqJOy9rpPA
w/ video companion handout:


Evidence of Learning-

FRIDAY - 20 JAN 2017
2nd HOUR

WU-
Evolutionary Psychoanalytical Cognitive Biological Humanistic Learning Socio-Cultural
1.
Looks at the capacity for self-fulfillment/the importance of self-awareness, making choices
2.
Studies changes over time in behavior and mental processes/struggle for survival
3.
Effects of experience on learning/”OUCH! – a hot stove!”
4.
The unconsciousness/impulses (aggression/reactions)
5._ Influences of biology on behavior/mental processes made possible by Central NS
6._
Role of thoughts in determining behavior (human nature /perceiving info./process)

In Class-
E of L DUE:

The Psychological 6
(on own and then ppt)


Quick Review:
quizlet live style

Chapter 1 Test

Intro. to Psychology - Crash Course
https://www.youtube.com/watch?v=vo4pMVb0R6M

Evidence of Learning-

THURSDAY - 19 JAN 2017
2nd HOUR
WU-
Design 4 psychology-related questions (from our notes thus far) to ask us.

In Class-
E of L DUE:

FINISH:
Psychology history notes

Historical overview of psychology (Ch.1- Sec. 2)
-Ancient Greece
-Middle Ages
(in 6 groups)
-Birth of Modern Science
-Wilhelm Wundt & Structuralism
-William James & Functionalism
-John B. Watson & Behaviorism
-B.F. Skinner & Reinforcement
-The Gestalt School
-Sigmund Freud & the School of Psychoanalysis

The Psychological 6
(on own and then ppt)


Group Poster
(Ch. 1 / Section 4)
7 Contemporary Perspectives of Psychology
(7 groups - research and visual definition)
Intro. to Psychology - Crash Course
https://www.youtube.com/watch?v=vo4pMVb0R6M

Evidence of Learning-
STUDY
Chapter 1 Test - FRIDAY 20 JAN 2017

TUESDAY - 17 JAN 2017
2nd HOUR
WU-
PAGE 23 "Building Social Studies Skills"
ANSWER 1.2.3.4

In Class-
E of L DUE: PARTS 1,2,3 (COLLECT)
PAST E of L DUE: Your group's notes on the history of psychology

FINISH:
Psychology history notes

Historical overview of psychology (Ch.1- Sec. 2)
-Ancient Greece
-Middle Ages
(in 6 groups)
-Birth of Modern Science
-Wilhelm Wundt & Structuralism
-William James & Functionalism
-John B. Watson & Behaviorism
-B.F. Skinner & Reinforcement
-The Gestalt School
-Sigmund Freud & the School of Psychoanalysis

the Psychological 6
(on own and then ppt)


Evidence of Learning-
Chapter 1 Test - FRIDAY 20 JAN 2017

FRIDAY - 13 JAN 2017
2nd HOUR
WU-
READ pages 4-5
ANSWER:
1. NAME and DESCRIBE the 5 GOALS of Psychology.

In Class-
E of L DUE:
Your group's notes on the history of psychology

WITH YOUR SUMMER PARTNER:
PART 1 -
READ and TAKE NOTES on Sigmund Freud and the School of Psychoanalysis (p.17)
PART 2 -
(p.22) "Understanding Main Ideas" #3 and #4
PART 3 -
(p.23) "Thinking Critically" #2

Evidence of Learning-
PART 1 -
READ and TAKE NOTES on Sigmund Freud and the School of Psychoanalysis (p.17)
PART 2 -
(p.22) "Understanding Main Ideas" #3 and #4
PART 3 -
(p.23) "Thinking Critically" #2

THURSDAY - 12 JAN 2017
2nd HOUR
WU-
(Use pages 8-11 to assist you.)
ANSWER
PAGE 11
1 and 2

In Class-
E of L DUE:
Chart of Psychological Professions

Types of Psychological Professions - mini quiz

Psychology as a science

Historical overview of psychology (Ch.1- Sec. 2)
-Ancient Greece
-Middle Ages
(in 6 groups)
-Birth of Modern Science
-Wilhelm Wundt & Structuralism
-William James & Functionalism
-John B. Watson & Behaviorism
-B.F. Skinner & Reinforcement
-The Gestalt School
-Sigmund Freud & the School of Psychoanalysis


7 Contemporary Perspectives of Psychology
(7 groups - research and visual definition)

Wrap up questions...

Intro. to Psychology - Crash Course
https://www.youtube.com/watch?v=vo4pMVb0R6M

Evidence of Learning-
WE TOOK THIS IN CLASS:
Types of Psychological Professions - mini quiz

Finish historical overview of psychology if not completed during class


TUESDAY - 10 JAN 2017
2nd HOUR
WU-
READ page 7, "Thinking Critically About Astrology"
ANSWER the following questions:
1. Why is astrology NOT an empirical (research) science?
2. Why do people continue to seek astrologists for answers to things?
3. DEFINE vocabulary- behavior, cognitive activities, theory, principle

In Class-
E of L Check / Discussion

BOOKS / Seasonal Partners

Psychology as a science

*Create a chart of the Types of Psychological Professions and a description of each.
USE PAGES 8-11 to help you.
There will be a QUIZ on this information next class.

*Historical overview of psychology
and
the Psychological 6
(on own and then ppt)

_
7 Contemporary Perspectives of Psychology
(7 groups - research and visual definition)

Wrap up questions...

Evidence of Learning-
Create a chart of the Types of Psychological Professions and a description of each.
USE PAGES 8-11 to help you.
There will be a QUIZ on this information next class.

MONDAY - 9 JAN 2017
2nd HOUR
WU-
What is Psychology? What are some uses or applications for it?

In Class-
Syllabus/expectations/procedures/book sign out sheets

Discussed examples of risky behavior/definitions
-you?
-someone you know?
-why?

http://bleacherreport.com/articles/2551380-cliff-jumper-sets-world-record-with-193-foot-jump-off-switzerland-waterfall?iid=ob_homepage_deskrecommended_pool
changing tower light bulb
https://www.youtube.com/watch?v=hFMHjDqHL_Y

What do psychologists do?

Evidence of Learning-
Find a job related to psychology:
1. What is it?
2. What does it do? What kind of job is it?



















































MONDAY - 27 MARCH 2017
2nd HOUR
WU-
Study Time!

In Class-
Chapter 5 Test

cnnstudentnews.com

Evidence of Learning-
READ Chapter 7 - Section 1
ANSWER:
1. What are the 3 KINDS of memory? Define each.
2. Give ONE personal example for each kind.


TUESDAY - 28 MARCH 2017
2nd HOUR
WU-
Starting Chapter 7...
Use page 154 to answer the following questions:
1. Define memory-
2. What is a memory you have that is very vivid? Why do you think you remember it so well?
3. When recalling an event with friends or family, why do you think everyone's memories might be a little different about it?

In Class-
E of L DUE:
READ Chapter 7 - Section 1
ANSWER:
1. What are the 3 KINDS of memory? Define each.
2. Give ONE personal example for each kind.

Evidence of Learning-
(2 PARTS)

A-
Pages 154-155
1. What is Episodic Memory? Define/Provide examples.
2. What is Semantic Memory? Define/Provide examples.
3. What is Implicit Memory? Define/Provide examples.

B-
quizlet.com
CREATE a CHAPTER 7 Vocabulary List
PRINT IT OFF













FRIDAY - 11 DEC 2015
3rd HOUR / 4TH HOUR
WU-
READ "Are Smartphones Making Us Stupid?"
RESPOND to:
-Which side do you agree more with? Why? Support your answer.

In Class-
E of L CHECK -
Chapter 18 Presentations DUE

"Let the presentations begin!"
A or F / B or G / C or H / D or I / E or J

my strange addiction

cnnstudentnews.com

Evidence of Learning-
Here is the Final Exam Study Guide:


WED - 9 DEC 2015 / THURS - 10 DEC 2015
3rd HOUR / 4TH HOUR
WU-
Page 419
Views of anxiety disorders...
1. psychoanalytic theorists vs. learning theorists vs. cognitive theorists

2. Biological views?

In Class-
E of L CHECK -

Time.com DSM article and responses

http://phobialist.com/

18-2 (model anxiety disorders) through 18-6 (Kinds of Disorders)
-in your assigned group:
1. What is the definition of your kind of disorder?
2. Provide some examples of it.
3. Describe possible causes of it.
4. How is it treated?

my strange addiction

cnnstudentnews.com

Evidence of Learning-
Complete the research of your disorder from Chapter 18*
*email me your presentation

TUESDAY - 8 DEC 2015
3rd HOUR / 4TH HOUR
WU-
LISTEN or READ this story:
http://www.npr.org/2013/10/20/238095806/when-playing-video-games-means-sitting-on-lifes-sidelines
ANSWER:
1. What is the name of the [[#|addiction treatment]] center?
2. Describe some the effects of gaming that led to these individuals seeking help.
3. What were some problems the treatment center had with the different treatment/help levels?
4. Is this a newer addiction problem? How have things changes over time?

In Class-
E of L CHECK -
18-2 Anxiety Disorders / Name and Explain the Five

REVIEW - Chapter 18 - Psychological Disorders
-How do "abnormal" thoughts and behaviors differ from "normal" thoughts and behavior?
-go over pgs. 410-411 notes

ID and [[#|Symptoms]] of Psychological Disorders (pgs. 410-411)

Anxiety Disorders...go time!
-explaining them (p.417)

REVIEW:
Classifying Psychological Disorders (411-413)
*look over categories on page 414

Evidence of Learning-
READ and RESPOND:


MONDAY - 7 DEC 2015
3rd HOUR / 4TH HOUR
WU-
READ - PAGE 418 "Terrorism and Anxiety"
ANSWER "Think About It" question

In Class-
E of L CHECK -

REVIEW - Chapter 18 - Psychological Disorders
-How do "abnormal" thoughts and behaviors differ from "normal" thoughts and behavior?
-go over pgs. 410-411 notes

READ / DISCUSS
"Not Guilty by Reason of Insanity" p.412
*go over M'Naughten Rule and go over insanity as a legal concept

Classifying Psychological Disorders (411-413)
*look over categories on page 414

Evidence of Learning-
18-2 Anxiety Disorders
1. Define anxiety disorders-
2. Name AND Explain EACH of the FIVE anxiety disorders.

FRIDAY - 4 DEC 2015
3rd HOUR / 4TH HOUR
WU-
ANSWER the following...
1. What role does intelligence testing have in schools and in the workplace?
2. What do you think are some ways that parents and educators can help student
develop his or her intelligence?
3. Do schools test for IQ scores? Would knowledge of their IQ scores affect a student's performance? Explain.

In Class-
E of L CHECK -

FINISH:
"Battle of the Brains - BBC"
https://www.youtube.com/watch?v=8JmFS75Vx2k
COMPLETE video companion:




Evidence of Learning-

WED - 2 DEC 2015 / THURS - 3 DEC 2015
3rd HOUR / 4TH HOUR
WU-
NO WU

In Class-
E of L CHECK - Collect
Ch.9 / p.222 "Thinking Critically"
1,3,4,5

Chapter 9 Test - Intelligence

[[#|START]]:
"Battle of the Brains - BBC"
https://www.youtube.com/watch?v=8JmFS75Vx2k
COMPLETE video companion:


Evidence of Learning-


TUESDAY - 1 DEC 2015
3rd HOUR / 4TH HOUR
WU-
READ "Intelligence Averages..." handout
ANSWER:
1. What is the proposed link? Explain the link.
2. Would you deem this a valid study? Why?
3. Describe some next steps that could be taken as a result of this study.

In Class-
E of L CHECK - influences on intelligence (9-4)

Influences on Intelligence
-Genetic
-Environmental

Giftedness / Creativity

IQ tests...give a couple a try...
http://www.free-iqtest.net/
http://www.queendom.com/tests/access_page/index.htm?idRegTest=3108

E of L

START:
"Battle of the Brains - BBC"
https://www.youtube.com/watch?v=8JmFS75Vx2k
COMPLETE video companion:


Evidence of Learning-
PAGE 222 "Thinking Critically"
Use reason, detail, thought...
ANSWER 1,3,4,5

MONDAY - 30 NOV 2015
3rd HOUR / 4TH HOUR
WU-
PAGE 223 - "Building Social Studies Skills"
ANSWER 1,2,3,4

In Class-
E of L CHECK -

REVIEW-
-Emotional Intelligence (p. 210)
-Stanford Binet vs. Wechsler Intelligence Tests
Problems with Intelligence Tests (p. 214)
-Differences in Intelligence
-test reliability / test validity

Diane Van Deren
Woman Who Can't Forget

Emotional Intelligence
https://www.youtube.com/watch?v=zVxdUqLJT6s

Take Emotional IQ Test (see E of L)

START
Battle of the Brains!
-BBC / Multiple Intelligences

Evidence of Learning-
Take this Emotional IQ Test:
http://greatergood.berkeley.edu/ei_quiz/
1. What did you score? What does this mean?
2. Do you agree with the results? Why?

9-4 - NOTES
Genetic AND Environmental Influences on Intelligence

FRIDAY - 20 NOV 2015
3rd HOUR / 4TH HOUR
WU-
READ p.217
ANSWER the following:
1. Why did Gardner choose these 7 major figures?
2. What does EC stand for?
3. Give your own example of someone who possesses most of these characteristics.
4. Is the EC a valid description that could be used to help identify intelligence? Explain.

In Class-
E of L CHECK -
9-3 info. - Name and Describe the differences in intelligence

REVIEW:
...rollin' the dice...
Spearman
Thurstone
Gardner
Sternberg

4th Hour -
-Emotional Intelligence (p. 210)
-Stanford Binet vs. Wechsler Intelligence Tests

3rd/4th Hours-
Problems with Intelligence Tests (p. 214)
-test reliability / test validity

Diane Van Deren
Woman Who Can't Forget
cnnstudentnews.com (20 NOV 2015)

Evidence of Learning-
What is it about Thanksgiving...that makes it exciting and fun...but also stressful...? :)

WED - 18 NOV 2015 / THURS - 19 NOV 2015
3rd HOUR / 4TH HOUR
WU-

READ p.209 "Artificial Intelligence"

ANSWER the 3 "Think About It" questions

In Class-
E of L CHECK -
Achievement vs. Intelligence

Here's what a couple people say about intelligence...
Spearman
Thurstone
Gardner
Sternberg

Emotional Intelligence (p. 210)

USE 9-2 to assist you with responses to the following:
1. What are two examples of tests that measure for intelligence? Give background and examples of each.
2. Explain the difference between test reliability and test validity.

Problems with intelligence tests...(p. 214)


Evidence of Learning-
(2 PARTS)

PART 1
A sample of Howard Gardner's Multiple Intelligence Test...
Where are you?
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm
-print off results
1. What are you strengths? Weaknesses?
2. Do you agree with the results? Explain.

PART 2
Use 9-3 to assist you...
-Name and describe the differences in intelligence.

TUESDAY - 17 NOV 2015
3rd HOUR / 4TH HOUR
WU-
1. What are some discrepancies within the movie?
(Problems with the plots OR solutions to Lucy's problem?)
...that doesn't seem right...not sure that is correct...really, how/why did they do that?
2. What are some questions from the movie that you have?

In Class-
E of L CHECK -

FINISH:
"50 First Dates"
with video companion:


COMPLETE:
Text to Text / Text to Self / Text to World - other side of video companion
*We have been studying/discussing/researching memory problems,
connect the movie to memory topics:
-Discussed in class and textbook (text to text)
-Connected to your own lives (text to self)
-Heard/Seen/Read about in the World (text to world)

Evidence of Learning-
(2 PARTS)

PART 1
COMPLETE:
Text to Text / Text to Self / Text to World - other side of video companion
*We have been studying/discussing/researching memory problems,
connect the movie to memory topics:
-Discussed in class and textbook (text to text)
-Connected to your own lives (text to self)
-Heard/Seen/Read about in the World (text to world)

PART 2
(Use your brain only for 1-4.)
ANSWER the following by using only your brain:
1. What is your definition of "intelligence"?
2. What does intelligence look like?
3. Could there be different kinds of intelligences? Explain.
4. How might you test for intelligence? What way or type would work the best?

(Use your textbook to define these two terms.)
Achievement vs. Intelligence

MONDAY - 16 NOV 2015
3rd HOUR / 4TH HOUR
WU-
1. What type of memory loss condition does Lucy suffer from?
2. Do you know of anyone that has memory loss? What kind is it? How did it happen?

In Class-
E of L CHECK -

FINISH:
"50 First Dates"
with video companion:


Evidence of Learning-


WED - 11 NOV 2015 / THURS - 12 NOV 2015
3rd HOUR / 4TH HOUR
VETERANS DAY!!!
WU-
Quick couple of minutes to study...

In Class-
E of L CHECK -

Chapter 7 Test

START:
"50 First Dates"
with video companion

Evidence of Learning-

TUESDAY - 10 NOV 2015
3rd HOUR / 4TH HOUR
WU-
Brain Break - Wander Activity


In Class-
E of L CHECK -
Chapter 7 Review - p.174
"Thinking Critically" 4 OR 5

See what you know...just a little more reviewing...


7-4 Types of Forgetting

Retrograde/Anterograde Amnesia
http://www.youtube.com/watch?v=wRl0M2jQqWo

Short Term [[#|Memory Loss]]
http://www.youtube.com/watch?v=tESffhWs8l0

The Man with the 30 Second Memory
http://www.youtube.com/watch?v=WmzU47i2xgw&feature=related

Diane Van Deren
http://www.runnersworld.com/article/0,7120,s6-243-297--13822-0,00.html
http://www.youtube.com/watch?v=7jATSSgWg-M

Amnesia

Memory Games!
http://faculty.washington.edu/chudler/chmemory.html

"This is...Jeopardy!"


-review time

Evidence of Learning-
Don't forget! ;)
Chapter 7 Test - Memory - WEDNESDAY 11 NOV 2015 OR THURSDAY 12 NOV 2015

MONDAY - 9 NOV 2015
3rd HOUR / 4TH HOUR
WU-
Side AAAAAA handout


In Class-
E of L DUE...
7-4 (E of L questions 1 and 2)

Finish
60 Minutes "Eyewitness Testimony" Part 1
http://www.youtube.com/watch?v=u-SBTRLoPuo
1. Describe the crime.
2. What is the name of the convicted person?
3. What was the circumstantial evidence/eyewitness testimony? Describe it.
4. How may eyewitness testimony be used or changed in the future?

"60 minutes- eyewitness testimony-Picking Cotton" Part 2
5. How can eyewitness testimony and procedures be done differently?
6. Describe your reaction to this story.
7. Is this an issue that should be looked more closely at here in CO and in the nation? Why?

decay, repression, amnesia
The 3 types of amnesia

Retrograde/Anterograde Amnesia
http://www.youtube.com/watch?v=wRl0M2jQqWo

Short Term [[#|Memory Loss]]
http://www.youtube.com/watch?v=tESffhWs8l0

The Man with the 30 Second Memory
http://www.youtube.com/watch?v=WmzU47i2xgw&feature=related

Diane Van Deren
http://www.runnersworld.com/article/0,7120,s6-243-297--13822-0,00.html
http://www.youtube.com/watch?v=7jATSSgWg-M

Evidence of Learning-
Chapter 7 Review - p.174
"Thinking Critically" 4 OR 5

FRIDAY - 6 NOV 2015
3rd HOUR / 4TH HOUR
WU-
Page 175
End of Chapter 7 Review
1,2,3,4

In Class-
E of L DUE...

7-2 and 7-3 Quiz

Finish

60 Minutes "Eyewitness Testimony" Part 1

http://www.youtube.com/watch?v=u-SBTRLoPuo

1. Describe the crime.

2. What is the name of the convicted person?

3. What was the circumstantial evidence/eyewitness testimony? Describe it.

4. How may eyewitness testimony be used or changed in the future?


"60 minutes- eyewitness testimony-Picking Cotton" Part 2
5. How can eyewitness testimony and procedures be done differently?
6. Describe your reaction to this story.
7. Is this an issue that should be looked more closely at here in CO and in the nation? Why?

Evidence of Learning-
Use 7-4 (pages 169-170)
to assist you:
1. Define: decay, repression, amnesia-
2. Name AND Define the 3 types of amnesia

WED - 4 NOV 2015 / THURS - 5 NOV 2015
3rd HOUR / 4TH HOUR
WU-
READ p.171 (The Case of H.M.)
ANSWER the following questions:
1. Briefly describe H.M.'s background.
2. What type(s) of memory loss did he suffer from?
3. Give some examples of evidence that showed he was able to adapt and still learn.

In Class-
E of L DUE -
FINISH notes on YOUR Process of Memory
(Encoding / Storage / Retrieval)

Chapter 7-2 (pages 155-160)
3 Processes of Memory (encoding, storage, retrieval)

-Locate your missing letters (but only ONE from the other 2)
A / B / C
or
D / E / F
-Complete this format / attachment template:


7-3 Stages of Memory notes and ppt (from the book using the template format)



60 Minutes "Eyewitness Testimony" Part 1
http://www.youtube.com/watch?v=u-SBTRLoPuo
1. Describe the crime.
2. What is the name of the convicted person?
3. What was the circumstantial evidence/eyewitness testimony? Describe it.
4. How may eyewitness testimony be used or changed in the future?

Evidence of Learning-
7-3 NOTES (pages 160-166) on 3 Stages of Memory

and
STUDY for a memory quiz on material from Ch.7 (sections 1 and 2)

TUESDAY - 3 NOV 2015
3rd HOUR / 4TH HOUR
WU-
Starting Chapter 7...
ANSWER each of the Truth or Fiction questions
on page 154...(6 total)

In Class-
E of L DUE:
Pages 154-155
1. What is Semantic Memory? Define/Provide examples.
2. What is Implicit Memory? Define/Provide examples.

THREE Kinds of Memory
Episodic
Semantic
Implicit

THREE Processes of Memory (pages 155-160)
(Alphas, Bravos, Charlies)
-Encoding
-Storage
-Retrieval

cnnstudentnews.com (3 NOV 2015)

Evidence of Learning-
(Chapter 7: Section 2)
FINISH reading/notes on YOUR group's Process of Memory*
(Encoding or Storage or Retrieval)
-What is the process? Identify vocabulary terms. Provide examples or research from the text.
*If you missed class, pick ONE and complete for next class.

MONDAY - 2 NOV 2015
3rd HOUR / 4TH HOUR
WU-
Starting Chapter 7...
Use page 154 to answer the following questions:
1. Define memory-
2. What is a memory you have that is very vivid? Why do you think you remember it so well?
3. When recalling an event with friends or family, why do you think everyone's memories might be a little different about it?

In Class-
E of L DUE:

Listen to a little more-
77 years ago...it was...
War of the Worlds!
link:
http://www.radiolab.org/story/91622-war-of-the-worlds/
audio companion:


THREE Kinds of Memory
Episodic
Semantic
Implicit

Evidence of Learning-
Pages 154-155
1. What is Semantic Memory? Define/Provide examples.
2. What is Implicit Memory? Define/Provide examples.

FRIDAY - 30 OCT 2015
3rd HOUR / 4TH HOUR
WU-
One last look over the material...

In Class-
E of L DUE:
Chapter 5 Test

77 years ago...it was...
War of the Worlds!
link:
http://www.radiolab.org/story/91622-war-of-the-worlds/
audio companion:


Evidence of Learning-
NO E of L

TUESDAY - 27 OCT 2015
3rd HOUR / 4TH HOUR
WU-

Page 123

"Building Social Studies Skills"

ANSWER 1,2,3,4

In Class-
E of L DUE:
Page 122
"Understanding Main Ideas" 3,4
"Thinking Critically" 2,3

Altered States of Consciousness
Biofeedback
Meditation
Hypnosis

Drugs / Effects / Altered States of Consciousness

Wrap up Ch. 5 / Review

(4th Hour - Thursday)
Dreams
WATCH:
Interpretations of Dreams (Freud)
https://www.youtube.com/watch?v=lig53eW2ptg
RESPOND TO:


Dreams - Research
https://www.youtube.com/watch?v=vHVHugGQq-8

Evidence of Learning-
STUDY - Chapter 5 TEST - FRIDAY 30 OCT 2015

MONDAY - 26 OCT 2015
3rd HOUR / 4TH HOUR
WU-
Page 114
READ "Case Studies"
ANSWER:
1. What are some examples of voluntary and involuntary forms of behavior?
2. What is biofeedback?
3. Describe the study discussed in the reading...
4. How can biofeedback help humans?

In Class-
E of L DUE:
Narcolepsy article responses

FINISH
Dying to Sleep
documentary:
https://www.youtube.com/watch?v=2D79XBv9YkA
video companion:


Altered States of Consciousness
Biofeedback
Meditation
Hypnosis

Dreams
WATCH:
Interpretations of Dreams (Freud)
https://www.youtube.com/watch?v=lig53eW2ptg
RESPOND TO:


Evidence of Learning-
Page 122
"Understanding Main Ideas" 3,4
"Thinking Critically" 2,3

WED - OCT 21 2015 / THURS - 22 OCT 2015
BACK TO THE FUTURE 2 DAY!

http://www.cnn.com/2015/10/20/entertainment/back-to-the-future-day-feat/

external image timecircuits.jpg

3rd HOUR / 4TH HOUR
WU-
READ 119 "Exploring Diversity"
ANSWER:
1. Give 3 examples of other cultures and altered states of consciousness.
2. Why do some cultures view this as something to be avoided and others something to be sought out?

In Class-
E of L DUE:
1. Why do we sleep? (Explain using reason, detail, fact.)

Altered States of Consciousness
-Sleep
-Stages and Cycles of sleep (with partner)

Pages 110-112
Sleep Problems
-Name and define each one
-What is a treatment for each one?

Dreams
WATCH:
Interpretations of Dreams (Freud)
https://www.youtube.com/watch?v=lig53eW2ptg
RESPOND TO:


Dying to Sleep
documentary:
https://www.youtube.com/watch?v=2D79XBv9YkA
video companion:


Evidence of Learning-
READ "Enslaved by the sandman-the shackles of narcolepsy"
ANSWER the questions that follow the article.


TUESDAY - 20 OCT 2015
3rd HOUR / 4TH HOUR
WU-
PAGE 104 - "Truth or Fiction" at the very top
READ all 5
ANSWER whether you think its T or F (and support your answer)

In Class-
E of L DUE:
Mind's Big Bang - Reflection Questions 1,2,3

Consciousness as a Construct / Meanings of Consciousness (p.104)

REVIEW
Connecting to last week...
1. What is "consciousness"?
2. What do you know about it? Explain...tell me about it...
3. Can you define it? (In your own words.)

*Types of Awareness
and
*Freud's Levels of Consciousness

Levels of Consciousness (pages 105-106)

Altered States of Consciousness
-Sleep
-Stages and Cycles of sleep (with partner)
Use textbook pages 107-109 to assist you (as well as other online sources):
-NAME / SKETCH / EXPLAIN each of the stage of sleep.

Evidence of Learning-
Use pages 108-109 to ANSWER:
1. Why do we sleep? (Explain with reason, detail, fact.)

MONDAY - 19 OCT 2015
3rd HOUR / 4TH HOUR
WU-

We are going big here...

-What do you think are the 3 greatest inventions/accomplishments in human history? Why?

In Class-
E of L DUE:
Consciousness / Levels of Consciousness ?s

FINISH:
"The Mind's Big Bang" (NOVA)
-Development of the Modern Mind

https://www.youtube.com/watch?v=n6JOwJpGbVs
(We watched the first 30 minutes)
https://www.youtube.com/watch?v=isOdID05YVg
-Here's the video companion:


(During and After)
*On the back of video sheet - Using 2 columns:
"According to the video, what are the physical changes AND social changes that occurred in humans?"

Evidence of Learning-
Connecting to last week...
1. What is "consciousness"?
2. What do you know about it? Explain...tell me about it...
3. Can you define it? (In your own words.)

Minds Big Bang - Reflection Questions:
1. What do anthropologists think the purpose of cave painting (spit painting) was?
2. Anthropologists think that the development of language gave humans a huge evolutionary advantage. What did (and still does) language do for humans?
3. Susan Blackmore studies “memes” and believes that they are driving human evolution more than genetic evolution. What are they? Give an example at least two significant ones and explain how they affect evolution.

WEDNESDAY - 14 OCT 2015
3rd HOUR / 4TH HOUR
WU-
Study Time...

In Class-
E of L DUE:


Latent Learning / Observational Learning (pgs.145-147)
https://www.youtube.com/watch?v=dmBqwWlJg8U
http://ksut.org/post/study-says-parents-media-exposure-trickles-down-children

Chapter 6: Learning - Test

Post Test Activity:
Consciousness / Levels of Consciousness (pages 105-106)
1. Define Consciousness-
2. What are they?
3. What's going on at each of these levels? / Examples for each


"The Mind's Big Bang"

-Development of the Modern Mind
https://www.youtube.com/watch?v=isOdID05YVg
https://www.youtube.com/watch?v=n6JOwJpGbVs
(We watched the first 30 minutes)

-Here's the video companion:




Evidence of Learning-
(2 PARTS)
Post Test Activity:
Consciousness / Levels of Consciousness (pages 105-106)
1. Define Consciousness-
2. What are they?
3. What's going on at each of these levels? / Examples for each

"The Mind's Big Bang"
-Development of the Modern Mind
https://www.youtube.com/watch?v=n6JOwJpGbVs
(We watched the first 30 minutes)
-Here's the video companion:


TUESDAY - 13 OCT 2015
3rd HOUR / 4TH HOUR
WU-
Page 151 "Building Social Studies Skills"
1,2,3,4

In Class-
E of L DUE:
Questions 4,5,6

One more time on Operant Conditioning...

Continuous vs. Partial Reinforcement
Interval Schedules (Fixed vs. Variable) -picture p.141
Ratio Schedules (Fixed vs. Variable) -read p.141

examples/applications of Operant Conditioning?

Latent Learning / Observational Learning (pgs.145-147)
https://www.youtube.com/watch?v=dmBqwWlJg8U
http://ksut.org/post/study-says-parents-media-exposure-trickles-down-children

Skinner/Operant Conditioning
book/audio clip:
https://www.youtube.com/watch?v=I_ctJqjlrHA

YOUR TURN!
In each example write down how operant conditioning is being used
AND/OR
Identify the connections to the principles of operant conditioning.

1. Shaping
http://www.youtube.com/watch?v=g6F0bRTurPk
2. Programmed Learning
http://www.youtube.com/watch?v=jTH3ob1IRFo
3. Classroom Discipline
http://www.youtube.com/watch?v=5-aXcp5j4bI
4. Operant Conditioning - Big Bang
http://www.youtube.com/watch?v=Mt4N9GSBoMI

(Page 150)
End of Chapter 6 Practice Vocabulary
"Identifying People and Places" 1-10

Evidence of Learning-
STUDY!!!
Chapter 6 Test - next BLOCK DAY -
WED 14 OCT or THURS 15 OCT

MONDAY - 12 OCT 2015
3rd HOUR / 4TH HOUR
WU-
Is delaying aging a good or bad thing? Why?
http://www.npr.org/blogs/health/2013/10/08/230175345/delaying-aging-may-have-a-bigger-payoff-than-fighting-diseases
1. Positives AND Negative of doing this?
2. What do you think about it? Why?

In Class-
E of L DUE:
Operant Conditioning Graphic Organizer
(6-2 / pages 136-142)

Pavlov’s dog
https://www.youtube.com/watch?v=hhqumfpxuzI
home version
http://www.youtube.com/watch#!v=wEDJF5u3inY&feature=related
the office –classical conditioning
http://www.youtube.com/watch?v=WfZfMIHwSkU&feature=related
b.f. skinner operant conditioning -pigeons
http://www.youtube.com/watch?v=I_ctJqjlrHA

skinner backround
https://www.youtube.com/watch?v=Sf6oEPvHz58

Evidence of Learning-
-PUT THE FOLLOWING IN YOUR NOTEBOOK (I will check for it next class)

USE YOUR BOOK to define and compare/contrast each of the following:
1. What is reinforcement? What are TWO types? Define each.
2. Rewards vs. Punishments
3. Continuous vs. Partial Reinforcement
4. Interval Schedules (Fixed vs. Variable) -picture p.141
5. Ratio Schedules (Fixed vs. Variable) -read p.141

6. What are some examples of Operant Conditioning?

FRIDAY - 9 OCT 2015
3rd HOUR / 4TH HOUR
WU-
READ Page 261
ANSWER:
1. Why do teens get jobs?
2. Describe TWO positive and TWO negatives of getting a job as a teen.
3. How could things in school be changed to deal with teens and jobs?

In Class-
E of L DUE:
Pages 135-136 Questions

Questions?
Conditioning Practice - Your turn!


  1. Pavlov’s dog
http://www.youtube.com/watch?v=CpoLxEN54ho
  1. Pavlov’s dog II
http://www.youtube.com/watch#!v=hhqumfpxuzI&feature=related
  1. home version
http://www.youtube.com/watch#!v=wEDJF5u3inY&feature=related
the office –classical conditioning
http://www.youtube.com/watch?v=WfZfMIHwSkU&feature=related
  1. b.f. skinner operant conditioning -pigeons
http://www.youtube.com/watch?v=I_ctJqjlrHA

skinner backround
  1. http://www.youtube.com/watch#!v=LVJMhk4oANM&feature=related

Evidence of Learning-
Operant Conditioning graphic organizer
Chap. 6-2 (pages 136-142) to assist you:


WED - 7 OCT 2015 / THURS - 8 OCT 2015
3rd HOUR / 4TH HOUR
WU-
READ page 143
"Technology and Learning"

ANSWER:
"Think About It" 1,2

In Class-
DEFINE EACH and PROVIDE AN EXAMPLE (other than the book examples):
Taste Aversion-
Extinction-
Spontaneous Recovery-
Generalization-
Discrimination-

*Applications of Classical Conditioning...
Flooding and Systemic Desensitization-
Counter-conditioning-
The Bell and Pad Method / Bed Wetting-

6-1 Mini Quiz

Background and UPDATE - Little Albert
obituary
http://ucpsych.wordpress.com/2009/04/01/little-albert-1920-2009/
facts of experiment
http://www.thepsychfiles.com/2008/02/episode-47-the-little-albert-study-what-you-know-ismostly-wrong/
fate
http://www.apa.org/monitor/2010/01/little-albert.aspx
http://www.mindhacks.com/blog/2009/10/little_albert_lost_.html

http://mindhacks.com/2009/10/22/little-albert-lost-and-found/

Conditioning Practice - Your turn!



Evidence of Learning-
Pages 135-136
READ
"Operant Conditioning" & "B.F. Skinner's Ideas for the Birds"
1. Definition of operant conditioning-
2. How is it different from classical conditioning?
3. What was Skinner's big idea?
4. Give some reasons why it didn't work out...



TUESDAY - 6 OCT 2015
3rd HOUR / 4TH HOUR
WU-
READ page 134 "The Story of Little Albert"
ANSWER:
1. What were Watson and Rayner trying to study?
2. Describe the experiment.
3. What do you think is up with Little Albert today?
4. What is your view on the ethics of this experiment?

In Class-
Habits/Preferences
(Think/Ink)

Conditioning Practice - Your turn!


DEFINE EACH and PROVIDE AN EXAMPLE (other than the book examples):
Taste Aversion-
Extinction-
Spontaneous Recovery-
Generalization-
Discrimination-

Evidence of Learning-
DO THIS:
-Definitions above (if not completed)
AND
-READ pages 133 and 135
ANSWER: What are the applications of classical conditioning?

STUDY THIS:
6-1 MATERIAL (for mini quiz on YOUR BLOCK DAY)

MONDAY - 5 OCT 2015
3rd HOUR / 4TH HOUR
WU-
READ:
Upfront Magazine "Unsafe Behind the Wheel?"
(pages 6-7)

ANSWER:
1. What are some statistics on teen driving and texting (found within the text)?
2. Give 2 examples of what states are doing to try and make teens safer drivers.
3. What do you think? Give examples of other ways that might be good ideas to help with this.

In Class-
E of L DUE:
*Chapters 10/11 Owner's Manual DUE AT THE START OF CLASS

The Marshmallow Test
wcco-marshmallow test
http://www.youtube.com/watch?v=amsqeYOk--w
more examples
http://www.youtube.com/watch?v=6EjJsPylEOY
http://www.youtube.com/watch?v=Yo4WF3cSd9Q&feature=related

Publication Bias
http://www.nytimes.com/2015/10/01/health/study-finds-psychotherapys-effectiveness-for-depression-overstated.html?_r=0

Evidence of Learning-
USE page 128-130 to help you...
1. Who is Ivan Pavlov?
2. What did he do that makes him a pioneer in classical conditioning?
3, DEFINE: US, UR, CS, CR, NS (Neutral Stimuli)

FRIDAY - 2 OCT 2015
3rd HOUR / 4TH HOUR
WU-
NO WU

In Class-
E of L DUE:

AREAS OF FOCUS (for your manual):

Physical / Motor Development
Gesell / Piaget vs. Flavell

Perceptual Development
(visual cliff)

Piaget's Stages of Cognitive Development
(video clip examples)

Kohlberg's Moral Development
-The Heinz Dilemma (p.246)

Social Development / Peer Influences / Self-Esteem
Parents / Cliques & Crowds / Peer Influences / Dating & Romantic Relationships (11-2)

Identity Formation
Erikson / Marcia (p.260)

The Marshmallow Test
wcco-marshmallow test
http://www.youtube.com/watch?v=amsqeYOk--w
more examples
http://www.youtube.com/watch?v=6EjJsPylEOY
http://www.youtube.com/watch?v=Yo4WF3cSd9Q&feature=related

Evidence of Learning-
DUE - START OF MONDAY'S CLASS
Early Childhood Owner's Manual: Birth to Teenager (Chapters 10 and 11)


WED - 30 SEPT 2015 / THURS - 1 OCT 2015
3rd HOUR / 4TH HOUR
WU-
NO WU

In Class-
E of L DUE:

AREAS OF FOCUS (for your manual):

Physical / Motor Development
Gesell / Piaget vs. Flavell

Perceptual Development
(visual cliff)

Piaget's Stages of Cognitive Development
(video clip examples)

Kohlberg's Moral Development
-The Heinz Dilemma (p.246)

Social Development / Peer Influences / Self-Esteem
Parents / Cliques & Crowds / Peer Influences / Dating & Romantic Relationships (11-2)

Identity Formation
Erikson / Marcia (p.260)

The Marshmallow Test
wcco-marshmallow test
http://www.youtube.com/watch?v=amsqeYOk--w
more examples
http://www.youtube.com/watch?v=6EjJsPylEOY
http://www.youtube.com/watch?v=Yo4WF3cSd9Q&feature=related

Evidence of Learning-
DUE - END OF CLASS - FRIDAY 2 OCT 2015
Early Childhood Owner's Manual: Birth to Teenager (Chapters 10 and 11)


TUESDAY - 29 SEPT 2015
3rd HOUR / 4TH HOUR
WU-
NO WU

In Class-
E of L DUE:

AREAS OF FOCUS (for your manual):

Physical / Motor Development
Gesell / Piaget vs. Flavell

Perceptual Development
(visual cliff)

Piaget's Stages of Cognitive Development
(video clip examples)

Kohlberg's Moral Development
-The Heinz Dilemma (p.246)

Social Development / Peer Influences / Self-Esteem
Parents / Cliques & Crowds / Peer Influences / Dating & Romantic Relationships (11-2)

Identity Formation
Erikson / Marcia (p.260)

The Marshmallow Test
wcco-marshmallow test
http://www.youtube.com/watch?v=amsqeYOk--w
more examples
http://www.youtube.com/watch?v=6EjJsPylEOY
http://www.youtube.com/watch?v=Yo4WF3cSd9Q&feature=related

Evidence of Learning-
DUE - END OF CLASS - FRIDAY 2 OCT 2015
Early Childhood Owner's Manual: Birth to Teenager (Chapters 10 and 11)


MONDAY - 28 SEPT 2015
3rd HOUR / 4TH HOUR
WU-
READ: Page 225 "Exploring Diversity: Rites of Passage"
ANSWER: "Reading Check Question"

In Class-
E of L DUE:
11-1 Review questions 1 and 3

DEFINE (finish - video examples)
attachment-
contact comfort-
imprinting-
*difference between:
assimilation-
and
accommodation-

REVIEW:
Physical / Motor Development
Gesell / Piaget vs. Flavell

Perceptual Development
(visual cliff)

Piaget's Stages of Cognitive Development
(video clip examples)

Kohlberg's Moral Development
-The Heinz Dilemma (p.246)

Social Development / Peer Influences / Self-Esteem
Parents / Cliques & Crowds / Peer Influences / Dating & Romantic Relationships (11-2)

Identity Formation
Erikson / Marcia (p.260)

The Marshmallow Test
wcco-marshmallow test
http://www.youtube.com/watch?v=amsqeYOk--w
more examples
http://www.youtube.com/watch?v=6EjJsPylEOY
http://www.youtube.com/watch?v=Yo4WF3cSd9Q&feature=related

Evidence of Learning-

FRIDAY - 25 SEPT 2015
3rd HOUR / 4TH HOUR
WU-
Chapter 10 Review (1,2,3,4)

In Class-
E of L DUE:
Chapter 10 Test AND Self-Esteem reading/responses

DEFINE (video examples)
attachment-
contact comfort-
imprinting-
*difference between:
assimilation-
and
accommodation-

REVIEW:
Physical / Motor Development
Gesell / Piaget vs. Flavell

*Similarities?
*Differences?

Apgar score
http://kidshealth.org/parent/pregnancy_center/q_a/apgar.html

perceptual development
(visual cliff)

Piaget's Stages of Cognitive Development
(video clip examples)

Evidence of Learning-
READ :Chapter 11-1: Adolescent Development
ANSWER: 11-1 Review questions 1 and 3

WED - 23 SEPT 2015 / THURS - 24 SEPT 2015
3rd HOUR / 4TH HOUR
WU-
(10-3 and 10-4 material)
1. DEFINE:
attachment-
contact comfort-
imprinting-
2. What is the difference between:
assimilation-
and
accommodation-

In Class-
E of L DUE:
Piaget activity [[#|completion]]

Evidence of Learning-
(2 PARTS)
1-
Chapter 10 Test (only using you, your book and your notes)


2-
READ and ANSWER questions that follow the self-esteem handout:


TUESDAY - 22 SEPT 2015
3rd HOUR / 4TH HOUR
WU-
READ p.245 "The Story of the Cups"
ANSWER:
1. What does this tell us about the reasoning of younger and older kids? Explain.

Recall a time in your childhood when you accidentally broke something...
2. What were the circumstances?
(Example - Were you throwing/doing something despite a warning not to do it?)
3. How did your parents react to the breakage?
4. How important to your parents was the intention behind the misdeed?

In Class-
E of L DUE:
10-2 Notes and Self-Esteem questions

Piaget's Stages of Cognitive Development:
(in notebook - define each)
Sensorimotor-
Preoperational-
Concrete-Operational-
Formal-Operational-

Evidence of Learning-
Use pages 241-244 to assist you:

Match the statements to one of Piaget's Stage of Development

MONDAY - 21 SEPT 2015
3rd HOUR / 4TH HOUR

WU-

READ page 232 "Reflexes"
ANSWER
1. Define-reflexes
2. What are 5 examples of reflexes?
3. Why do we have them? What happens to them over time?

In Class-

E of L DUE:
Development organizer and 10-1 questions

Evidence of Learning-

(2 PARTS)
1-
10-2 Notes (similarities/differences between the following individuals)
Gesell vs. Piaget vs. Flavell
*Similarities?
*Differences?

2-
READ pages 240-241 "Self-Esteem"
ANSWER:
1. What is it?
2. Describe some influences on it.
3. What are the different kinds or types?
4. Gender or age connections?

DUE next class

FRIDAY - 18 SEPT 2015
3rd HOUR / 4TH HOUR
WU-
Who and/or what do you think influences our development?
(Give some examples that will help to defend your response)

In Class-
E of L DUE:
Chapter 2 Test that you created

Assess yourselves!
(in notebook)
How old were you when you:
1. first started talking?
2. rolled over?
3. sat up?
4. started crawling?
5. started walking?
6. could write your name?
7. were able to start reading?

Evidence of Learning-
(2 PARTS)
1-
Physical Development Graphic Organizer


2-
READ page 228-230
ANSWER 10-1 Review 1,2,3 (page 230)

WED - 16 SEPT 2015 / THURS - 17 SEPT 2015
3rd HOUR / 4TH HOUR

WU-
Page 47 (Section Review #2 and #3)

In Class-
EQ / Objective:
What are examples of some things that can influence an experiment or study?

E of L DUE -
(Unethical Study and Responses)

Make Your Own Chapter 2 Test!!!
12 T/F
12 M/C
1 Short Answer
(Blank copy of test and a key)

Evidence of Learning-
Make Your Own Chapter 2 Test!!!
12 T/F
12 M/C
1 Short Answer
(Blank copy of test and a key)

TUESDAY - 15 SEPT 2015
3rd HOUR / 4TH HOUR

WU-
Page 49 (1,2,3,4)

In Class-
EQ / Objective:
What are examples of some things that can influence an experiment or study?

E of L DUE -
Methods of Observation ?'s

Methods of Observation ppt


Ethical Issues and ppt


Evidence of Learning-
FIND AND PRINT a copy of an unethical study.
1. Brief summary (3 or more sentences) of the study and describe its "findings" or conclusions.
2. What made it unethical? Which APA guidelines did it violate?
3. Describe your reaction to this study.
4. How might it have been conducted differently...to possibly become an ethical experiment/study?

MONDAY - 14 SEPT 2015
3rd HOUR / 4TH HOUR

WU-
Page 44 "Section 4 Review" 1 and 2

In Class-
EQ / Objective:
What are examples of some things that can influence an experiment or study?

E of L DUE - GREEN "How Social Scientists Find Information"

Discussion of:
A recent study (of just about anything)
CRITIQUE its scientific validity...look at its use of the scientific method, variables, correlation, generalizations, volunteer bias, etc.

Methods of Observation ppt


Science of Psychology
http://www.youtube.com/watch?v=hFV71QPvX2I

Ethical Issues and ppt (TUES)


Find unethical study (TUES)

Evidence of Learning-
Which METHOD of OBSERVATION is being described below?
1. Observing behavior in a closed-fixed setting.
2. Researchers collect a sample that includes people of different ages.
3. People are asked to respond to a series of questions about a particular subject.
4. Researchers select a group of participants and observe them over a period of time.
5. In-depth investigation of an individual or small group.
6. Observing people or animals in their natural habitats.
7. Intelligence, aptitude and personality tests are example of this method.

FRIDAY - 11 SEPT 2015
3rd HOUR / 4TH HOUR

WU-
Fast Four Minutes...Study Time!

In Class-
Chapter 2 (Sections 1 and 2) Vocabulary Quiz

Science/Research Methods You Should Know
Examples of correlation, independent and dependent variables

iv dv -
http://www.uncp.edu/home/collierw/ivdv.htm

http://www.psychologyandsociety.com/variables.html

practice -
http://www.engr.sjsu.edu/pabacker/Practice_with_variables.htm

correlation-
http://www.nvcc.edu/home/elanthier/methods/correlation-samples.htm

Sponge Bob - Experiment/Results
"Watching SpongeBob Squarepants Makes Preschoolers Slower Thinkers, Study Finds"
ANSWER:
1. What is purpose of study?
2. What is the sample? population?
3. Is it valid? reliable? Why?
4. Do you agree with conclusions? How might you conduct such an experiment?
_
Methods of Observation ppt

http://www.youtube.com/watch?v=hFV71QPvX2I

Ethical Issues and ppt

Evidence of Learning-
(2 Parts)

PART 1
COMPLETE the green sheet on
"How Social Scientists Find Information" parts A,B,C,D



Part 2
-Summarize your research article (3-5 sentences)
-In your research article, LABEL:
population, sample, IV, DV, control group, experimental group

WED - 9 SEPT 2015 / THURS - 10 SEPT 2015
3rd HOUR / 4th HOUR
WU-
READ page 45 "Hawthorne Plant Study"
ANSWER the following:
1. Describe the experiment
2. Give 2 reasons why it was a flawed experiment

In Class-
E of L DUE:
paragraph / typed - 12pt. font
TURN IN A HARD COPY or SUBMIT IT THROUGH GOOGLE CLASSROOM (your class code is below):
GOOGLE CLASSROOM
https://classroom.google.com/u/0/c/MjA4Mjc5NjI5
3rd Hour code:
vgiv8l
4th Hour code:
9nlvl5

Chapter 2 Introduction!
The scientific method

2-2 and 2-3 vocabulary in textbook in class
-notes on:
population, samples, selecting samples, generalizing results, volunteer bias,
correlation, positive correlation, negative correlation, independent variable, dependent variable,
experimental group, control group, placebo

Define above terms and find a psychological scientific study and its results

Evidence of Learning-
(2 PARTS)

1. FIND and PRINT off a recent study (of just about anything)

useful links to assist you:
http://www.sciencedaily.com/
http://psychcentral.com/news/category/psychology
http://www.apa.org/news/psycport/

2. STUDY for 2-2 Vocabulary quiz NEXT CLASS (FRI, 11 SEPT 2015)

2-2 and 2-3 vocabulary in textbook in class

-notes on:

population, samples, selecting samples, generalizing results, volunteer bias,

correlation, positive correlation, negative correlation, independent variable, dependent variable,

experimental group, control group, placebo





FRI - 4 SEPT 2015
3rd HOUR / 4th HOUR
WU-
1. What is hysteria?
2. Describe how eugenics influenced immigration policy in the U.S. during the mid 1900's.
3. Give the background beliefs of nature vs. nurture when discussing human development.

In Class-
NO E of L DUE

FINISH
"In Search of Ourselves"
w/ video companion handout:


Evidence of Learning-
In a TYPED paragraph form (7 sentences or more), answer the following question:
"Provide 2 examples of research areas or ideas studied within the field of psychology discussed in this documentary.
How did they change over time? What contributions to the field of psychology did they make? Explain each."

paragraph / typed - 12pt. font

TURN IN A HARD COPY or SUBMIT IT THROUGH GOOGLE CLASSROOM (your class code is below):

GOOGLE CLASSROOM
https://classroom.google.com/u/0/c/MjA4Mjc5NjI5

3rd Hour code:
vgiv8l
4th Hour code:
9nlvl5


WED - 2 SEPT 2015 / THURS - 3 SEPT 2015
3rd HOUR / 4th HOUR
WU-
U.S. Army - 1917
Intelligence Test


In Class-
NO E of L DUE

[[#|CONTINUE]] / FINISH
"In Search of Ourselves"
w/ video companion handout:


Evidence of Learning-


TUESDAY - 1 SEPT 2015
3rd HOUR / 4th HOUR
WU-
Study Time

In Class-
NO E of L DUE

Chapter 1 Test

START
"In Search of Ourselves"
w/ video companion handout:


Evidence of Learning-
No E of L

MONDAY - 31 AUG 2015
3rd HOUR / 4th HOUR
WU-
PAGES 4-5
READ: "Goals of Psychology"
ANSWER: "Psychologists have the same goals as scientists.
What are they? Give a little background for each one."

In Class-
DUE:
Page 21
1-4 (1 and 4)

Review material - miniquiz?
-Ancient Greece
-Middle Ages
(in 6 groups)
-Birth of Modern Science
-Wilhelm Wundt & Structuralism
-William James & Functionalism
-John B. Watson & Behaviorism
-B.F. Skinner & Reinforcement
-The Gestalt School
-Sigmund Freud & the School of Psychoanalysis

Group Poster
(Ch. 1 / Section 4)
7 Contemporary Perspectives of Psychology
(7 groups - research and visual definition)

Wrap up questions...

Evidence of Learning-
STUDY
Chapter 1 Test - Tuesday 1 SEPT 2015

WEDNESDAY - 26 AUG 2015 / THURSDAY - 27 AUG 2015
3rd HOUR / 4th HOUR
WU-
PAGE 23 "Building Social Studies Skills"
ANSWER 1.2.3.4

In Class-
Review material
Follow up questions/discussions

Psychology as a science

Historical overview of psychology (Ch.1- Sec. 2)
-Ancient Greece
-Middle Ages
(in 6 groups)
-Birth of Modern Science
-Wilhelm Wundt & Structuralism
-William James & Functionalism
-John B. Watson & Behaviorism
-B.F. Skinner & Reinforcement
-The Gestalt School
-Sigmund Freud & the School of Psychoanalysis

START - Group Poster
7 Contemporary Perspectives of Psychology
(7 groups - research and visual definition)

Wrap up questions...

Evidence of Learning-
PAGE 22
"Understanding Main Ideas"
#4 What are the SIX main contemporary perspectives in psychology?
(Name and briefly explain them.)

TUESDAY - 25 AUG 2015
3rd HOUR / 4th HOUR
WU-
(Use pages 8-11 to assist you.)
ANSWER
PAGE 11
1 and 2

In Class-
Types of Psychological Professions - mini quiz

Follow up questions/discussions

Historical overview of psychology (Ch.1- Sec. 2)
-Ancient Greece
-Middle Ages
(in 6 groups)
-Birth of Modern Science
-Wilhelm Wundt & Structuralism
-William James & Functionalism
-John B. Watson & Behaviorism
-B.F. Skinner & Reinforcement
-The Gestalt School
-Sigmund Freud & the School of Psychoanalysis

we will do this on our block day...
7 Contemporary Perspectives of Psychology
(7 groups - research and visual definition)

Wrap up questions...

Evidence of Learning-
Finish historical overview of psychology if not completed during class

MONDAY - 24 AUG 2015
3rd HOUR / 4th HOUR
WU-
READ page 7, "Thinking Critically About Astrology"
ANSWER the following questions:
1. Why is astrology NOT an empirical (hard) science?
2. Why do people continue to seek astrologists for answers to things?
3. DEFINE vocabulary- behavior, cognitive activities, theory, principle

In Class-
E of L Check / Discussion

Psychology as a science

Create a chart of the Types of Psychological Professions and a description of each.
USE PAGES 8-11 to help you.
There will be a QUIZ on this information next class.

Historical overview of psychology
and
the Psychological 6
(on own and then ppt)

7 Contemporary Perspectives of Psychology
(7 groups - research and visual definition)

Wrap up questions...

Evidence of Learning-
Be prepared to present your assigned perspective next class

FRIDAY - 21 AUG 2015
3rd HOUR / 4th HOUR
WU-
What is Psychology? What are some uses or applications for it?

In Class-
Syllabus/expectations/procedures/book sign out sheets

Discussed examples of risky behavior/definitions
-you?
-someone you know?
-why?

http://bleacherreport.com/articles/2551380-cliff-jumper-sets-world-record-with-193-foot-jump-off-switzerland-waterfall?iid=ob_homepage_deskrecommended_pool
changing tower light bulb
https://www.youtube.com/watch?v=hFMHjDqHL_Y

What do psychologists do?

Evidence of Learning-
Find a job related to psychology:
1. What is it?
2. What does it do? What kind of job is it?









2. ON THE BACK - WRITE a CRITIQUE/SUMMARY on its scientific validity...look at its use of the scientific method, variables, correlation, generalizations, volunteer bias, etc.




FRIDAY 11 SEPT 2015
3rd HOUR / 4th HOUR

WU-
READ:
"Watching SpongeBob Squarepants Makes Preschoolers Slower Thinkers, Study Finds"
ANSWER:
1. What is purpose of study?
2. What is the sample? population?
3. Is it valid? reliable? Why?
4. Do you agree with conclusions? How might you conduct such an experiment?

In Class-
Vocabulary 2/2 and 2/3 "Rollin' the Dice!"

Work / share on research article critique

Examples of correlation, independent and dependent variables

iv dv -
http://www.uncp.edu/home/collierw/ivdv.htm

http://www.psychologyandsociety.com/variables.html

practice -
http://www.engr.sjsu.edu/pabacker/Practice_with_variables.htm

correlation-
http://www.nvcc.edu/home/elanthier/methods/correlation-samples.htm

Methods of Observation ppt

COMPLETE the green sheet on
"How Social Scientists Find Information" parts A,B,C,D



http://www.youtube.com/watch?v=hFV71QPvX2I

Ethical Issues and ppt

Evidence of Learning-
-Summarize your research article
-In you research article, find:
population, sample, IV, DV, control group, experimental group












































TUESDAY - 16 DEC 2014
2nd HOUR / 5TH HOUR

HERE IS THE STUDY GUIDE FOR THE FINAL EXAM:


WU-
PAGE 433 "Building Social Studies Skills"
1,2,3,4

In Class-
Collect "A to Z of Your Head" handout

FINISH
Psychological Disorders presentations

Band of Brothers
-Somatoform - Conversion Disorder

Mysterious symptoms affecting teen girls in NY
http://www.today.com/video/today/46037808#46037808

Types of Personality Disorders
-Paranoid / Schizoid / Antisocial / Avoidant

Treatment
Types, Options, Methods
(group / individual / free association / counter-conditioning
drug therapy / ECT / Psychotherapy)

Evidence of Learning-
STUDY FOR FINAL!!!

MONDAY - 15 DEC 2014
2nd HOUR / 5TH HOUR

HERE IS THE STUDY GUIDE FOR THE FINAL EXAM:


WU-
LISTEN or READ this story:
http://www.npr.org/2013/10/20/238095806/when-playing-video-games-means-sitting-on-lifes-sidelines
ANSWER:
1. What is the name of the addiction treatment center?
2. Describe some the effects of gaming that led to these individuals seeking help.
3. What were some problems the treatment center had with the different treatment/help levels?
4. Is this a newer addiction problem? How have things changes over time?

In Class-
Collect "A to Z of Your Head" handout

FINISH
Personality Disorders presentations

Treatment
Types, Options, Methods

Evidence of Learning-
STUDY FOR FINAL!!!

FRIDAY - 12 DEC 2014
2nd HOUR / 5TH HOUR

HERE IS THE STUDY GUIDE FOR THE FINAL EXAM:


WU-
No WU

In Class-
Watch Video:
A to Z Of Your Head
https://www.youtube.com/watch?v=xtSnk4iiKPg
with handout:


Evidence of Learning-
READ
"The DSM: How Psychiatrists Redefine 'Disordered'"
ANSWER the questions that follow.


WEDNESDAY - 10 DEC 2014 / THURSDAY - 11 DEC 2014
2nd HOUR / 5TH HOUR
WU-
READ - PAGE 412 "Not Guilty by Reason of Insanity"
ANSWER:
1. Define - temporary insanity-
2. How does this contradict the law?
3. Describe the M'Naghten Rule.
4. How does the process work to determine if someone pleads insanity?
5. In you opinion, are criminals "getting away with murder"? Explain.

In Class-
http://www.crimelibrary.com/criminal_mind/psychology/insanity/7.html

REVIEW - Chapter 18 - Psychological Disorders
-How do "abnormal" thoughts and behaviors differ from "normal" thoughts and behavior?

Getting the brain:
https://www.youtube.com/watch?v=m7-bMBuVmHo
Whose brain?
https://www.youtube.com/watch?v=yH97lImrr0Q

18-2 through 18-6 (Kinds of Disorders)
-in your assigned group:
Name of Disorder
1. What is the definition of your kind of disorder?
2. Provide some examples of it.
3. Describe possible causes of it.
4. How is it treated?
-create a 5 question mini-quiz to give to the class

Evidence of Learning-
Presentation will be completed with a 5 question mini-quiz on your presented information.

TUESDAY - 9 DEC 2014
2nd HOUR / 5TH HOUR
WU-
READ - PAGE 418 "Terrorism and Anxiety"
ANSWER "Think About It" question

In Class-
E of L CHECK - COLLECT

REVIEW - Chapter 18 - Psychological Disorders
-How do "abnormal" thoughts and behaviors differ from "normal" thoughts and behavior?
-go over pgs. 410-411 notes

- Not Guilty by Reason of Insanity p.412

Classifying Psychological Disorders (411-413)

18-2 through 18-6 (Kinds of Disorders)
-in your assigned group:
1. What is the definition of your kind of disorder?
2. Provide some examples of it.
3. Describe possible causes of it.
4. How is it treated?

Evidence of Learning-
Continue researching your kind of disorder from Chapter 18

MONDAY - 8 DEC 2014
2nd HOUR / 5TH HOUR
WU-
READ "Intelligence Averages..." handout
ANSWER:
1. What is the proposed link? Explain the link.
2. Would you deem this a valid study? Why?
3. Describe some next steps that could be taken as a result of this study.

In Class-
E of L CHECK - Collect

INTRO - Chapter 18 - Psychological Disorders

-How do "abnormal" thoughts and behaviors differ from "normal" thoughts and behavior?

-What criteria are used to determine "abnormal" from "normal" thoughts and behaviors?

pages 410-411

Evidence of Learning-
Notes from pages 410-411

READ "Freedom Is Too Good for Hinckley"
ANSWER the questions that follow the reading.

FRIDAY - 5 DEC 2014
2nd HOUR / 5TH HOUR
WU-
PAGE 223 - "Building Social Studies Skills"
ANSWER 1,2,3,4

In Class-
E of L CHECK - influences on intelligence (9-4)

Giftedness / Creativity

Influences on Intelligence
-Genetic
-Environmental

IQ tests...give a couple a try...
http://www.free-iqtest.net/
http://www.queendom.com/tests/access_page/index.htm?idRegTest=3108

Evidence of Learning-
PAGE 222 "Thinking Critically"
Use reason, detail, thought...
ANSWER 1,3,4,5

WEDNESDAY - 3 DEC 2014 / THURSDAY - 4 DEC 2014
2nd HOUR / 5TH HOUR
WU-
READ p.209 "Artificial Intelligence"
ANSWER the 3 "Think About It" questions

In Class-
E of L CHECK
-Multiple Intelligences
-Differences in Intelligence

Emotional Intelligence

https://www.youtube.com/watch?v=zVxdUqLJT6s

-Problems with Intelligence Tests
-Differences in Intelligence

Battle of the Brains!
-BBC / Multiple Intelligences

Evidence of Learning-
Take this Emotional IQ Test:
http://greatergood.berkeley.edu/ei_quiz/
1. What did you score? What does this mean?
2. Do you agree with the results? Why?

9-4 - NOTES
Genetic AND Environmental Influences on Intelligence

TUESDAY - 2 DEC 2014
2nd HOUR / 5TH HOUR
WU-
READ p.217
ANSWER the following:
1. Why did Gardner choose these 7 major figures?
2. What does EC stand for?
3. Give your own example of someone who possesses most of these characteristics.
4. Is the EC a valid description that could be used to help identify intelligence? Explain.

In Class-
E of L CHECK

review:
Achievement vs. Intelligence
Spearman
Thurstone
Gardner
Sternberg

Emotional IQ - p.208

Prob's with intelligence tests

A sample of Howard Gardner's Multiple Intelligence Test...
Where are you?
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm
-print off results
1. What are you strengths? Weaknesses?
2. Do you agree with the results? Explain.

Evidence of Learning-
(2 PARTS)
Part 1
A sample of Howard Gardner's Multiple Intelligence Test...
Where are you?
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm
-print off results
1. What are you strengths? Weaknesses?
2. Do you agree with the results? Explain.

Part 2
Use 9-3 to assist you...
-Name and describe the differences in intelligence.

MONDAY - 1 DEC 2014
2nd HOUR / 5TH HOUR
WU-
ANSWER the following by using only your brain:
1. What is your definition of "intelligence"?
2. What does intelligence look like?
3. Could there be different kinds of intelligences? Explain.
4. How might you test for it? What way/type would work the best?

In Class-
Intro. to Ch.9 - Intelligence

Achievement vs. Intelligence

Here's what a couple people say about intelligence...
Spearman
Thurstone
Gardner
Sternberg

Evidence of Learning-
USE 9-2 to assist you with responses to the following:
1. What are two examples of tests that measure for intelligence? Give background and examples of each.
2. Explain the difference between test reliability and test validity.

TUESDAY - 25 NOV 2014
2nd HOUR / 5TH HOUR
WU-
ANSWER 4 and 6 on SIDE A


In Class-
Continue - 50 First Dates
with video companion:


Evidence of Learning-
Complete 50 First Dates video companion
-

FRIDAY - 21 NOV 2014
2nd HOUR / 5TH HOUR
WU-
1. What are the 3 kinds of memory?
2. What are the 3 processes of memory?
3. What are the 3 stages of memory?
4. Define amnesia-
5. What are 3 types of amnesia?

In Class-
Chapter 7 Test

POST - Test Activity
"How Ads Affect Our Memory"
(Reading and Response handout):


Man with amnesia...
https://www.youtube.com/watch?v=Q9_dqu7qz2w

Evidence of Learning-

"How Ads Affect Our Memory"

(Reading and Response handout):




WEDNESDAY - 19 NOV 2014 / THURSDAY - 20 NOV 2014
2nd HOUR / 5TH HOUR
WU-
Brain Break - Wander Activity


In Class-
E of L CHECK -
Chapter 7 Review - p.174
"Thinking Critically" 4 and 5

See what you know...
7-3 handout


7-4 Types of Forgetting

Retrograde/Anterograde Amnesia
http://www.youtube.com/watch?v=wRl0M2jQqWo

Short Term [[#|Memory Loss]]
http://www.youtube.com/watch?v=tESffhWs8l0

The Man with the 30 Second Memory
http://www.youtube.com/watch?v=WmzU47i2xgw&feature=related

Diane Van Deren
http://www.runnersworld.com/article/0,7120,s6-243-297--13822-0,00.html
http://www.youtube.com/watch?v=7jATSSgWg-M

Amnesia

Memory Games!
http://faculty.washington.edu/chudler/chmemory.html

"This is...Jeopardy!"
-review time

Evidence of Learning-
Chapter 7 Test - Memory - FRIDAY 21 NOV 2014

TUESDAY - 18 NOV 2014
2nd HOUR / 5TH HOUR
WU-
1. Why might you and another family member have different memories of the same vacation?
2. Which type of forgetting is usually to blame when people cannot find their car keys?

In Class-
E of L CHECK - NOTES on 7-4 in textbook

See what you know...
7-2/7-3 handout



7-3 ppt - review

7-4 Types of Forgetting

Retrograde/Anterograde Amnesia
http://www.youtube.com/watch?v=wRl0M2jQqWo

Short Term [[#|Memory Loss]]
http://www.youtube.com/watch?v=tESffhWs8l0

The Man with the 30 Second Memory
http://www.youtube.com/watch?v=WmzU47i2xgw&feature=related

Diane Van Deren
http://www.runnersworld.com/article/0,7120,s6-243-297--13822-0,00.html
http://www.youtube.com/watch?v=7jATSSgWg-M

Evidence of Learning-
Chapter 7 Review - p.174
"Thinking Critically" 4 and 5

MONDAY - 17 NOV 2014
2nd HOUR / 5TH HOUR
WU-
Page 175
End of Chapter 7 Review
1,2,3,4

In Class-
NOTES on 7-4 in textbook

Last 15-20 min. - watch "60 minutes- eyewitness testimony-Picking Cotton-part 2"
Answer these while watching: 1. How can eyewitness testimony and procedures be done differently?
2. Describe your reaction to this story.
3. Is this an issue that should be looked at closely here in CO and in the nation? Why?

Evidence of Learning-
NOTES on 7-4 in textbook

WEDNESDAY - 12 NOV 2014 / THURSDAY - 13 NOV 2014
2nd HOUR / 5TH HOUR
WU-

READ p.171 (The Case of H.M.)

ANSWER the following questions:

1. Briefly describe H.M.'s background.

2. What type(s) of memory loss did he suffer from?

3. Give some examples of evidence that showed he was able to adapt and still learn.

In Class-
E of L DUE - Memory Pill article and questions

Chapter 7-2 (pages 155-160)
3 Processes of Memory (encoding, storage, retrieval)
see attachment template:


60 Minutes "Eyewitness Testimony" Part 1
http://www.youtube.com/watch?v=u-SBTRLoPuo
1. Describe the crime.
2. What is the name of the convicted person?
3. What was the circumstantial evidence/eyewitness testimony? Describe it.
4. How may eyewitness testimony be used or changed in the future?

Remainder of class time should be dedicated to doing
the 7-3 Stages of Memory notes (from the book using the template format)

Evidence of Learning-
7-3 NOTES (pages 160-166) on 3 Stages of Memory
AND
STUDY for a quiz on material from Ch.7 (sections 1,2,3)

TUESDAY - 11 NOV 2014
VETERANS DAY!
Say "Thanks!" to a Veteran Today!
2nd HOUR / 5TH HOUR
WU-
READ p.165
ANSWER the following questions:
1. Provide two reasons why eyewitness testimony is problematic.
2. How do you think eyewitness testimony could be made more reliable? Explain.

In Class-
3 Kinds of Memory?
-define
-examples

3 Processes of Memory (pages 155-160)
-Encoding
-Storage
-Retrieval

cnnstudentnews.com (11 NOV 2014)

Evidence of Learning-
Pill for Memory Loss (article and questions)


MONDAY - 10 NOV 2014
2nd HOUR / 5TH HOUR
WU-
Study Time!

In Class-
Chapter 5 Test

cnnstudentnews.com

Evidence of Learning-
READ Chapter 7 - Section 1
ANSWER:
1. What are the 3 KINDS of memory? Define each.
2. Give ONE personal example for each kind.

FRIDAY - 7 NOV 2014
2nd HOUR / 5TH HOUR
WU-
Page 123
"Building Social Studies Skills"
ANSWER 1,2,3,4

In Class-
E of L Check - National Geographic "Sleep" article ?s DUE

2nd Hour videos
Biofeedback
Meditation

FFI - Wrap up

Drugs and Consciousness
-Categories (3)
-Examples

Treatments (4)

Chapter 5...Things to know

cnnstudentnews.com

Evidence of Learning-
Study for Chapter 5 Test - Monday 10 NOV 2014

WEDNESDAY - 5 NOV 2014 / THURSDAY - 6 NOV 2014
2nd HOUR / 5TH HOUR
WU-
Page 122
"Understanding Main Ideas" #1
"Thinking Critically" #2

In Class-
E of L Check - Hypnosis (What? and Your thoughts)
...using it at the dentist

Biofeedback
Meditation

Sleep problems - including parasomnia, FFI

Dying to Sleep
documentary:
https://www.youtube.com/watch?v=2D79XBv9YkA
video companion:


Evidence of Learning-
National Geographic - Sleep - article w/ questions
link:
http://ngm.nationalgeographic.com/2010/05/sleep/max-text
companion questions:



TUESDAY - 4 NOV 2014
ELECTION DAY

external image early-vote-follow-art0-gg7su1j1-1button-vote-election-campaign-2014.jpg?__scale=w:200,h:202,t:1

2nd HOUR / 5TH HOUR
WU-
READ 119 "Exploring Diversity"
ANSWER:
1. Give 3 examples of other cultures and altered states of consciousness.
2. Why do some cultures view this as something to be avoided and others something to be sought out?

In Class-
E of L Check - Sleep Problems

Sleep stages and dreams
-what are they? what's happening in each?
-why dream? why sleep?

Rollin' die...
Go over sleep problems...to include:
parasomnia and ffi

Dying to Sleep (FFI documentary)

Evidence of Learning-
1. What is hypnosis?
2. Do you think it's a real state of consciousness? Explain.

MONDAY - 3 NOV 2014
2nd HOUR / 5TH HOUR
WU-
Page 114
READ "Case Studies"
ANSWER:
1. What are some examples of voluntary and involuntary forms of behavior?
2. What is biofeedback?
3. Describe the study discussed in the reading...
4. How can biofeedback help humans?

In Class-
E of L Check - Narcolepsy article with questions

FINISH
Radiolab - Sleep...The What, Why and WOW!
link:
http://www.radiolab.org/story/91528-sleep/
audio companion:


Sleep stages and dreams

Evidence of Learning-
Pages 110-112
Sleep Problems
-Name and define each one
-What is a treatment for each one?

FRIDAY - 31 OCT 2014
2nd HOUR / 5TH HOUR
WU-
No WU

In Class-
E of L Check - Stages of Sleep and Why do we sleep?

Radiolab - Sleep...The What, Why and WOW!
link:
http://www.radiolab.org/story/91528-sleep/
audio companion:


Evidence of Learning-
READ "Enslaved by the sandman-the shackles of narcolepsy"
ANSWER the questions that follow the article.



WEDNESDAY - 29 OCT 2014 / THURSDAY - 30 OCT 2014
2nd HOUR / 5TH HOUR
WU-
ANSWER THE FOLLOWING:
1. What time did you go to sleep last night?
2. When did you wake up this morning?
3. Did you have trouble falling asleep?
4. Do you recall having any dreams or nightmares?
In Class-
E of L CHECK - 3 levels of consciousness

Chapter 5

What is "consciousness"?
What do you know about it?
Can you define it?

Consciousness as a Construct / Meanings of Consciousness

Levels of Consciousness (pages 105-106)

Altered States of Consciousness
-Sleep
-Stages of sleep (with partner)

Dreams
WATCH:
Interpretations of Dreams (Freud)
RESPOND TO:


Evidence of Learning-
Use textbook pages 107-109 to assist you (as well as other online sources):
-NAME / SKETCH / EXPLAIN each of the stage of sleep.
-Why do we sleep?

TUESDAY - 28 OCT 2014
2nd HOUR / 5TH HOUR
WU-
PAGE 104
READ EACH of the "Truth or Fiction" statements (4 total)
-Tell me if each one of these is TRUE or FALSE
-Give a supporting reason with each one as well

In Class-
FINISH
"The Mind's Big Bang"

-Development of the Modern Mind
https://www.youtube.com/watch?v=29u6XRY51Bk
-Here's the video companion:
*

*On the back of video sheet - Using 2 columns:
"According to the video, what are the physical changes AND social changes that occurred in humans?"

What is "consciousness"?
What do you know about it?
Can you define it?

Consciousness as a Construct / Meanings of Consciousness

cnnstudentnews.com

Evidence of Learning-
Levels of Consciousness (pages 105-106)
-What are they?
-What's going on at each of these levels? / Examples for each

MONDAY - 27 OCT 2014
2nd HOUR / 5TH HOUR
WU-
We are going big here...
-What do you think are the 3 greatest inventions/accomplishments in human history? Why?

In Class-
FINISH
"The Mind's Big Bang"

-Development of the Modern Mind
https://www.youtube.com/watch?v=29u6XRY51Bk
-Here's the video companion:


cnnstudentnews.com

Evidence of Learning-
FINISH "The Mind's Big Bang"
Complete video companion:


WEDNESDAY - 22 OCT 2014
2nd HOUR / 5TH HOUR
WU-
STUDY TIME!!!

In Class-
Chapter 6 Test - It's Go Time!

Start
"The Mind's Big Bang"

-Development of the Modern Mind
https://www.youtube.com/watch?v=29u6XRY51Bk
-Here's the video companion:


cnnstudentnews.com

Evidence of Learning-
Watch first 20 minutes of "The Mind's Big Bang"
Complete first half of video companion:

TUESDAY - 21 OCT 2014
2nd HOUR / 5TH HOUR
WU-
Page 151 "Building Social Studies Skills"
1,2,3,4

In Class-
E of L DUE- notes check - operant conditioning

One more time on Operant Conditioning...

Continuous vs. Partial Reinforcement
Interval Schedules (Fixed vs. Variable) -picture p.141
Ratio Schedules (Fixed vs. Variable) -read p.141

examples/applications of Operant Conditioning?

Latent Learning / Observational Learning
http://ksut.org/post/study-says-parents-media-exposure-trickles-down-children

Skinner/Operant Conditioning
book/audio clip:
https://www.youtube.com/watch?v=I_ctJqjlrHA

YOUR TURN!
In each example write down how operant conditioning is being used
AND/OR
Identify the connections to the principles of operant conditioning.

1. Shaping
http://www.youtube.com/watch?v=g6F0bRTurPk
2. Programmed Learning
http://www.youtube.com/watch?v=jTH3ob1IRFo
3. Classroom Discipline
http://www.youtube.com/watch?v=5-aXcp5j4bI
4. Operant Conditioning - Big Bang
http://www.youtube.com/watch?v=Mt4N9GSBoMI

End of Chapter 6 Practice Vocabulary
"Identifying People and Places" 1-10

practice last examples of classical conditioning

cnnstudentnews.com

Evidence of Learning-
STUDY!!!
Chapter 6 Test - Wednesday 22 OCT 2014

MONDAY - 20 OCT 2014
2nd HOUR / 5TH HOUR
WU-
Is delaying aging a good or bad thing? Why?
http://www.npr.org/blogs/health/2013/10/08/230175345/delaying-aging-may-have-a-bigger-payoff-than-fighting-diseases
1. Positives AND Negative of doing this?
2. What do you think about it? Why?

In Class-
E of L DUE- notes using graphic organizer

More on Operant Conditioning...

PUT THE FOLLOWING IN YOUR NOTEBOOK (I will check for it next class)
PART 1
USE YOUR BOOK to define and compare/contrast each of the following:
1. What is reinforcement? What are TWO types? Define each.
2. Rewards vs. Punishments
3. Continuous vs. Partial Reinforcement
4. Interval Schedules (Fixed vs. Variable) -picture p.141
5. Ratio Schedules (Fixed vs. Variable) -read p.141

6. What are some examples of Operant Conditioning?

cnnstudentnews.com

Evidence of Learning-
FINISH PART 1 stuff

WEDNESDAY - 15 OCT 2014
2nd HOUR / 5TH HOUR
WU-
Pages 135-136
READ
"Operant Conditioning" & "B.F. Skinner's Ideas for the Birds"
1. Definition of operant conditioning-
2. How is it different from classical conditioning?
3. What was Skinner's big idea?
4. Give some reasons why it didn't work out...

In Class-
E of L DUE!

DO 3. and 4.
Conditioning Practice - Your turn!


DEFINE EACH and PROVIDE AN EXAMPLE (other than the book examples):
Taste Aversion-
Extinction-
Spontaneous Recovery-
Generalization-
Discrimination-

Applications of Classical Conditioning...
Flooding and Systemic Desensitization-
Counterconditioning-
The Bell and Pad Method / Bed Wetting-

Evidence of Learning-
FINISH
Operant Conditioning graphic organizer:


TUESDAY - 14 OCT 2014
2nd HOUR / 5TH HOUR
WU-
READ page 143
"Technology and Learning"

ANSWER:
"Think About It" 1,2


In Class-
E of L DUE!

Birth to Adolescent Owner's Manual WERE DUE AT START OF CLASS!

turnitin.com

2nd HOUR INFO:
8884729
2ndhour

5th HOUR INFO:
8884735
5thhour


Conditioning Practice - Your turn!


DEFINE EACH and PROVIDE AN EXAMPLE (other than the book examples):
Taste Aversion-
Extinction-
Spontaneous Recovery-
Generalization-
Discrimination-


Evidence of Learning-
DO THIS:
READ pages 133 and 135
ANSWER: What are the applications of classical conditioning?

STUDY THIS:
6-1 MATERIAL (for mini quiz on Wed.)

MONDAY - 13 OCT 2014
2nd HOUR / 5TH HOUR
WU-
READ page 134 "The Story of Little Albert"
ANSWER:
1. What were Watson and Rayner trying to study?
2. Describe the experiment.
3. What do you think is up with Little Albert today?
4. What is your view on the ethics of this experiment?

In Class-
Birth to Adolescent Owner's Manual DUE!
turnitin.com
2nd HOUR INFO:
8884729
2ndhour
5th HOUR INFO:
8884735
5thhour

video - "Mind's Big Bang"?

Habits/Preferences
-Think/Ink

Intro. Chapter 6-1

Evidence of Learning-
PART 1
TURN IN YOUR Ch.10/11 "Owner's Manual" ASAP!
turnitin.com
2nd HOUR INFO:
8884729
2ndhour
5th HOUR INFO:
8884735
5thhour

PART 2
USE page 128-130 to help you...
1. Who is Ivan Pavlov?
2. What did he do that makes him a pioneer in classical conditioning?
3, DEFINE: US, UR, CS, CR

FRIDAY - 10 OCT 2014
2nd HOUR / 5TH HOUR
WU-
READ
Upfront Magazine "The Young and The Reckless"
(pages 6-7)

ANSWER
1. What are some statistics on teen driving and texting (found within the text)?
2. Give 2 examples of what states are doing to try and make teens safer drivers.
3. What do you think? Give examples of other ways that might be good ideas to help with this.

wcco-marshmallow test
http://www.youtube.com/watch?v=amsqeYOk--w
more examples
http://www.youtube.com/watch?v=6EjJsPylEOY
http://www.youtube.com/watch?v=Yo4WF3cSd9Q&feature=related

In Class-
Work Time:
Early Childhood to Adolescent Owner's Manual (Chapter 10 / 11)
-based on ages and stages development


Evidence of Learning-
FINISH Owner's Manual project...Due MONDAY 13 OCT 2014

WEDNESDAY - 8 OCT 2014 / THURSDAY - 9 OCT 2014
2nd HOUR / 5TH HOUR
WU-
In Class-
We watched some of these video clips and
ANSWERED the following:
1. What is the marshmallow test a possible predictor of?

wcco-marshmallow test
http://www.youtube.com/watch?v=amsqeYOk--w
more examples
http://www.youtube.com/watch?v=6EjJsPylEOY
http://www.youtube.com/watch?v=Yo4WF3cSd9Q&feature=related

Work Time:
Early Childhood to Adolescent Owner's Manual (Chapter 10 / 11)
-based on ages and stages development


Evidence of Learning-
Continue working on Owner's Manual project...Due MONDAY 13 OCT 2014

TUESDAY - 7 OCT 2014
2nd HOUR / 5TH HOUR
WU-
READ Page 260 - "Identity Formation and Identity Development"
(pages 332-333 will also assist you)
ANSWER:
According to Erik Erikson,
1. How many stages consists of the journey of life?
2. What are children's main task when they begin school? What is the main task of the adolescent stage?
3. Describe what "identity crises" is.
4. What may happen if teens do not forge their own identity?
5. What are some examples of teens "trying out different selves" during this stage of life?


In Class-
E of L DUE - Marcia's Identity Status - Check it!

wcco-marshmallow test
http://www.youtube.com/watch?v=amsqeYOk--w
more examples
http://www.youtube.com/watch?v=6EjJsPylEOY
http://www.youtube.com/watch?v=Yo4WF3cSd9Q&feature=related

Social Development - 11-2
(w/ partners)
Parents / Cliques & Crowds / Peer Influences / Dating & Romantic Relationships

Erik Erickson's Stages of Psychosocial Development (page 332)

cnnstudentnews.com

Introduce Ch. 10/11 Assessment:

Early Childhood to Adolescent Owner's Manual (Chapter 10 / 11)
-based on ages and stages development


Evidence of Learning-
Continue working on Owner's Manual project...Due MONDAY 13 OCT 2014

MONDAY - 6 OCT 2014
2nd HOUR / 5TH HOUR
WU-
PAGE 255
READ "Exploring Diversity: Rites of Passage"
ANSWER "Think About It" question

In Class-
E of L DUE - Adolescent Development (pink sheet)

wcco-marshmallow test
http://www.youtube.com/watch?v=amsqeYOk--w
more examples
http://www.youtube.com/watch?v=6EjJsPylEOY
http://www.youtube.com/watch?v=Yo4WF3cSd9Q&feature=related

Social Development - 11-2
(w/ partners)
Parents / Cliques & Crowds / Peer Influences / Dating & Romantic Relationships

cnnstudentnews.com

Evidence of Learning-
11-3 Identity Formation (pages 260-264)
1. Identify AND define each category of Marcia's Identity Status.
2. Which of these categories do you seem to fit into best? Why?
3. Name a tv or movie character that fits INTO EACH of these categories (and why they do).

FRIDAY - 3 OCT 2014
2nd HOUR / 5TH HOUR
WU-
READ Page 261
ANSWER:
1. Why do teens get jobs?
2. Describe TWO positive and TWO negatives of getting a job as a teen.
3. How could things in school be changed to deal with teens and jobs?

In Class-
E of L Check - 11-1 (questions 1,3)

side Alpha


wcco-marshmallow test
http://www.youtube.com/watch?v=amsqeYOk--w
more examples
http://www.youtube.com/watch?v=6EjJsPylEOY
http://www.youtube.com/watch?v=Yo4WF3cSd9Q&feature=related

Social Development - 11-2
Parents/Peers/Relationships

Evidence of Learning-
side BRAVO - Teen Challenges


WEDNESDAY - 1 OCT 2014 - THURSDAY 2 OCT 2014
2nd HOUR / 5TH HOUR
WU-
PAGE 248
ANSWER "Thinking Critically" 2 and 4

In Class-
Wrap up
Kohlberg's Moral Development
"The Heinz Dilemma"

...some more examples

Evaluation of Kohlberg's Moral Development
(textbook)

Chapter 10 Assessment
(use any resource, but your neighbor)

Evidence of Learning-
Post Assessment Activity
READ Chapter 11-1: Adolescent Development
ANSWER 11-1 Review questions 1 and 3

TUESDAY - 30 SEPT 2014
2nd HOUR / 5TH HOUR
WU-
Chapter 10 Review
1-4

In Class-
E of L - Self-Esteem handout/questions DUE

FINISH
Piaget's Stages of Cognitive Development:
(define/overview/application)
Sensorimotor-
Preoperational-
Concrete-Operational-
Formal-Operational-

Kohlberg's Moral Development
"The Heinz Dilemma"

Evidence of Learning-
Kohlberg's Moral Development
Wrap up / Assessment

MONDAY - 29 SEPT 2014
2nd HOUR / 5TH HOUR
WU-
(10-3 and 10-4 material)
1. DEFINE:
attachment-
contact comfort-
imprinting-
2. What is the difference between
assimilation-
and
accommodation-

In Class-
E of L - Piaget activity completion

Review-
attachment, contact comfort, imprinting
(define each and examples/clips)

(with partner - candy bar scenario)
Parenting styles - p.236

define/types/causes/effects-
"Self-Esteem"
(review main ideas)

Piaget's Stages of Cognitive Development:
(define/overview/application)
Sensorimotor-
Preoperational-
Concrete-Operational-
Formal-Operational-

Evidence of Learning-
READ and ANSWER questions that follow the self-esteem handout:


FRIDAY - 26 SEPT 2014
2nd HOUR / 5TH HOUR
WU-
READ p.245 "The Story of the Cups"
ANSWER:
1. What does this tell us about the reasoning of younger and older kids? Explain.

Recall a time in your childhood when you accidentally broke something...
2. What were the circumstances?
(Example - Were you throwing/doing something despite a warning not to do it?)
3. How did your parents react to the breakage?
4. How important to your parents was the intention behind the misdeed?

In Class-
Rollin' the dice...on 10-1, 10-2...

attachment, contact comfort, imprinting
(define each and examples/clips)

(with partner - candy bar scenario)
Parenting styles - p.236

"Self-Esteem"
(review main ideas)

Piaget's Stages of Cognitive Development:
(define/overview/application)
Sensorimotor-
Preoperational-
Concrete-Operational-
Formal-Operational-

Association and Extension Activities (2)

Evidence of Learning-
Use pages 241-244 to assist you:

Match the statements to one of Piaget's Stage of Development

WEDNESDAY - 24 SEPT 2014 / THURSDAY - 25 SEPT 2014
2nd HOUR / 5TH HOUR

WU-

READ page 232 "Reflexes"
ANSWER
1. Define-reflexes
2. What are 5 examples of reflexes?
3. Why do we have them? What happens to them over time?

In Class-

E of L Check (page 230 - 1,2,3)

Personal Timeline...

Review 10-1

Physical / Motor Development

(with partner)
Battle Royale...Gesell / Piaget vs. Flavell

*Similarities?

*Differences?

Physical Development Graphic Organizer



(as a large group)
Apgar score
http://kidshealth.org/parent/pregnancy_center/q_a/apgar.html

perceptual development

social development
-attachment, contact comfort, imprinting

Evidence of Learning-

READ pages 240-241 "Self-Esteem"

Take notes
-What is it?
-Influences on it?
-What are the different kinds or types?
-Gender or age connections?

I will do a notes check next class

MONDAY - 22 SEPT 2014 / TUESDAY - 23 SEPT 2014
2nd HOUR / 5TH HOUR
WU-
Who and/or what do you think influences our development?
(Give some examples that will help to defend your response)

In Class-
Assess yourselves!

Moving a little deeper into the book...
READ page 228-230
ANSWER 10-1 Review 1,2,3 (page 230)

Evidence of Learning-
Moving a little deeper into the book...
READ page 228-230
ANSWER 10-1 Review 1,2,3 (page 230)

WEDNESDAY - 17 SEPT 2014 / THURSDAY - 18 SEPT 2014
2nd HOUR / 5TH HOUR
WU-
NO WU

In Class-
Psychology I District Pre-Test Assessment (Illuminate)

E of L DUE...Finish time
(Make Your Own Ch.2 Test - see Tuesday's E of L)

Evidence of Learning-
No E of L

TUESDAY - 16 SEPT 2014
2nd HOUR / 5TH HOUR

WU-
USE pages 34-40 to answer the following:
1. Explain the difference between positive correlation and negative correlation.

In Class-
E of L Check (Unethical Study and Responses)

Make Your Own Chapter 2 Test!!!
10 T/F
10 M/C
1 Short Answer
(Blank copy of test and a key)

Evidence of Learning-
Make Your Own Chapter 2 Test!!!
10 T/F
10 M/C
1 Short Answer
(Blank copy of test and a key)

MONDAY - 15 SEPT 2014
2nd HOUR / 5TH HOUR

WU-
PAGE 49 (1-4)

In Class-
E of L Check (Psych Methods Handout and Page 47/1-3)

correlation-
http://www.nvcc.edu/home/elanthier/methods/correlation-samples.htm

Ethical Issues / APA Guidelines (2-4) and ppt


Evidence of Learning-
IMC lab time to find an unethical study and what was wrong with it.
FIND AND PRINT a copy of an unethical study.
1. Brief summary (3 or more sentences) of the study and describe its "findings"/conclusions.
2. What made it unethical? Which APA guidelines did it violate?
3. Describe your reaction to this study.
How might it have been conducted differently...to possibly become an ethical experiment/study?

FRIDAY - 12 SEPT 2014

2nd HOUR / 5TH HOUR

WU-
Which METHOD of OBSERVATION is being described below?
1. Observing behavior in a closed-fixed setting.
2. Researchers collect a sample that includes people of different ages.
3. People are asked to respond to a series of questions about a particular subject.
4. Researchers select a group of participants and observe them over a period of time.
5. In-depth investigation of an individual or small group.
6. Observing people or animals in their natural habitats.
7. Intelligence, aptitude and personality tests are example of this method.


In Class-
RETURN WORK!!!

REVIEW:
IV, DV
http://www.uncp.edu/home/collierw/ivdv.htm
http://www.psychologyandsociety.com/variables.html
practice -
http://www.engr.sjsu.edu/pabacker/Practice_with_variables.htm

Work / share on research article critique
-Summarize your research article
&
population, sample, IV, DV, control group, experimental group

correlation-

http://www.nvcc.edu/home/elanthier/methods/correlation-samples.htm

CORRELATE your research article

(2nd HOUR)
"How Social Scientists Find Information" parts A,B,C,D


Ethical Issues / APA Guidelines (2-4) and ppt


Evidence of Learning-
(2 Parts)
A - Psychological Methods handout


B -
READ pages 44-47
ANSWER 1,2,3 (page 47)

WEDNESDAY - 10 SEPT 2014 / THURSDAY 11 SEPT 2014
2nd HOUR / 5TH HOUR

WU-
READ:
"Watching SpongeBob Squarepants Makes Preschoolers Slower Thinkers, Study Finds"
ANSWER:
1. What is purpose of study?
2. What is the sample? population?
3. Is it valid? reliable? Why?
4. Do you agree with conclusions? How might you conduct such an experiment?

In Class-
Vocabulary 2/2 and 2/3 "Rollin' the Dice!"

Work / share on research article critique

Examples of correlation, independent and dependent variables

iv dv -
http://www.uncp.edu/home/collierw/ivdv.htm

http://www.psychologyandsociety.com/variables.html

practice -
http://www.engr.sjsu.edu/pabacker/Practice_with_variables.htm

correlation-
http://www.nvcc.edu/home/elanthier/methods/correlation-samples.htm

Methods of Observation ppt

COMPLETE the green sheet on
"How Social Scientists Find Information" parts A,B,C,D



http://www.youtube.com/watch?v=hFV71QPvX2I

Ethical Issues and ppt

Evidence of Learning-
-Summarize your research article
-In you research article, find:
population, sample, IV, DV, control group, experimental group

TUESDAY - 9 SEPT 2014
2nd HOUR / 5TH HOUR
WU-
READ page 45 "Hawthorne Plant Study"
ANSWER the following:
1. Describe the experiment
2. Give 2 reasons why it was a flawed experiment

In Class-
E of L Check (2-1 Review questions)

The scientific method

2-2 and 2-3 vocabulary in textbook in class
-notes on:
population, samples, selecting samples, generalizing results, volunteer bias,
correlation, positive correlation, negative correlation, independent variable, dependent variable,
experimental group, control group, placebo

Computer lab time to define above terms and find a psychological scientific study and its results

Evidence of Learning-
useful links:

http://www.sciencedaily.com/
http://psychcentral.com/news/category/psychology
http://www.apa.org/news/psycport/

1. FIND and PRINT off a recent study (of just about anything)
2. ON THE BACK - WRITE a CRITIQUE/SUMMARY on its scientific validity...look at its use of the scientific method, variables, correlation, generalizations, volunteer bias, etc.
3. STUDY for 2-2 Vocabulary quiz NEXT CLASS (Thursday, 11 SEPT 2014)

MONDAY - 8 SEPT 2014
2nd HOUR / 5TH HOUR
WU-
Study time - Chapter 1 Test

In Class-
Chapter 1 Test

POST TEST activity:
READ pages 26-29
ANSWER 2-1 Section Review questions 1,2

Evidence of Learning-
READ pages 26-29
ANSWER 2-1 Section Review questions 1,2

FRIDAY - 5 SEPT 2014
2nd HOUR / 5TH HOUR
WU-
Psychology Walk-about
"Can You Tell Me..." activity

In Class-
E of L DUE - "In Search of Ourselves" paragraph

Review Chapter 1 / Video information

Evidence of Learning-
STUDY FOR Chapter 1 TEST / TEST IS NEXT class...MONDAY 8 SEPT 2014

WEDNESDAY - 3 SEPT 2014 / THURSDAY - 4 SEPT 2014
2nd HOUR 5TH HOUR

WU-
Evolutionary Psychoanalytical Cognitive Biological Humanistic Learning Socio-cultural
1.
Looks at the capacity for self-fulfillment/the importance of self-awareness, making choices
2.
Studies changes over time in behavior and mental processes/struggle for survival
3.
Effects of experience on learning/”OUCH! – a hot stove!”
4.
The unconsciousness/impulses (aggression/reactions)
5._ Influences of biology on behavior/mental processes made possible by Central NS
6._
Role of thoughts in determining behavior (human nature /perceiving info./process)

In Class-
CONTINUE:
"In Search of Ourselves" video with response sheet

In a paragraph form, answer the following question:
"Name 2 examples of areas of research or ideas studied within the field of psychology discussed in this documentary.
How did they change over time? What contributions to the field of psychology did they make? Explain each."

Evidence of Learning-
Finish paragraph / typed - 12pt. font

TUESDAY - 2 SEPT 2014
2nd HOUR / 5TH HOUR
WU-
Can you tell me...
1. Who had the 1st psychology laboratory? When?
2. What is psychoanalysis?

In Class-
E of L DUE

FINISH and/or SHARE OUT:
7 Contemporary Perspectives of Psychology
(7 groups - research and visual definition)

CONTINUE:
"In Search of Ourselves" video with response sheet

Evidence of Learning-


FRIDAY - 29 AUG 2014
2nd HOUR / 5TH HOUR
WU-
1917 U.S. Army Intelligence Test

In Class-
REVIEW:
Historical overview of psychology (Ch.1- Sec. 2)
-Ancient Greece
-Middle Ages
(in 6 groups)
-Birth of Modern Science
-Wilhelm Wundt & Structuralism
-William James & Functionalism
-John B. Watson & Behaviorism
-B.F. Skinner & Reinforcement
-The Gestalt School
-Sigmund Freud & the School of Psychoanalysis

FINISH and/or SHARE OUT:
7 Contemporary Perspectives of Psychology
(7 groups - research and visual definition)

CONTINUE:
"In Search of Ourselves" video with response sheet

Evidence of Learning-
Chapter 1: Section 4
ANSWER 1. and 4.
(Page 21)

THURSDAY - 28 AUG 2014
2nd HOUR
WU-
PAGE 22 - Chapter 1 Review - under "Critically Thinking"
ANSWER #2 "Making Generalizations and Predictions"

In Class-
(This class will be watching the video first and working on the notes/posters second)

Types of Psychological Professions - quiz correct

Historical overview of psychology (Ch.1- Sec. 2)
-Ancient Greece
-Middle Ages
(in 6 groups)
-Birth of Modern Science
-Wilhelm Wundt & Structuralism
-William James & Functionalism
-John B. Watson & Behaviorism
-B.F. Skinner & Reinforcement
-The Gestalt School
-Sigmund Freud & the School of Psychoanalysis

7 Contemporary Perspectives of Psychology
(7 groups - research and visual definition)

Wrap up questions...

START "In Search of Ourselves" video with response sheet

Evidence of Learning-

WEDNESDAY - 27 AUG 2014
5th HOUR
WU-
PAGE 22 - Chapter 1 Review - under "Critically Thinking"
ANSWER #2 "Making Generalizations and Predictions"

In Class-
Types of Psychological Professions - quiz correct

Historical overview of psychology (Ch.1- Sec. 2)
-Ancient Greece
-Middle Ages
(in 6 groups)
-Birth of Modern Science
-Wilhelm Wundt & Structuralism
-William James & Functionalism
-John B. Watson & Behaviorism
-B.F. Skinner & Reinforcement
-The Gestalt School
-Sigmund Freud & the School of Psychoanalysis

7 Contemporary Perspectives of Psychology
(7 groups - research and visual definition)

Wrap up questions...

START "In Search of Ourselves" video with response sheet

Evidence of Learning-

TUESDAY - 26 AUG 2014
2nd HOUR / 5th HOUR
WU-
PAGE 23 "Building Social Studies Skills"
ANSWER 1.2.3.4

In Class-
Types of Psychological Professions - quiz correct

Follow up questions/discussions

Psychology as a science

Historical overview of psychology (Ch.1- Sec. 2)
-Ancient Greece
-Middle Ages
(in 6 groups)
-Birth of Modern Science
-Wilhelm Wundt & Structuralism
-William James & Functionalism
-John B. Watson & Behaviorism
-B.F. Skinner & Reinforcement
-The Gestalt School
-Sigmund Freud & the School of Psychoanalysis

If time permits...
7 Contemporary Perspectives of Psychology
(7 groups - research and visual definition)

Wrap up questions...

Evidence of Learning-
Finish historical overview of psychology if not completed during class

MONDAY - 25 AUG 2014
2nd HOUR / 5th HOUR
WU-
Use pages 8-11 (Chap.1-Section 1) to assist you:
ANSWER #1 on page 11

In Class-
FINISH - chart of the Types of Psychological Professions and a description of each. USE PAGES 8-11 to help you.
There will be a QUIZ on this information next class.

Follow up questions/discussions

Psychology as a science

Historical overview of psychology
(Ch.1- Sec. 2)
and
the Psychological 6
(on own and then ppt)

7 Contemporary Perspectives of Psychology
(7 groups - research and visual definition)

Wrap up questions...

Evidence of Learning-


FRIDAY - 22 AUG 2014
2nd HOUR / 5th HOUR
WU-
READ page 7, "Thinking Critically About Astrology"
ANSWER the following questions:
1. Why is astrology NOT an empirical (hard) science?
2. Why do people continue to seek astrologists for answers to things?
3. DEFINE vocabulary- behavior, cognitive activities, theory, principle

In Class-
Homework Check

Create a chart of the Types of Psychological Professions and a description of each. USE PAGES 8-11 to help you.
There will be a QUIZ on this information next class.

1-1 and 1-2 Mini Quiz

Psychology as a science

Historical overview of psychology
and
the Psychological 6
(on own and then ppt)

7 Contemporary Perspectives of Psychology
(7 groups - research and visual definition)

Wrap up questions...

Evidence of Learning-
Present your assigned perspective next class

THURSDAY - 21 AUG 2014
2nd HOUR / 5th HOUR
WU-
What is Psychology? What are some uses or applications for it?

In Class-
Syllabus/expectations/procedures/book signout sheets

Discussed examples of risky behavior/definitions

changing tower light bulb
https://www.youtube.com/watch?v=hFMHjDqHL_Y
What do psychologists do?

Evidence of Learning-
Find a job related to psychology:
1. What is it?
2. What does it do? What kind of job is it?






Early humans / Neanderthals / DNA
http://www.cnn.com/2014/10/23/health/genome-45000-year-old-bone/index.html?hpt=hp_t2
Dying to sleep:
https://www.youtube.com/watch?v=2D79XBv9YkA





















































































_
WU-
PAGE 340
"Understanding Main Ideas" #4"
"Thinking Critically" #2

In Class-
E of L Check

World's Quickest Personality Test
https://www.youtube.com/watch?v=kHF0VXPanU8

14-3 Learning Approach to Personality
14-4 Humanistic Approach to Personality

14-5 Socio-Cultural Approach to Personality

The Celebrity Similarity Test
http://psych.wfu.edu/woodlab/celebrity/celebritytest.pl

BBC - Horizon (finish?)
"The Truth About Personality"

Evidence of Learning-
Take the personality test
1. Print off the results.
2. Do you agree with the results? Why?

STUDY FOR CHAPTER 14 TEST
1st HOUR - THURSDAY, 12 DEC
5th HOUR - FRIDAY, 13 DEC

FRIDAY - 6 DEC 2013 ------------MONDAY - 9 DEC 2013
1st HOUR -------------------------------- 5th HOUR
WU-
Ch. 14 "Building Social Studies Skills" (page 341)
ANSWER 1-4

In Class-
14-2 - Psychoanalytic Approach Wrap up
(stages, other peeps)

14-3 Learning Approach

Space Race!


Humanistic Approach to Personality

Personality Test

BBC - Horizon
"The Truth About Personality"

Evidence of Learning-
14-3 Learning Approach
notes: Behaviorism vs. Social Learning
evaluation of it-

14-4 Humanistic Approach
notes: Carl Rogers -
self-concept/congruence and self-esteem/positive regard
evaluation of it-

WEDNESDAY - 4 DEC 2013 ------------THURSDAY - 5 DEC 2013
1st HOUR -------------------------------- 5th HOUR
WU-
READ page 336 "Watson and Rogers"
ANSWER 1 and 2

In Class-
14-1 Review with vocabulary (rollin' the dice)
YOUR QUESTIONS thus far...

14-2 material - Psychoanalytic Approach to Personality
Freud and beyond :)
id, ego, superego, defense mechanisms (def. and examples),
stages of development, others...

Personality Tests
(Objective / Projective)

Personality Test
TEST 1 - http://www.41q.com/
ANSWER THESE:
*What does this test describe you as? What does that description mean?

(PRINT OFF THE TEST 2 RESULTS OF THIS TEST and ANSWER THE QUESTIONS BELOW)
TEST 2 - http://www.humanmetrics.com/cgi-win/JTypes1.htm


Evidence of Learning-
A. PRINT OFF YOUR RESULTS from the SECOND website

B. ANSWER THE FOLLOWING QUESTIONS on your print off:
  1. What are the four letters of your personality type? (example: ESTJ)

  2. State your strength of preference scores. Given your strength of preference scores, which dimension was your strongest? Which was your weakest?

  3. After reading the description of your personality type, write a paragraph your reaction to the characteristics which define your type. In your essay, be sure to address each of the following.

    Which characteristics fit you well? Give examples from your life experiences of the characteristics which fit you well.

    Also, which characteristics do not fit you well? Give examples from your life experiences of why they don'tseem to fit you.


  4. Additional comments or thoughts about this test?

MONDAY - 2 DEC 2013 ------------TUESDAY - 3 DEC 2013
1st HOUR -------------------------------- 5th HOUR

WU-
READ page 328
ANSWER the following:
1. Who was Hans?
2. What did Freud think he really feared?
3. Describe eventually happened to Hans.
4. Why is this a celebrated AND controversial case?

In Class-
14-1 material/terms
-personality
-trait
-introvert
-extrovert

Personality Graphic Organizer
(who, definitions/terms, stages, evaluation)

14-2 Team Race!

BBC-Horizon: The Truth About Personality
https://www.youtube.com/watch?v=oZPxEts0UMs
*we watched first 20 minutes and turned in a ticket-out-the-door...
1. What is one fact or observation from our reading or the video today?
2. What is a question you have about today's material?

Evidence of Learning-
...the above ticket-out-the-door questions 1 and 2

THURSDAY - 21 NOV 2013 ------------FRIDAY - 22 NOV 2013
1st HOUR -------------------------------- 5th HOUR

WU-
How do think technology has affected our emotions? What about our motivation?
Explain each.

In Class-
Chapter 13 Test

(for 5th Hour - Memory Ads)

Micro Expressions
Paul Ekman
http://www.paulekman.com/
Lie To Me

Evidence of Learning-
1. Describe a tradition (or traditions) you and/or your family members have during the Thanksgiving holiday.
2. What do think are the influences connected to it? Where might be the origins?

TUESDAY - 19 NOV 2013 ------------WEDNESDAY - 20 NOV 2013
1st HOUR -------------------------------- 5th HOUR

WU-
PAGE 317 -
READ "Schachter-Singer Experiment"
ANSWER:
1. Describe the background of the experiment.
2. What's a "confederate"?
3. What was the experiment intending to study?
4. Give the results or findings of the experiment.

In Class-
ON A SEPARATE SHEET OF PAPER:
PART 1
ANSWER
PAGE 318 "Thinking Critically" 1,2,3,4
and
PAGE 318 "Writing About Psychology" #1

PART 2
IN COMPUTER LAB or IMC LAB
THE STUDENTS CAN FIND ALL OF THESE LINKS ON

(they know how to get to the site)
ranweiler.wikispaces.com

GO TO THIS LINK:
http://www.npr.org/blogs/health/2013/11/18/244526773/gut-bacteria-might-guide-the-workings-of-our-minds
READ the story and
WATCH the video within the story
ANSWER questions from the handout:


COLLECT PARTS 1 and 2 WHEN THEY COMPLETE THEM

PART 3
TRY THIS OUT! ...see how good you are at micro expressions :)
http://www.cio.com/article/facial-expressions-test

PART 4
STUDY FOR THE CHAPTER 13 TEST
it will be:
1st HOUR - THURSDAY, 21 NOV
6th HOUR - FRIDAY, 22 NOV

Evidence of Learning-
STUDY FOR THE CHAPTER 13 TEST
it will be:
1st HOUR - THURSDAY, 21 NOV
6th HOUR - FRIDAY, 22 NOV

FRIDAY - 15 NOV 2013 --------------MONDAY - 18 NOV 2013
1st HOUR -------------------------------- 5th HOUR

WU-
Chapter 13, page 319
"Building Social Studies Skills"
1-4

In Class-
E of L COLLECT - Frisbee questions

13-3 Vocabulary Fun!

Theories of Motivation - IT'S GO TIME!
In teams of 3-4...create paper slides
http://paperslide.wikispaces.com/Guidelines
*record, save, present

Maslow's Hierarchy of Needs (1st HOUR)
define
examples

Overview of Psychological Needs (13-3)

Evidence of Learning-
READ 13-4 Material
1. Define: happiness, anger
2. What are the theories of emotion? (name each and define)
3. Give the +/- of these theories (evaluation of the theories)




WEDNESDAY - 13 NOV 2013 --------------THURSDAY - 14 NOV 2013

1st HOUR -------------------------------- 5th HOUR

WU-
READ "Is it possible to detect lies?"
(page 313)
RESPOND to the questions that follow.


In Class-
E of L Check

Mini Quiz on 13-1 and 13-2 material

Theories of Motivation - IT'S GO TIME!
In teams of 3-4...create paper slides
http://paperslide.wikispaces.com/Guidelines
*record, save, present

Maslow's Hierarchy of Needs
define
examples

Evidence of Learning-
13-3 Vocabulary (quiz on these terms next class period)

READ and RESPOND to the questions that following the reading.
"Ch.13 Motivation and Emotion: Case Study - To Frisbee or Not Frisbee"


MONDAY - 11 NOV 2013 --------------TUESDAY - 12 NOV 2013
1st HOUR -------------------------------- 5th HOUR

VETERANS DAY!
THANK A VET TODAY!
http://www.va.gov/opa/vetsday/

WU-
IN YOUR NOTEBOOK:
Write down a list of activities (things you did) from the day before. (10 or more)
Next to them write down whether you feel they were done for BIOLOGICAL or PSYCHOLOGICAL reasons.

In Class-
Check E of L and review 13-1 terms

partners:
-Theories of Motivation (and Maslow's Hierarchy of Needs)
name, define, describe

"Is it possible to detect lies?"
(page 313)

In teams of 3-4...create paper slides
http://paperslide.wikispaces.com/Guidelines
http://tsdtech.wikispaces.com/Discovery+Training

Evidence of Learning-
13-2
1. The Hunger Drive-Describe the role of each... Role of the Mouth / Role of the Stomach / Role of the Hypothalamus
2. Define obesity AND causes
QUIZ next class on material from 13-1 and 13-2

THURSDAY - 7 NOV 2013 --------------FRIDAY - 8 NOV 2013
1st HOUR -------------------------------- 5th HOUR
WU-
50 First Dates
m.socrative.com questions

In Class-
Chapter 7 Test

(5th Hour)
"How Ads Affect Our Memory"
(Reading and Response handout):
ch.7.memory.ads.handout.pdf
ch.7.memory.ads.handout.pdf

ch.7.memory.ads.handout.pdf


-FINISH BOTH SIDES- (and collect at end of video)
50 First Dates with Video Responses-
follow along with the video:
Ch.7.50FirstDates.storyline.pdf
Ch.7.50FirstDates.storyline.pdf

Ch.7.50FirstDates.storyline.pdf



Evidence of Learning-

Chapter 13: Motivation and Emotion
Define:
Motive-
Need-
Drive-
Instincts-
Homeostasis-
Self-Actualization-

TUESDAY - 4 NOV 2013 -------------- WEDNESDAY - 5 NOV 2013
1st HOUR -------------------------------- 5th HOUR
WU-
STUDY TIME :)

In Class-
Chapter 7 Test

post-test (COLLECTED IN CLASS)
"How Ads Affect Our Memory"
(Reading and Response handout):
ch.7.memory.ads.handout.pdf
ch.7.memory.ads.handout.pdf

ch.7.memory.ads.handout.pdf



50 First Dates with Video Responses-
follow along with the video:
Ch.7.50FirstDates.storyline.pdf
Ch.7.50FirstDates.storyline.pdf

Ch.7.50FirstDates.storyline.pdf



Evidence of Learning-
(IF YOU WERE ABSENT) 50 First Dates video exit questions:
1. What is Henry Roth's occupation?
2. What caused Lucy's brain damage?
3. What type of amnesia does Lucy have?
4. What was Lucy's occupation before the injury occurred?
5. What is ONE thing that Lucy's father and brother have to do EVERY night?

FRIDAY - 1 NOV 2013 -------------- MONDAY - 4 NOV 2013
1st HOUR -------------------------------- 5th HOUR

WU-
Remind 101

Brain Break - Wander Activity



In Class-

E of L 7-2/7-3 note check



Stages of Memory - 7-3 (ppt/review)

*practice 7-2 and 7-3


activities

http://faculty.washington.edu/chudler/chmemory.html



7-4 Types of Forgetting

Retrograde/Anterograde Amnesia
http://www.youtube.com/watch?v=wRl0M2jQqWo

Short Term [[#|Memory Loss]]
http://www.youtube.com/watch?v=tESffhWs8l0

The Man with the 30 Second Memory
http://www.youtube.com/watch?v=WmzU47i2xgw&feature=related

Diane Van Deren
http://www.runnersworld.com/article/0,7120,s6-243-297--13822-0,00.html
http://www.youtube.com/watch?v=7jATSSgWg-M

REVIEW / OVERVIEW


Evidence of Learning-
STUDY for Ch. 7 Test :Memory
Test is
TUESDAY 5 NOV 2013 (1st HOUR)
OR
WEDNESDAY 6 NOV 2013 (5th HOUR)

WEDNESDAY - 30 OCT 2013 -------------- THURSDAY - 31 OCT 2013
1st HOUR -------------------------------- 5th HOUR
WU-
ON THE WARMUP handout
READ p.171 (The Case of H.M.)
ANSWER the following questions:
1. Briefly describe H.M.'s background.
2. What type(s) of memory loss did he suffer from?
3. Give some examples of evidence that showed he was able to adapt and still learn.

In Class-
Open notebook and open book quiz (7-2)


60 Minutes "Eyewitness Testimony" Part 2 (this is on the desktop of the laptop)
http://www.youtube.com/watch?v=u-SBTRLoPuo
1. How may eyewitness testimony be used or changed in the future?
Describe some ways it should be should or shouldn't be used?
2. Do you think there are more Ronald Cotton's out there? Why? Explain.
3. If you were him, how would you feel? Do you think justice has been served? Explain using reason, detail, fact.
*COLLECT their responses when part 2 is completed

Evidence of Learning-
TAKE NOTES on 7-3 Stages of Memory (pages 160-166)
do the following for each stage:
DEFINE
TYPES,EXAMPLES
APPLICATIONS

MONDAY - 28 OCT 2013 -------------- TUESDAY - 29 OCT 2013
1st HOUR -------------------------------- 5th HOUR
WU-
READ p.165
ANSWER the following questions:
1. Provide two reasons why eyewitness testimony is problematic.
2. How do you think eyewitness testimony could be made more reliable? Explain.

In Class-
READ and RESPOND to "Memory Pill" handout (on a separate sheet of paper)
*collect and discuss

REVIEW 3 KINDS of MEMORY
-What are they? What's the differences?

Chapter 7-2 (pages 155-160)
3 Processes of Memory:
Encoding-
Storage-
Retrieval-
(DEFINE and DRAW a picture or image FOR EACH process)

60 Minutes "Eyewitness Testimony" Part 1
http://www.youtube.com/watch?v=u-SBTRLoPuo
1. Describe the crime.
2. What is the name of the convicted person?
3. What was the circumstantial evidence/eyewitness testimony? Describe it.

Evidence of Learning-
FINISH 7-2 notes
(3 Processes of Memory - encoding, storage, retrieval)

TUESDAY - 22 OCT 2013 -------------- WEDNESDAY - 23 OCT 2013
1st HOUR -------------------------------- 5th HOUR
WU-
Is delaying aging a good or bad thing? Why?
http://www.npr.org/blogs/health/2013/10/08/230175345/delaying-aging-may-have-a-bigger-payoff-than-fighting-diseases
1. Positives AND Negative of doing this?
2. What do you think about it? Why?

In Class-
Wrap up the chapter...just a few more terms, examples...

Ch. 6 - Rollin' the dice!

Chap. 6

...more of the "The Mind's Big Bang"...

Evidence of Learning-
PART 1
READ Ch. 7-1
*What are the 3 types of memory? Name and define/describe them.
Include a personal experience or example for each.
PART 2

READ article about "Memory Erasing Pill" and
ANSWER questions on separate sheet of paper.

FRIDAY - 18 OCT 2013 -------------- MONDAY - 21 OCT 2013
1st HOUR -------------------------------- 5th HOUR
WU-
PAGE 151 (1-4)

In Class-
More on Operant Conditioning...

PUT THE FOLLOWING IN YOUR NOTEBOOK (I will check for it next class)
PART 1
USE YOUR BOOK to define and compare/contrast each of the following:
1. What is reinforcement? What are TWO types? Define each.
2. Rewards vs. Punishments
3. Continuous vs. Partial Reinforcement
4. Interval Schedules (Fixed vs. Variable) -picture p.141
5. Ratio Schedules (Fixed vs. Variable) -read p.141

6. What are some examples of Operant Conditioning?

PART 2
In each example write down how operant conditioning is being used
AND/OR
Identify the connections to the principles of operant conditioning.

1. Shaping
http://www.youtube.com/watch?v=g6F0bRTurPk
2. Programmed Learning
http://www.youtube.com/watch?v=jTH3ob1IRFo
3. Classroom Discipline
http://www.youtube.com/watch?v=5-aXcp5j4bI
4. Operant Conditioning - Big Bang
http://www.youtube.com/watch?v=Mt4N9GSBoMI

The Mind's Big Bang - PBS
http://www.youtube.com/watch?v=n6JOwJpGbVs
(follow along with yellow handout - it was handed out last class)

Evidence of Learning-
FINISH PARTS 1 and 2 (see above)


WEDNESDAY - 16 OCT 2013 -------------- THURSDAY - 17 OCT 2013
1st HOUR -------------------------------- 5th HOUR
WU-
DO THE FIRST 2 from the following examples on Conditioning:


E of L CHECK

In Class-
Background and UPDATE - Little Albert
obituary
http://ucpsych.wordpress.com/2009/04/01/little-albert-1920-2009/
facts of experiment
http://www.thepsychfiles.com/2008/02/episode-47-the-little-albert-study-what-you-know-ismostly-wrong/
fate
http://www.apa.org/monitor/2010/01/little-albert.aspx
http://www.mindhacks.com/blog/2009/10/little_albert_lost_.html

Review Conditioning terms/definitions (6-1)


Adapting to the environment
-Taste Aversions
-Extinction- The good and the bad
http://www.npr.org/templates/story/story.php?storyId=216924322
-Spontaneous Recovery
-Generalization and Discrimination

Examples (links)
little albert
https://www.youtube.com/watch?v=9hBfnXACsOI&feature=related
the office –classical conditioning
http://www.youtube.com/watch?v=WfZfMIHwSkU&feature=related
US, UR, CR and CS examples (also extinction and generalization)
http://faculty.uccb.ns.ca/gcarre/courses/psy100ccex.htm

Walk-About on 6-1 info.

Evidence of Learning-
(2 Parts)
PART 1
*Find at least 3 applications of classical conditioning (write them down)

PART 2
*6-2 Notes on Operant Conditioning (6-2) - define/examples

MONDAY - 14 OCT 2013 -------------- TUESDAY - 15 OCT 2013
1st HOUR -------------------------------- 5th HOUR
WU-
READ page 134 "The Story of Little Albert"
ANSWER:
1. What were Watson and Rayner trying to study?
2. Describe the experiment.
3. What do you think is up with Little Albert today?
4. What is your view on the ethics of this experiment?

In Class-
TURN IN - "Early Childhood to Adolescent" Manual

Habits/Preferences
-Think/Ink

Intro. Chapter 6-1

Conditioning Practice - Your turn!
Ch.6.conditioning examples.docx
Ch.6.conditioning examples.docx

Ch.6.conditioning examples.docx


WATCH "Mind's Big Bang"
with response handout:


Evidence of Learning-
READ pages 133 and 135
ANSWER: What are the applications of classical conditioning? (examples/how is it used or how could it be used?)


THURSDAY - 10 OCT 2013 -------------- FRIDAY - 11 OCT 2013
1st HOUR -------------------------------- 5th HOUR
WU-
READ page 274 "Young Adulthood"
ANSWER:
1. What is defined as "young adulthood"?
2. How is young adulthood characterized? What are some assumptions of this age group?
3. In what ways do males and females differ in young adulthood?

In Class-
Overview of young adulthood (pages 274-276)

LAST CLASS for WORK TIME - Early Childhood to Adolescent Manual (Chapter 10 / 11) Project
-based on ages and stages development




Evidence of Learning-
Early Childhood to Adolescent Manual (Chapter 10 / 11) Project
DUE:
1ST HOUR - MONDAY, 14 OCT 2013
5TH HOUR - TUESDAY, 15 OCT 2013


TUESDAY - 8 OCT 2013 -------------- WEDNESDAY - 9 OCT 2013
1st HOUR -------------------------------- 5th HOUR
WU-
READ Page 260 - "Identity Formation and Identity Development"
ANSWER:
According to Erik Erikson,
1. How many stages consists of the journey of life?
2. What are children's main task when they begin school? What is the main task of the adolescent stage?
3. Describe what "identity crises" is.
4. What may happen if teens do not forge their own identity?
5. What are some examples of teens "trying out different selves" during this stage of life?

In Class-
Collect / Discuss E of L - "The Young and the Reckless: Unsafe Behind the Wheel"

INTRODUCE assessment for Chapters 10 and 11
Project work time

Childhood- Adolescent Manual (Chapter 10 / 11)
-based on ages and stages development
Ch.10.11.Manual.Project.docx
Ch.10.11.Manual.Project.docx

Ch.10.11.Manual.Project.docx



Evidence of Learning-
PROJECT DUE:
1ST HOUR - MONDAY, 14 OCT 2013
5TH HOUR - TUESDAY, 15 OCT 2013

Early Childhood to Adolescent Manual (Chapter 10 / 11)
-based on ages and stages development
Ch.10.11.Manual.Project.docx
Ch.10.11.Manual.Project.docx

Ch.10.11.Manual.Project.docx




FRIDAY - 4 OCT 2013 -------------- MONDAY - 7 OCT 2013

1st HOUR -------------------------------- 5th HOUR

WU-
Page 271: Chapter 11 Review
ANSWER 1-4

In Class-
E of L Check - Alpha / Bravo handout

wcco-marshmallow test
http://www.youtube.com/watch?v=amsqeYOk--w
more examples
http://www.youtube.com/watch?v=6EjJsPylEOY
http://www.youtube.com/watch?v=Yo4WF3cSd9Q&feature=related

Social Development - 11-2
Parents/Peers/Relationships
4 square template

Evidence of Learning-
(2 PARTS)
1-LOOK AT THE CHART on page 263
FIND A CHARACTER (sitcom, movie, cartoon) FOR EACH
Identity Status Category (4 total)
*Write down whom and why you think they match up to that category

2-READ:
Upfront Magazine article "The Young and The Reckless: Unsafe Behind the Wheel"
http://upfront.scholastic.com/issues/10_08_12/book#/6
(pages 6-7)
RESPOND TO THE FOLLOWING:
1. How many states have created laws to deal with teen drivers?
2. Describe TWO of these state laws.
3. What is ONE POSITIVE aspect and ONE NEGATIVE aspect about these laws?
4. Give research or evidence that supports these concerns about teen driving.
5. Teen drivers are a concern or risk that needs to be closely monitored by state and local governments.
Defend your response using reason, detail, fact.

WEDNESDAY - 2 OCT 2013 -------------- THURSDAY - 3 OCT 2013

1st HOUR -------------------------------- 5th HOUR

WU-
READ Page 261
ANSWER:
1. Why do teens get jobs?
2. Describe TWO positive and TWO negatives of getting a job as a teen.
3. How could things in school be changed to deal with teens and jobs?

In Class-
E of L Check - Practice Test

side Alpha


wcco-marshmallow test
http://www.youtube.com/watch?v=amsqeYOk--w
more examples
http://www.youtube.com/watch?v=6EjJsPylEOY
http://www.youtube.com/watch?v=Yo4WF3cSd9Q&feature=related

Social Development - 11-2
Parents/Peers/Relationships

Evidence of Learning-
side BRAVO - Teen Challenges



MONDAY - 30 SEPT 2013 -------------- TUESDAY - 1 OCT 2013

1st HOUR -------------------------------- 5th HOUR
WU-
(2 Parts)
1 - Ch.10 Review p.249 (1-4)
2 - What is Kohlberg's Theory of Moral Development? Explain it / define it.

In Class-
E of L Check - Self-Esteem handout (COLLECTED)

ON IMC LAPTOPS - DO THE FOLLOWING:

A-WATCH
Real World - Self-Esteem - Dealing with a bully head on!
http://video.msnbc.msn.com/nightly-news/49265283/?from=en-us_msnhp#49265283

B-Piaget's Stages of Cognitive Development:
WATCH VIDEO CLIP EXAMPLES - Each one is found on the NETWORK DRIVE
(shared - ranweiler - ...)
Stage 1 -Sensorimotor-
Stage 2 -Preoperational-
Stage 3 -Concrete-Operational-
Stage 4 -Formal-Operational-

*Review-Criticisms of Piaget - p.244

C-Kohlberg's Theory of Moral Development
*Review-Kohlberg - p.246
*Just do Handout B, parts A and B of this handout:


*good links to examples of Ch. 10 Theories of Development



Evidence of Learning-
D-DO Chapter 10 Practice Test (16.- 20. should be put on a separate sheet of paper)


THURSDAY - 26 SEPT 2013 -------------- FRIDAY - 27 SEPT 2013

1st HOUR -------------------------------- 5th HOUR
WU-
READ "The Story of the Cups" p.245
ANSWER:
1. How are adult and child reactions to accidents different? Why?

In Class-
(Spongebob study)

Rollin' the dice...on 10-1, 10-2...

visual cliff clip

define/examples:
attachment, contact comfort, imprinting

Parenting styles - p.236
-how do you identify to these?

Self-Esteem

Piaget's Stages of Cognitive Development:
(define and applications to teaching/learning)
Sensorimotor-
Preoperational-
Concrete-Operational-
Formal-Operational-

Evidence of Learning-
READ and ANSWER questions that follow the self-esteem handout:


TUESDAY - 24 SEPT 2013 -------------- WEDNESDAY - 25 SEPT 2013

1st HOUR -------------------------------- 5th HOUR
WU-
READ page 232 "Reflexes"
ANSWER IN YOUR NOTEBOOK
1. Define-reflexes
2. What are 5 examples of reflexes?
3. Why do we have them? What happens to them over time?

In Class-
Review 10-1

Battle Royale...Gesell, Piaget vs. Flavell

Physical Development Graphic Organizer

Apgar score
http://kidshealth.org/parent/pregnancy_center/q_a/apgar.html

attachment, contact comfort, imprinting
READ (with partner, define)

Evidence of Learning-
READ
http://www.foxnews.com/health/2011/09/12/watching-spongebob-can-lead-to-learning-problems/
DO the following:
1. Annotate the evidence within this study that show there may be problems with its validity and reliability.
2. How could this study have been changed or modified to correct these problems?

FRIDAY - 20 SEPT 2013 -------------- MONDAY - 23 SEPT 2013

1st HOUR -------------------------------- 5th HOUR
WU-
STUDY TIME FOR CH. 2 TEST

In Class-
Chapter 2 Test

Post Test Activity (the E of L below)

The Alaska Experiment

Evidence of Learning-
READ page 228-230
ANSWER 10-1 Review 1,2,3 (page 230)

WEDNESDAY - 18 SEPT 2013 -------------- THURSDAY - 19 SEPT 2013

1st HOUR -------------------------------- 5th HOUR

WU-
Chapter 2 Review - p.49 (1-4) go over answers after 5-7 minutes.
http://www.bing.com/videos/watch/video/arrrr-stan-tony-get-into-talk-like-a-pirate-day/1d0v2ivwz?q=talk+like+a+pirate+day&rel=msn&from=en-us_msnhpvidmod&form=MSNrll
http://www.talklikeapirate.com/piratehome.html

In Class-
EQ / Objective:
Name the 3 requirements necessary for any psychological study or experiment to be considered ethical
(according to the APA).

With your SPRING partner (do parts A, B, C) - STUDENTS WILL PARTNER UP:
A-SHARE your unethical study or experiment

B-REVIEW key terms:
correlation, positvive correlation, negative correlation, independent variable, dependent variable,
experimental group, control group

C-NEW terms to put in notebook:
single-blind study, double-blind study, placebo


AS A CLASS
READ
"Research with Animals"
"Ethics in Using Data"
-p.47


WITH WHATEVER TIME REMAINS:
WATCH
"The Alaska Experiment - Part 1"
*On the laptop desktop in center of room
STUDENTS SHOULD ANSWER on loose leaf paper:
1. Which methods of observation could be used with this "experiment"?
2. Identify all the ways that stress cannot affect our bodies (in this type of situation).

...
if you need practice...
Examples of correlation, independent and dependent variables
iv dv -
http://www.uncp.edu/home/collierw/ivdv.htm
http://www.psychologyandsociety.com/variables.html
practice -
http://www.engr.sjsu.edu/pabacker/Practice_with_variables.htm

correlation-
http://www.nvcc.edu/home/elanthier/methods/correlation-samples.htm

Evidence of Learning-
STUDY FOR CHAPTER 2 TEST (Use notes, textbook and page 48 material to assist you.)

THURSDAY - 12 SEPT 2013 -------------- TUESDAY - 17 SEPT 2013

1st HOUR ------------------------------ 5th HOUR

WU-
Page 44 "Section 4 Review" 1 and 2

In Class-
EQ / Objective:
What are examples of some things that can influence an experiment or study?

Collect E of L - GREEN "How Social Scientists Find Information"

Discussion - E of L
A recent study (of just about anything)
CRITIQUE its scientific validity...look at its use of the scientific method, variables, correlation, generalizations, volunteer bias, etc.

2-3 textbook in class
-read / notes on:
correlation, positvive correlation, negative correlation, independent variable, dependent variable,
experimental group, control group, placebo

Examples of correlation, independent and dependent variables
iv dv -
http://www.uncp.edu/home/collierw/ivdv.htm
http://www.psychologyandsociety.com/variables.html
practice -
http://www.engr.sjsu.edu/pabacker/Practice_with_variables.htm

correlation-
http://www.nvcc.edu/home/elanthier/methods/correlation-samples.htm

Ethical Issues and ppt

Computer lab time to find a famous UNETHICAL STUDY and research what was wrong with it.

Evidence of Learning-
FIND AND PRINT a copy of an famous unethical study.
1. What made it unethical?
2. Which APA guidelines did it violate?
3. What are your thoughts on this study/experiment?
4. Is there any way it could have been done differently, so it would become ethical? Explain.

MONDAY - 16 SEPT 2013 -------

1st HOUR
NO SCHOOL

------- FRIDAY - 13 SEPT 2013

5th HOUR
NO SCHOOL

THURSDAY - 12 SEPT 2013 -------------- FRIDAY - 13 SEPT 2013

1st HOUR ----------------- 5th HOUR

WU-
Page 44 "Section 4 Review" 1 and 2

In Class-
EQ / Objective:
What are examples of some things that can influence an experiment or study?

Collect E of L - GREEN "How Social Scientists Find Information"

Discussion - E of L
A recent study (of just about anything)
CRITIQUE its scientific validity...look at its use of the scientific method, variables, correlation, generalizations, volunteer bias, etc.

2-3 textbook in class
-read / notes on:
correlation, positvive correlation, negative correlation, independent variable, dependent variable,
experimental group, control group, placebo

Examples of correlation, independent and dependent variables
iv dv -
http://www.uncp.edu/home/collierw/ivdv.htm
http://www.psychologyandsociety.com/variables.html
practice -
http://www.engr.sjsu.edu/pabacker/Practice_with_variables.htm

correlation-
http://www.nvcc.edu/home/elanthier/methods/correlation-samples.htm

Ethical Issues and ppt

Computer lab time to find a famous UNETHICAL STUDY and research what was wrong with it.

Evidence of Learning-
FIND AND PRINT a copy of an famous unethical study.
1. What made it unethical?
2. Which APA guidelines did it violate?
3. What are your thoughts on this study/experiment?
4. Is there any way it could have been done differently, so it would become ethical? Explain.

WEDNESDAY - 11 SEPT 2013

5th HOUR

TUESDAY - 10 SEPT 2013

1st HOUR
WU-
READ page 45 "Hawthorne Plant Study"
ANSWER the following:
1. Describe the experiment
2. Give 2 reasons why it was a flawed experiment

In Class-
EQ / Objective:
What is required for a scientific experiment/test to be considered valid?

E of L - COLLECT "In Search of Ourselves" paragraph*
*5-7 sentence paragraph response (to this prompt:
"What are 2 examples of ideas or concepts studied within the field of psychology discussed in this documentary? How did they change? What contributions to the field did they make? Explain each.")

Go over Chapter 1 Test (AAR) and documentary

2-2 textbook in class
-read / notes on:
population, samples, selecting samples, generalizing results, volunteer bias,
correlation, positvive correlation, negative correlation, independent variable, dependent variable,
experimental group, control group, placebo

Computer lab time to find a psychological scientific study and its results

Evidence of Learning-
1. FIND and PRINT off a recent study (of just about anything)
2. CRITIQUE its scientific validity...look at its use of the scientific method, variables, correlation, generalizations, volunteer bias, etc.
3. COMPLETE the green sheet on ..."How Social Scientists Find Information" parts A,B,C,D
(use your textbook to assist you)


MONDAY - 9 SEPT 2013

5th HOUR

FRIDAY - 6 SEPT 2013

1st HOUR
WU-
U.S. Army Intelligence Test - 1917


In Class-
Discussion of CHAPTER 1 TEST

FINISH-
Video (with chart handout)
"In Search of Ourselves"
http://www.youtube.com/watch?v=KsqJOy9rpPA
-While watching movie add notes to the people/terms listed on the chart

m.socrative.com
ROOM # 283933

quiz on video material


Evidence of Learning-
In a paragraph form, answer the following question:
"What are 2 examples of ideas or concepts studied within the field of psychology discussed in this documentary? How did they change? What contributions to the field did they make? Explain each."

THURSDAY - 5 SEPT 2013

5th HOUR

WEDNESDAY - 4 SEPT 2013

1st HOUR

WU-
Page 22 "Understanding Main Ideas" (ANSWER 1,2,3,4)

In Class-
EQ/Objective:
Name and describe the different perspectives of psychology that are studied.

Chapter 1 Test

Post test activity
READ Chapter 2 - Section 1 (pages 25-29)
ANSWER Section 1 Review questions 1 and 2 (page 29)


(WATCH 1st 30 minutes)
"In Search of Ourselves" video
http://www.youtube.com/watch?v=KsqJOy9rpPA
Video Guide



Evidence of Learning-
COMPLETE
Post test activity
READ Chapter 2 - Section 1 (pages 25-29)
ANSWER Section 1 Review questions 1 and 2 (page 29)

WATCH (if you missed it in class)
1st 30 minutes
"In Search of Ourselves" video
http://www.youtube.com/watch?v=KsqJOy9rpPA
Video Guide



TUESDAY - 3 SEPT 2013

5th HOUR

FRIDAY - 30 AUG 2013

1st HOUR

WU-
Page 23 (ANSWER 1,2,3,4)

In Class-
EQ/Objective:
List the different perspectives of psychology that are studied.

Historical overview of psychology

and

the Psychological 6

(on own and then ppt)

7 Contemporary Perspectives of Psychology

(7 groups - research and visual definition)

Wrap up questions...

Contemporary perspectives of psychological study
NOTES FROM CLASS


Evidence of Learning-
KNOW the definitions of the following psychological perspectives:
biological, evolutionary, cognitive, humanistic, psychoanalytic, learning, sociocultural

STUDY FOR CHAPTER 1 TEST - WEDNESDAY, 4 SEPT or THURSDAY, 5 SEPT
(vocabulary, jobs/careers, individuals that contributed to the field of psychology, contemporary perspectives)

THURSDAY - 29 AUG 2013

5th HOUR

WEDNESDAY - 28 AUG 2013

1st HOUR

WU-

READ page 7, "Thinking Critically About Astrology"

ANSWER the following questions:

1. Why is astrology NOT an empirical (hard) science?

2. Why do people continue to seek astrologists for answers to things?

3. DEFINE vocabulary- behavior, cognitive activities, theory, principle


In Class-
EQ/Objective:
Name some individuals that contributed to psychology.
How has psychology changed over time?

Homework Check


1-1 and 1-2 Miniquiz


Psychology as a science


Historical overview of psychology

and

the Psychological 6

(on own and then ppt)


7 Contemporary Perspectives of Psychology

(7 groups - research and visual definition)


Wrap up questions...


Evidence of Learning-

TUESDAY - 27 AUG 2013

5th HOUR

MONDAY - 26 AUG 2013

1st HOUR
WU-
What is Psychology? What are some uses or applications for it?

In Class-
EQ/Objective:
What is the definitions of Psychology? Give some examples of things that they study/research.

Syllabus/expectations/procedures/book signouts/notecards&pbis

What do psychologists do? What do you think they look at or study?

Define psychology / behavior - goals of psychology (read pages 4-6)

Discussed examples of risky behavior/definitions

risky/dangerous jobs...
http://billsblogofpsychology.blogspot.com/2008/08/americas-most-dangerous-jobs.html
http://www.businessinsider.com/most-dangerous-jobs-in-america-2013-8?op=1

changing tower lightbulb
http://www.youtube.com/watch?v=hFMHjDqHL_Y
http://www.youtube.com/watch?v=9b9LahaBJIk


Evidence of Learning-
Create a chart of the Types of Psychological Professions and a description of each. USE PAGES 8-11 to help you.
There will be a quiz on this information next class.



MONDAY - 16 SEPT 2013 -------------- TUESDAY - 17 SEPT 2013

1st HOUR & 5th HOUR

WU-
Page 49 "Chapter 4 Review" (1-4)

In Class-
EQ / Objective:
What are two things needed for ANY psychological experiment to be considered ethical?

REVIEW - GREEN "How Social Scientists Find Information"

Discussion - E of L
1-A recent study (of just about anything)
CRITIQUE its scientific validity...look at its use of the scientific method, variables, correlation, generalizations, volunteer bias, etc.
AND
2-Your unethical experiment

REVIEW 2-3 textbook in class
-read / notes on:
correlation, positvive correlation, negative correlation, independent variable, dependent variable,
experimental group, control group, placebo
*placebo, single-blind studies, double-blind studies

Ethical Issues and ppt

IV / D variables practice examples
correlation practice examples

IN NOTEBOOK:
p. 48 "Understanding Main Ideas" (1,2,3,5)

Evidence of Learning-
STUDY FOR CHAPTER 2 TEST, which is:
1st HOUR - WEDNESDAY, 18 SEPT 2013
5th HOUR - THURSDAY, 19 SEPT 2013


"In Search of Ourselves" video
http://www.youtube.com/watch?v=KsqJOy9rpPA
Video Guide



























































MONDAY - 17 DEC 2012

8th HOUR
WU-
READ page 341
ANSWER 1,2,3,4

In Class-
COLLECTED E of L

Humanistic AND Socio-Cultural Approach to Personality

Personality Tests
(Objective / Projective)



Evidence of Learning-
STUDY GUIDE for FINAL - 2nd HOUR - TUESDAY, 18 DEC 2012


FRIDAY - 14 DEC 2012

2nd HOUR / 4th HOUR
WU-
READ page 341
ANSWER 1,2,3,4

In Class-
COLLECTED E of L

Humanistic AND Socio-Cultural Approach to Personality

Personality Tests
(Objective / Projective)



Evidence of Learning-
STUDY GUIDE for FINAL - 2nd HOUR - TUESDAY, 18 DEC 2012



THURSDAY - 13 DEC 2012

8th HOUR
WU-
READ page 336
ANSWER 1 and 2

In Class-
Space Race!

14-2 and 14-3 material

Humanistic Approach to Personality

Personality Tests
(Objective / Projective)

Personality Test
TEST 1 - http://www.41q.com/
TEST 2 - http://www.humanmetrics.com/cgi-win/JTypes1.htm


Evidence of Learning-
A. PRINT OFF YOUR RESULTS from the SECOND website
B. ANSWER THE FOLLOWING QUESTIONS on your print off:
  1. What are the four letters of your personality type? (example: ESTJ)

  2. State your strength of preference scores. Given your strength of preference scores, which dimension was your strongest? Which was your weakest?

  3. After reading the description of your personality type, write a paragraph your reaction to the characteristics which define your type. In your essay, be sure to address each of the following.

    Which characteristics fit you well? Give examples from your life experiences of the characteristics which fit you well.

    Also, which characteristics do not fit you well? Give examples from your life experiences of why they don't seem to fit you.


  4. Additional comments or thoughts about this test?

WEDNESDAY - 12 DEC 2012

2nd HOUR / 4th HOUR
WU-
READ page 336
ANSWER 1 and 2

In Class-
Space Race!

14-2 and 14-3 material

Humanistic Approach to Personality

Personality Tests
(Objective / Projective)

Personality Test
TEST 1 - http://www.41q.com/
TEST 2 - http://www.humanmetrics.com/cgi-win/JTypes1.htm


Evidence of Learning-
A. PRINT OFF YOUR RESULTS from the SECOND website
B. ANSWER THE FOLLOWING QUESTIONS on your print off:
  1. What are the four letters of your personality type? (example: ESTJ)

  2. State your strength of preference scores. Given your strength of preference scores, which dimension was your strongest? Which was your weakest?

  3. After reading the description of your personality type, write a paragraph your reaction to the characteristics which define your type. In your essay, be sure to address each of the following.

    Which characteristics fit you well? Give examples from your life experiences of the characteristics which fit you well.

    Also, which characteristics do not fit you well? Give examples from your life experiences of why they don't seem to fit you.


  4. Additional comments or thoughts about this test?

TUESDAY - 11 DEC 2012


4th HOUR

WU-

READ page 328

ANSWER the following:

1. Who was Hans?

2. What did Freud think he really feared?

3. Describe eventually happened to Hans.

4. Why is this a celebrated AND controversial case?



In Class-

14-1 material/terms

-personality

-trait

-introvert

-extrovert



Personality Graphic Organizer

(who, definitions/terms, stages, evaluation)



14-2 Team Race!



Evidence of Learning-

14-2 NOTES on graphic organizer
READ 14-3

NOTES - graphic organizer

MONDAY - 10 DEC 2012
8th HOUR
WU-
READ page 328
ANSWER the following:
1. Who was Hans?
2. What did Freud think he really feared?
3. Describe eventually happened to Hans.
4. Why is this a celebrated AND controversial case?

In Class-
14-1 material/terms
-personality
-trait
-introvert
-extrovert

Personality Graphic Organizer
(who, definitions/terms, stages, evaluation)

14-2 Team Race!

Evidence of Learning-
READ 14-3
NOTES - graphic organizer

FRIDAY - 7 DEC 2012

8th HOUR
WU-
Page 318 - "Understanding Main Ideas" 1,3,4

In Class-
Chapter 13 Test

Post Test Activity
1-READ 14-1 (pages 321-324)
2-ANSWER 14-1 Review questions 1,2,3

Evidence of Learning-
READ 14-1 (pages 321-324)
ANSWER 14-1 Review questions 1,2,3

THURSDAY - 6 DEC 2012

2nd HOUR / 4th HOUR
WU-
Page 318 - "Understanding Main Ideas" 1,3,4

In Class-
Chapter 13 Test

Post Test Activity
1-READ 14-1 (pages 321-324)
2-ANSWER 14-1 Review questions 1,2,3

Evidence of Learning-
READ 14-1 (pages 321-324)
ANSWER 14-1 Review questions 1,2,3

WEDNESDAY - 5 DEC 2012

8th HOUR
WU-
Chapter 15 Review (page 319) 1,2 and 1,2

In Class-
13-4 E of L Check

Emotions - Define
-Think / Ink / Share
Universals
univrsal‑emotions‑faces.jpg
http://www.cio.com/article/facial-expressions-test

Theories of Emotion

It it possible to detect lies?
http://www.youtube.com/watch?v=RnwdndsspTI

http://www.youtube.com/watch?v=Yvoig5EK6mE

Evidence of Learning-
STUDY Chapter 13 - TEST ON FRIDAY, 7 DEC

TUESDAY - 4 DEC 2012

2nd HOUR / 4th HOUR
WU-
PAGE 317 -
READ "Schachter-Singer Experiment"
ANSWER:
1. Describe the background of the experiment.
2. What's a "confederate"?
3. What was the experiment intending to study?
4. Give the results or findings of the experiment.

In Class-
ON A SEPARATE SHEET OF PAPER:
ANSWER
PAGE 318 "Thinking Critically" 1,2,3,4
and
PAGE 318 "Writing About Psychology" #1


Universals
univrsal‑emotions‑faces.jpg
http://www.cio.com/article/facial-expressions-test

Theories of Emotion


Evidence of Learning-
STUDY Chapter 13 - TEST ON THURSDAY, 6 DEC

MONDAY - 3 DEC 2012

8th HOUR
WU-
Achievement questions...

In Class-
13-3 Vocabulary test
discuss 13-3 material

Theories of Motivation
watch paper slides
-define each of the theories of motivation

Maslow's Hierarchy of Needs
define and examples

It it possible to detect lies?
http://www.youtube.com/watch?v=zIAPHZKCyuE

Emotions
univrsal‑emotions‑faces.jpg
http://www.cio.com/article/facial-expressions-test

Evidence of Learning-
READ 13-4
ANSWER 13-4 Section Review questions 1 and 2

FRIDAY - 30 NOV 2012

2nd HOUR / 4th HOUR
WU-
Achievement questions...

In Class-
13-3 Vocabulary test
discuss 13-3 material

Theories of Motivation
watch paper slides
-define each of the theories of motivation

Maslow's Hierarchy of Needs
define and examples

It it possible to detect lies?
http://www.youtube.com/watch?v=zIAPHZKCyuE

Emotions
univrsal‑emotions‑faces.jpg
http://www.cio.com/article/facial-expressions-test

Evidence of Learning-
READ 13-4
ANSWER 13-4 Section Review questions 1 and 2

THURSDAY - 29 NOV 2012

8th HOUR
WU-
READ "the Schachter-Singer Experiment" p. 317
ANSWER the following questions:
1. Describe the background of the experiment.
2. In what ways did emotion affect this experiment?
3. Do you believe this experiment to be an ethical one? Why?

In Class-
E of L Check

Mini Quiz on 13-1 and 13-2 material

Theories of Motivation
In teams of 3-4...create paper slides
http://paperslide.wikispaces.com/Guidelines
*record, save, present

Maslow's Hierarchy of Needs
define and examples

Evidence of Learning-
13-3 Vocabulary (quiz on these terms next class period)

WEDNESDAY - 28 NOV 2012

2nd HOUR / 4th HOUR
WU-
READ "the Schachter-Singer Experiment" p. 317
ANSWER the following questions:
1. Describe the background of the experiment.
2. In what ways did emotion affect this experiment?
3. Do you believe this experiment to be an ethical one? Why?

In Class-
E of L Check

Mini Quiz on 13-1 and 13-2 material

Theories of Motivation
In teams of 3-4...create paper slides
http://paperslide.wikispaces.com/Guidelines
*record, save, present

Maslow's Hierarchy of Needs
define and examples

Evidence of Learning-
13-3 Vocabulary (quiz on these terms next class period)

TUESDAY - 27 NOV 2012

8th HOUR
WU-
READ page 313 "Is it possible to detect lies?"
RESPOND to the questions that follow.

In Class-
Chapter 13

Brainstorm and Define:
Motive-
Need-
Drive-

Theories of Motivation (and Maslow's Hierarchy of Needs)

In teams of 3-4...create paper slides
http://paperslide.wikispaces.com/Guidelines

Evidence of Learning-
13-2
1. The Hunger Drive-Describe the role of each... Role of the Mouth / Role of the Stomach / Role of the Hypothalamus
2. Define obesity AND causes
QUIZ next class on this material

MONDAY - 26 NOV 2012

2nd HOUR / 4th HOUR
WU-
READ page 313 "Is it possible to detect lies?"
RESPOND to the questions that follow.

In Class-
Chapter 13

Brainstorm and Define:
Motive-
Need-
Drive-

Theories of Motivation (and Maslow's Hierarchy of Needs)

In teams of 3-4...create paper slides
http://paperslide.wikispaces.com/Guidelines

Evidence of Learning-
13-2
1. The Hunger Drive-Describe the role of each... Role of the Mouth / Role of the Stomach / Role of the Hypothalamus
2. Define obesity AND causes
QUIZ next class on this material

FRIDAY - 16 NOV 2012

8th HOUR
WU-
IN YOUR NOTEBOOK:
Write down a list of activities (things you did) from the day before.
Next to them write down whether you feel they were done for BIOLOGICAL or PSYCHOLOGICAL reasons.

In Class-
FINISH "50 First Dates"
with Guided Video Response handout below:

50 First Dates with Video Responses-
follow along with the video:


Evidence of Learning-
50 FIRST DATES handout was collected today.

THURSDAY - 15 NOV 2012

2nd HOUR / 4th HOUR
WU-
IN YOUR NOTEBOOK:
Write down a list of activities (things you did) from the day before.
Next to them write down whether you feel they were done for BIOLOGICAL or PSYCHOLOGICAL reasons.

In Class-
FINISH "50 First Dates"
with Guided Video Response handout below:

50 First Dates with Video Responses-
follow along with the video:


Evidence of Learning-
50 FIRST DATES handout was collected today.

WEDNESDAY - 14 NOV 2012

8th HOUR
WU-
page 175 - Chapter 7 Review (1-4)

In Class-
Chapter 7 Test

post-test (COLLECTED IN CLASS)
"How Ads Affect Our Memory"
(Reading and Response handout):


50 First Dates with Video Responses-
follow along with the video:


Evidence of Learning-
(IF YOU WERE ABSENT) 50 First Dates video exit questions:
1. What is Henry Roth's occupation?
2. What caused Lucy's brain damage?
3. What type of amnesia does Lucy have?
4. What was Lucy's occupation before the injury occurred?
5. What is ONE thing that Lucy's father and brother have to do EVERY night?

TUESDAY - 13 NOV 2012

2nd HOUR / 4th HOUR
WU-
page 175 - Chapter 7 Review (1-4)

In Class-
Chapter 7 Test

post-test (COLLECTED IN CLASS)
"How Ads Affect Our Memory"
(Reading and Response handout):


50 First Dates with Video Responses-
follow along with the video:


Evidence of Learning-
(IF YOU WERE ABSENT) 50 First Dates video exit questions:
1. What is Henry Roth's occupation?
2. What caused Lucy's brain damage?
3. What type of amnesia does Lucy have?
4. What was Lucy's occupation before the injury occurred?
5. What is ONE thing that Lucy's father and brother have to do EVERY night?

MONDAY - 12 NOV 2012

8th HOUR
WU-
Brain Break - Wander Activity


In Class-
HAND IN Memory Research article with summary

7-4 Types of Forgetting

Retrograde/Anterograde Amnesia
http://www.youtube.com/watch?v=wRl0M2jQqWo

Short Term [[#|Memory Loss]]
http://www.youtube.com/watch?v=tESffhWs8l0

The Man with the 30 Second Memory
http://www.youtube.com/watch?v=WmzU47i2xgw&feature=related

Diane Van Deren
http://www.runnersworld.com/article/0,7120,s6-243-297--13822-0,00.html
http://www.youtube.com/watch?v=7jATSSgWg-M

Evidence of Learning-
STUDY for Ch. 7 Test : Memory
Test is Tuesday, 13 NOV 2012

FRIDAY - 9 NOV 2012

2nd HOUR / 4th HOUR
WU-
Brain Break - Wander Activity


In Class-
HAND IN Memory Research article with summary

7-4 Types of Forgetting

Retrograde/Anterograde Amnesia
http://www.youtube.com/watch?v=wRl0M2jQqWo

Short Term Memory Loss
http://www.youtube.com/watch?v=tESffhWs8l0

The Man with the 30 Second Memory
http://www.youtube.com/watch?v=WmzU47i2xgw&feature=related

Diane Van Deren
http://www.runnersworld.com/article/0,7120,s6-243-297--13822-0,00.html
http://www.youtube.com/watch?v=7jATSSgWg-M

Evidence of Learning-
STUDY for Ch. 7 Test : Memory
Test is Tuesday, 13 NOV 2012

THURSDAY - 8 NOV 2012

8th HOUR
WU-
READ "I Will Remember"
ANSWER:
1. Give some examples of memory problems that he had.
2. Which type of memory loss did he suffer from?
3. What was the cause? What was the treatment?
4. Describe him afterwards...How has he adapted/overcome his condition?


In Class-
E of L 7-3/7-4 note check

Stages of Memory - 7-3 (ppt/review)

http://faculty.washington.edu/chudler/chmemory.html

7-4 Types of Forgetting

Evidence of Learning-
Memory Research Article
Find and article on the latest research in memory AND print it off.
On a separate sheet of paper (written or typed):
1. What is the main topic/area being studied?
2. Give a summary of the article (in terms of why they did the testing/research, outcomes, benefits, research findings, etc.) *5 sentences minimum
3. What did YOU find interesting with this topic or research? Why?

WEDNESDAY - 7 NOV 2012

2nd HOUR / 4th HOUR
WU-
READ "I Will Remember"
ANSWER:
1. Give some examples of memory problems that he had.
2. Which type of memory loss did he suffer from?
3. What was the cause? What was the treatment?
4. Describe him afterwards...How has he adapted/overcome his condition?


In Class-
E of L 7-3/7-4 note check

Stages of Memory - 7-3 (ppt/review)

http://faculty.washington.edu/chudler/chmemory.html

7-4 Types of Forgetting

Evidence of Learning-
Memory Research Article
Find and article on the latest research in memory AND print it off.
On a separate sheet of paper (written or typed):
1. What is the main topic/area being studied?
2. Give a summary of the article (in terms of why they did the testing/research, outcomes, benefits, research findings, etc.) *5 sentences minimum
3. What did YOU find interesting with this topic or research? Why?

TUESDAY - 6 NOV 2012

8th HOUR
WU-
READ p.171 (The Case of H.M.)
ANSWER the following questions:
1. Briefly describe H.M.'s background.
2. What type(s) of memory loss did he suffer from?
3. Give some examples of evidence that showed he was able to adapt and still learn.

In Class-
Quiz (7-1 and 7-1)

Processes of Memory in 3 Acts

Evidence of Learning-
7-4 Notes
-Basic Memory Tasks
-Types of Memory Loss
-Give some examples of ways to improve memory

MONDAY - 5 NOV 2012

2nd HOUR / 4th HOUR
WU-
READ p.171 (The Case of H.M.)
ANSWER the following questions:
1. Briefly describe H.M.'s background.
2. What type(s) of memory loss did he suffer from?
3. Give some examples of evidence that showed he was able to adapt and still learn.

In Class-
Quiz (7-1 and 7-1)

Processes of Memory in 3 Acts


Evidence of Learning-
7-4 Notes
-Basic Memory Tasks
-Types of Memory Loss
-Give some examples of ways to improve memory

THURSDAY - 1 NOV 2012

8th HOUR
WU-
READ p.165
ANSWER the following questions:
1. Provide two reasons why eyewitness testimony is problematic.
2. How do you think eyewitness testimony could be made more reliable? Explain.

In Class-
COLLECT "Memory Pill" HW

Chapter 7-2 (pages 155-160)
3 Processes of Memory (encoding, storage, retrieval)
see attachment template:

60 Minutes "Eyewitness Testimony" Part 1
http://www.youtube.com/watch?v=u-SBTRLoPuo
1. Describe the crime.
2. What is the name of the convicted person?
3. What was the circumstantial evidence/eyewitness testimony? Describe it.
4. How may eyewitness testimony be used or changed in the future?

Remainder of class time should be dedicated to doing
the 7-3 Stages of Memory notes (from the book using the handout format)

Evidence of Learning-
7-3 NOTES (pages 160-166) on 3 Stages of Memory
AND
STUDY for a quiz on material from Ch.7 (sections 1,2,3)

WEDNESDAY - 31 OCT 2012

2nd HOUR / 4th HOUR
WU-
READ p.165
ANSWER the following questions:
1. Provide two reasons why eyewitness testimony is problematic.
2. How do you think eyewitness testimony could be made more reliable? Explain.

In Class-
COLLECT "Memory Pill" HW

Chapter 7-2 (pages 155-160)
3 Processes of Memory (encoding, storage, retrieval)
see attachment template:

WAR of THE WORLDS!

Evidence of Learning-
7-3 NOTES (pages 160-166) on 3 Stages of Memory
AND
STUDY for a quiz on material from Ch.7 (sections 1,2,3)


TUESDAY - 30 OCT 2012

8th HOUR
WU-
STUDY TIME FOR Ch. 6

In Class-
Ch. 6 Test

POST TEST ACTIVITY:
READ Ch. 7-1
*What are the 3 types of memory? Name and define/describe them.
Include a personal experience or example for each.

Evidence of Learning-

7-3 NOTES (pages 160-166) on 3 Stages of Memory
AND
STUDY for a quiz on material from this section

MONDAY - 29 OCT 2012

2nd HOUR / 4th HOUR
WU-
STUDY TIME FOR Ch. 6

In Class-
Ch. 6 Test

POST TEST ACTIVITY:
READ Ch. 7-1
*What are the 3 types of memory? Name and define/describe them.
Include a personal experience or example for each.

Evidence of Learning-

READ article about "Memory Erasing Pill" and ANSWER
questions that separate sheet of paper.

MONDAY - 29 OCT 2012

2nd HOUR / 4th HOUR
WU-
STUDY TIME FOR Ch. 6

In Class-
Ch. 6 Test

POST TEST ACTIVITY:
READ Ch. 7-1
*What are the 3 types of memory? Name and define/describe them.
Include a personal experience or example for each.

Evidence of Learning-


THURSDAY - 24 OCT 2012

2nd HOUR / 4th HOUR
WU-
A. PAGE 151 (1-4)
B. Ethics of DNA manipulation
http://www.npr.org/blogs/health/2012/10/24/163509093/geneticists-breach-ethical-taboo-by-changing-genes-across-generations
C. E of L Check
In Class-
More on Operant Conditioning
-Continuous vs. Partial Reinforcement
-Interval Schedules (Fixed vs. Variable) -picture p.141
-Ratio Schedules (Fixed vs. Variable) -read p.141

Applications of Classical and Operant

Operant Examples:
Shaping
http://www.youtube.com/watch?v=g6F0bRTurPk
Programmed Learning
http://www.youtube.com/watch?v=jTH3ob1IRFo
Classroom Discipline
http://www.youtube.com/watch?v=5-aXcp5j4bI

6-4 Material and Chapter 6 Review
Practice Handout and Vocabulary
Tech Takeover
http://www.hulu.com/#!watch/414798

Evidence of Learning-
STUDY FOR CHAPTER 6 TEST - MONDAY, 28 OCT 2012

WEDNESDAY - 24 OCT 2012

8th HOUR
WU-
READ page 143
ANSWER 1 and 2

In Class-
6-2 Walk About (review material)

Operant Conditioning (def's/applications/etc.)

Video examples

Evidence of Learning-
READ 6-3
1. Name AND explain the TWO types of learning/
2. Describe a personal example of each.

TUESDAY - 23 OCT 2012

2nd HOUR / 4th HOUR
WU-
READ page 143
ANSWER 1 and 2

In Class-
6-2 Walk About (review material)

Operant Conditioning (def's/applications/etc.)

Video examples

Evidence of Learning-
READ 6-3
1. Name AND explain the TWO types of learning/
2. Describe a personal example of each.

MONDAY - 22 OCT 2012

8th HOUR
WU-
DO the following examples on Conditioning:


E of L CHECK

In Class-
Background and UPDATE - Little Albert
obituary
http://ucpsych.wordpress.com/2009/04/01/little-albert-1920-2009/
facts of experiment
http://www.thepsychfiles.com/2008/02/episode-47-the-little-albert-study-what-you-know-ismostly-wrong/
fate
http://www.apa.org/monitor/2010/01/little-albert.aspx
http://www.mindhacks.com/blog/2009/10/little_albert_lost_.html

Review Conditioning terms/definitions (6-1)


Adapting to the environment
-Taste Aversions
-Extinction
-Spontaneous Recovery
-Generalization and Discrimination

Applications of Classical Conditioning (3)

Examples (links)
little albert
https://www.youtube.com/watch?v=9hBfnXACsOI&feature=related
the office –classical conditioning
http://www.youtube.com/watch?v=WfZfMIHwSkU&feature=related
US, UR, CR and CS examples (also extinction and generalization)
http://faculty.uccb.ns.ca/gcarre/courses/psy100ccex.htm

Walk-About on 6-1 info.

Evidence of Learning-
6-2 Notes on Operant Conditioning / use notes template (see attachment)


FRIDAY - 19 OCT 2012

2nd HOUR / 4th HOUR
WU-
DO the following examples on Conditioning:


E of L CHECK

In Class-
Background and UPDATE - Little Albert
obituary
http://ucpsych.wordpress.com/2009/04/01/little-albert-1920-2009/
facts of experiment
http://www.thepsychfiles.com/2008/02/episode-47-the-little-albert-study-what-you-know-ismostly-wrong/
fate
http://www.apa.org/monitor/2010/01/little-albert.aspx
http://www.mindhacks.com/blog/2009/10/little_albert_lost_.html

Review Conditioning terms/definitions (6-1)


Adapting to the environment
-Taste Aversions
-Extinction
-Spontaneous Recovery
-Generalization and Discrimination

Applications of Classical Conditioning (3)

Examples (links)
little albert
https://www.youtube.com/watch?v=9hBfnXACsOI&feature=related
the office –classical conditioning
http://www.youtube.com/watch?v=WfZfMIHwSkU&feature=related
US, UR, CR and CS examples (also extinction and generalization)
http://faculty.uccb.ns.ca/gcarre/courses/psy100ccex.htm

Walk-About on 6-1 info.

Evidence of Learning-
6-2 Notes on Operant Conditioning / use notes template (see attachment)


THURSDAY - 18 OCT 2012

8th HOUR
WU-
READ page 134 "The Story of Little Albert"
ANSWER:
1. What were Watson and Rayner trying to study?
2. Describe the experiment.
3. What do you think is up with Little Albert today?
4. What is your view on the ethics of this experiment?

In Class-
FINISH video - "Mind's Big Bang"

Habits/Preferences
-Think/Ink

Intro. Chapter 6-1

Conditioning Practice - Your turn!


Evidence of Learning-
READ pages 133 and 135
ANSWER: What are the applications of classical conditioning?


WEDNESDAY - 17 OCT 2012

2nd HOUR / 4th HOUR
WU-
READ page 134 "The Story of Little Albert"
ANSWER:
1. What were Watson and Rayner trying to study?
2. Describe the experiment.
3. What do you think is up with Little Albert today?
4. What is your view on the ethics of this experiment?

In Class-
FINISH video - "Mind's Big Bang"

Habits/Preferences
-Think/Ink

Intro. Chapter 6-1

Conditioning Practice - Your turn!


Evidence of Learning-
READ pages 133 and 135
ANSWER: What are the applications of classical conditioning?

TUESDAY - 16 OCT 2012

8th HOUR
WU-
READ page 289 "Making the Most of Late Adulthood"
ANSWER:
1. Describe the later life contributions of the 3 individuals.
2. As a whole, why do you think they were able to accomplish these things later in life?

In Class-
TURN IN - Early Childhood Manual (Chapter 10 / 11) Project
-based on ages and stages development


[[#|COMPLETE]] USING TEXTBOOK-
Chapter 12: Adulthood -Chapter Test

Evidence of Learning-
[[#|COMPLETE]] USING TEXTBOOK-
Chapter 12: Adulthood -Chapter Test


MONDAY - 15 OCT 2012

2nd HOUR / 4th HOUR
WU-
READ page 289 "Making the Most of Late Adulthood"
ANSWER:
1. Describe the later life contributions of the 3 individuals.
2. As a whole, why do you think they were able to accomplish these things later in life?

In Class-
TURN IN - Early Childhood Manual (Chapter 10 / 11) Project
-based on ages and stages development


COMPLETE USING TEXTBOOK-
Chapter 12: Adulthood -Chapter Test

Evidence of Learning-
COMPLETE USING TEXTBOOK-
Chapter 12: Adulthood -Chapter Test


FRIDAY - 12 OCT 2012

8th HOUR
WU-
READ Page 260 - "Identity Formation and Identity Development"
ANSWER:
According to Erik Erikson,
1. How many stages consists of the journey of life?
2. What are children's main task when they begin school? What is the main task of the adolescent stage?
3. Describe what "identity crises" is.
4. What may happen if teens do not forge their own identity?
5. What are some examples of teens "trying out different selves" during this stage of life?

In Class-
Project work time
Early Childhood Manual (Chapter 10 / 11)
-based on ages and stages development


Evidence of Learning-
PROJECT DUE: TUESDAY, 16 OCT 2012
Early Childhood Manual (Chapter 10 / 11)
-based on ages and stages development


THURSDAY - 11 OCT 2012

2nd HOUR / 4th HOUR
WU-
READ Page 260 - "Identity Formation and Identity Development"
ANSWER:
According to Erik Erikson,
1. How many stages consists of the journey of life?
2. What are children's main task when they begin school? What is the main task of the adolescent stage?
3. Describe what "identity crises" is.
4. What may happen if teens do not forge their own identity?
5. What are some examples of teens "trying out different selves" during this stage of life?

In Class-
Project work time
Early Childhood Manual (Chapter 10 / 11)
-based on ages and stages development


Evidence of Learning-
PROJECT DUE: MONDAY, 15 OCT 2012
Early Childhood Manual (Chapter 10 / 11)
-based on ages and stages development


WEDNESDAY - 10 OCT 2012

8th HOUR
WU-
ANSWER questions 1-4 on Page 271

In Class-
E of L "Adolescent Developmement" turn in

Upfront Magazine "The Young and The Reckless"
(pages 6-7)

Project work time
Early Childhood Manual (Chapter 10 / 11)
-based on ages and stages development


Evidence of Learning-
Early Childhood Manual (Chapter 10 / 11)
-based on ages and stages development

TUESDAY - 19 OCT 2012

2nd HOUR / 4th HOUR
WU-
ANSWER questions 1-4 on Page 271

In Class-
E of L "Adolescent Developmement" turn in

Upfront Magazine "The Young and The Reckless"
(pages 6-7)

Project work time
Early Childhood Manual (Chapter 10 / 11)
-based on ages and stages development


Evidence of Learning-
Early Childhood Manual (Chapter 10 / 11)
-based on ages and stages development


MONDAY - 8 OCT 2012

8th HOUR
WU-
READ Page 261
ANSWER:
1. Why do teens get jobs?
2. Describe TWO positive and TWO negatives of getting a job as a teen.
3. How could things in school be changed to deal with teens and jobs?

In Class-
E of L Check - Practice Test

side Alpha


wcco-marshmallow test
http://www.youtube.com/watch?v=amsqeYOk--w
more examples
http://www.youtube.com/watch?v=6EjJsPylEOY
http://www.youtube.com/watch?v=Yo4WF3cSd9Q&feature=related

Social Development - 11-2
Parents/Peers/Relationships

Evidence of Learning-
side BRAVO - Teen Challenges


FRIDAY - 3 OCT 2012

2nd HOUR / 4th HOUR
WU-
READ Page 261
ANSWER:
1. Why do teens get jobs?
2. Describe TWO positive and TWO negatives of getting a job as a teen.
3. How could things in school be changed to deal with teens and jobs?

In Class-
E of L Check - Practice Test

side Alpha


wcco-marshmallow test
http://www.youtube.com/watch?v=amsqeYOk--w
more examples
http://www.youtube.com/watch?v=6EjJsPylEOY
http://www.youtube.com/watch?v=Yo4WF3cSd9Q&feature=related

Social Development - 11-2
Parents/Peers/Relationships

Evidence of Learning-
side BRAVO - Teen Challenges


THURSDAY - 4 OCT 2012

8th HOUR

WU-

Ch.10 Review (1-4)
"Writing About Psychology" p.248 #2

In Class-

E of L Check

Real World - Self-Esteem - Dealing with a bully head on!
http://video.msnbc.msn.com/nightly-news/49265283/?from=en-us_msnhp#49265283

Review-Criticisms of Piaget - p.244

Review-Kohlberg's Theory of Moral Development - p.246

Intro. Ch.11 (3 ?'s)
Adolescence-Development
Growth Spurt - Sexual Dev. - Differences in Maturation Rates


Evidence of Learning-
Ch. 10 Practice Test

WEDNESDAY - 3 OCT 2012

2nd HOUR / 4th HOUR
WU-
Ch.10 Review (1-4)
"Writing About Psychology" p.248 #2

In Class-

E of L Check

Real World - Self-Esteem - Dealing with a bully head on!
http://video.msnbc.msn.com/nightly-news/49265283/?from=en-us_msnhp#49265283

Review-Criticisms of Piaget - p.244

Review-Kohlberg's Theory of Moral Development - p.246

Intro. Ch.11 (3 ?'s)
Adolescence-Development
Growth Spurt - Sexual Dev. - Differences in Maturation Rates


Evidence of Learning-
Ch. 10 Practice Test


TUESDAY - 2 OCT 2012


8th HOUR

WU-

READ p.245

ANSWER

1. What does this tell us about the reasoning of younger and older kids? Explain.


In Class-

Piaget practice - handout


Piaget's Stages of Cognitive Development:

Sensorimotor-

Preoperational-

Concrete-Operational-

Formal-Operational-


Criticisms of Piaget - p.244


Kohlberg's Theory of Moral Development - p.246


The Heinz Dilemma - Group Activity




Evidence of Learning-

READ and ANSWER questions that follow this handout:



MONDAY - 1 OCT 2012

2nd HOUR / 4th HOUR
WU-
READ p.245
ANSWER
1. What does this tell us about the reasoning of younger and older kids? Explain.

In Class-
Piaget practice - handout

Piaget's Stages of Cognitive Development:
Sensorimotor-
Preoperational-
Concrete-Operational-
Formal-Operational-

Criticisms of Piaget - p.244

Kohlberg's Theory of Moral Development - p.246

The Heinz Dilemma - Group Activity


Evidence of Learning-
READ and ANSWER questions that follow this handout:

FRIDAY - 28 SEPT 2012

8th HOUR
WU-
READ "In The World Today"
ANSWER the Think About It Question

In Class-
Rollin' the dice...on 10-1, 10-2...
visual cliff clip
attachment, contact comfort, imprinting

Parenting styles - p.236
Self-Esteem

Piaget's Stages of Cognitive Development:
Sensorimotor-
Preoperational-
Concrete-Operational-
Formal-Operational-

-Extension Activity

Evidence of Learning-
READ and ANSWER questions that follow the self-esteem handout:


THURSDAY - 27 SEPT 2012

2nd HOUR / 4th HOUR
WU-
READ "In The World Today"
ANSWER the Think About It Question

In Class-
Rollin' the dice...on 10-1, 10-2...
visual cliff clip
attachment, contact comfort, imprinting

Parenting styles - p.236
Self-Esteem

Piaget's Stages of Cognitive Development:
Sensorimotor-
Preoperational-
Concrete-Operational-
Formal-Operational-

-Extension Activity

Evidence of Learning-
READ and ANSWER questions that follow the self-esteem handout:

WEDNESDAY - 26 SEPT 2012
8th HOUR
WU-
READ page 232 "Reflexes"
ANSWER
1. Define-reflexes
2. What are 5 examples of reflexes?
3. Why do we have them? What happens to them over time?

In Class-
Review 10-1

Battle Royale...Gesell, Piaget vs. Flavell

Physical Development Graphic Organizer

Apgar score
http://kidshealth.org/parent/pregnancy_center/q_a/apgar.html

attachment, contact comfort, imprinting

Evidence of Learning-
READ pages 240-241 "Self-Esteem"
-Take notes
-What is it? Different kinds, types?
...I will do a notes check next class

TUES - 25 SEPT 2012

2nd HOUR / 4th HOUR
WU-
READ page 232 "Reflexes"
ANSWER
1. Define-reflexes
2. What are 5 examples of reflexes?
3. Why do we have them? What happens to them over time?

In Class-
Review 10-1

Battle Royale...Gesell, Piaget vs. Flavell

Physical Development Graphic Organizer

Apgar score
http://kidshealth.org/parent/pregnancy_center/q_a/apgar.html

attachment, contact comfort, imprinting

Evidence of Learning-
READ pages 240-241 "Self-Esteem"
-Take notes
-What is it? Different kinds, types?
...I will do a notes check next class

MON - 24 SEPT 2012

8th HOUR
WU-
STUDY TIME FOR CH. 2 TEST

In Class-
Chapter 2 Test

Turned in Unethical Study and responses

Evidence of Learning-
READ page 228-230
ANSWER 10-1 Review 1,2,3,4 (page 230)

FRI - 21 SEPT 2012

2nd HOUR / 4th HOUR
WU-
STUDY TIME FOR CH. 2 TEST

In Class-
Chapter 2 Test

Turned in Unethical Study and responses

Evidence of Learning-
READ page 228-230
ANSWER 10-1 Review 1,2,3,4 (page 230)


THURS - 20 SEPT 2012

8th HOUR
WU-
PAGE 44 "Section 4 Review" 1 and 2
http://www.bing.com/videos/watch/video/arrrr-stan-tony-get-into-talk-like-a-pirate-day/1d0v2ivwz?q=talk+like+a+pirate+day&rel=msn&from=en-us_msnhpvidmod&form=MSNrll
In Class-
E of L Check (green sheet and research article)

Work on research article critique

Examples of correlation, independent and dependent variables
iv dv -
http://www.uncp.edu/home/collierw/ivdv.htm
http://www.psychologyandsociety.com/variables.html
practice -
http://www.engr.sjsu.edu/pabacker/Practice_with_variables.htm

correlation-
http://www.nvcc.edu/home/elanthier/methods/correlation-samples.htm

Ethical Issues and ppt

Computer lab time to find an unethical study and what was wrong with it.

Evidence of Learning-
(3 PARTS)
A.
FIND AND PRINT a copy of an unethical study.
1. What made it unethical?
2. Which APA guidelines did it violate?

B.
CHAPTER 2 test study guide

C.
STUDY FOR CHAPTER 2 TEST (FRIDAY 21 SEPT)

WED - 19 SEPT 2012

2nd HOUR / 4th HOUR
WU-
PAGE 44 "Section 4 Review" 1 and 2
http://www.bing.com/videos/watch/video/arrrr-stan-tony-get-into-talk-like-a-pirate-day/1d0v2ivwz?q=talk+like+a+pirate+day&rel=msn&from=en-us_msnhpvidmod&form=MSNrll
In Class-
E of L Check (green sheet and research article)

Work on research article critique

Examples of correlation, independent and dependent variables
iv dv -
http://www.uncp.edu/home/collierw/ivdv.htm
http://www.psychologyandsociety.com/variables.html
practice -
http://www.engr.sjsu.edu/pabacker/Practice_with_variables.htm

correlation-
http://www.nvcc.edu/home/elanthier/methods/correlation-samples.htm

Ethical Issues and ppt

Computer lab time to find an unethical study and what was wrong with it.

Evidence of Learning-
(3 PARTS)
A.
FIND AND PRINT a copy of an unethical study.
1. What made it unethical?
2. Which APA guidelines did it violate?

B.
CHAPTER 2 test study guide

C.
STUDY FOR CHAPTER 2 TEST (FRIDAY 21 SEPT)

TUES - 18 SEPT 2012

8th HOUR
WU-
READ page 45 "Hawthrone Plant Study"
ANSWER the following:
1. Describe the experiment
2. Give 2 reasons why it was a flawed experiment

In Class-
E of L Check (2-3 notes on methods of observation)

2-2 textbook in class
-notes on:
population, samples, selecting samples, generalizing results, volunteer bias,
correlation, positvive correlation, negative correlation, independent variable, dependent variable,
experimental group, control group, placebo

Computer lab time to find a scientific study and its results

Evidence of Learning-
COMPLETE the green sheet on ..."How Social Scientists Find Information" parts A,B,C,D

MON - 17 SEPT 2012

2nd HOUR / 4th HOUR
WU-
READ page 45 "Hawthorne Plant Study"
ANSWER the following:
1. Describe the experiment
2. Give 2 reasons why it was a flawed experiment

In Class-
E of L Check (2-3 notes on methods of observation)

2-2 textbook in class
-notes on:
population, samples, selecting samples, generalizing results, volunteer bias,
correlation, positvive correlation, negative correlation, independent variable, dependent variable,
experimental group, control group, placebo

Computer lab time to find a psychological scientific study and its results

Evidence of Learning-
1. FIND and PRINT off a recent study (of just about anything)
2. CRITIQUE its scientific validity...look at its use of the scientific method, variables, correlation, generalizations, volunteer bias, etc.
3. COMPLETE the green sheet on ..."How Social Scientists Find Information" parts A,B,C,D


FRI - 14 SEPT 2012

8th HOUR
WU-
READ page 32 "Exploring Diversity"
ANSWER the "Think About It" question

In Class-
E of L Check

FINISH-
Video (with chart handout)
"In Search of Ourselves"
-While watching movie add notes to the people/terms listed on the chart


2-1 Section Review Discussion

Practice recognizing hypothesis

2-2 textbook in class

Cooperative Activity - Toothpaste and Bread


Evidence of Learning-
Ch. 2-3
Methods of Observation (list and describe each one)

THURS - 13 SEPT 2012

2nd HOUR / 4th HOUR
WU-
READ page 32 "Exploring Diversity"
ANSWER the "Think About It" question

In Class-
E of L Check

FINISH-
Video (with chart handout)
"In Search of Ourselves"
-While watching movie add notes to the people/terms listed on the chart


2-1 Section Review Discussion

2-2 textbook in class

Cooperative Activity - Toothpaste and Bread


Evidence of Learning-
Ch. 2-3
Methods of Observation (list and describe each one)

WED - 12 SEPT 2012

8th HOUR
WU-
U.S. Army Intelligence Test - 1917

In Class-
Discussion / AAR-
CHAPTER 1 QUIZ

FINISH-
Video (with chart handout)
"In Search of Ourselves"
-While watching movie add notes to the people/terms listed on the chart


Evidence of Learning-
2-1 Section Review (page 29) 1,2,3

TUES - 11 SEPT 2012

2nd HOUR / 4th HOUR
WU-
U.S. Army Intelligence Test - 1917

In Class-
Discussion / AAR-
CHAPTER 1 QUIZ

FINISH-
Video (with chart handout)
"In Search of Ourselves"
-While watching movie add notes to the people/terms listed on the chart


Evidence of Learning-
2-1 Section Review (page 29) 1,2,3

MON - 10 SEPT 2012

8th HOUR
WU-
Page 22
"Thinking Critically" #4

In Class-
CHAPTER 1 QUIZ

Video (with chart handout)
"In Search of Ourselves"
-While watching movie add notes to the people/terms listed on the chart


Evidence of Learning-
In a paragraph form, answer the following question:
"What are 2 examples of major changes to the field of psychology (over the course of its history)? Explain each."

FRI - 6 SEPT 2012

2nd HOUR / 4th HOUR
WU-
Page 22
"Thinking Critically" #4

In Class-
CHAPTER 1 QUIZ

Video (with chart handout)
"In Search of Ourselves"
-While watching movie add notes to the people/terms listed on the chart


Evidence of Learning-
In a paragraph form, answer the following question:
"What are 2 examples of major changes to the field of psychology (over the course of its history)? Explain each."

THURS - 6 SEPT 2012

8th HOUR
WU-
Psychological 6 Matching!

In Class-
Review
the Psychological 6 (notes)

Contemporary areas of psychological study

Evidence of Learning-
Define the following psychological perspectives:
biological, evolutionary, cognitive, humanistic, psychoanalytic, learning, sociocultural


STUDY FOR CHAPTER 1 TEST - MONDAY, 10 SEPT
(vocabulary, jobs/careers, individuals that contributed to the field of psychology, contemporary perspectives)

WED - 5 SEPT 2012

2nd HOUR / 4th HOUR
WU-
Psychological 6 Matching!

In Class-
Review
the Psychological 6 (notes)

Contemporary areas of psychological study

Evidence of Learning-
Define the following psychological perspectives:
biological, evolutionary, cognitive, humanistic, psychoanalytic, learning, sociocultural


STUDY FOR CHAPTER 1 TEST - FRIDAY, 7 SEPT
(vocabulary, jobs/careers, individuals that contributed to the field of psychology, contemporary perspectives)

TUES - 4 SEPT 2012

8th HOUR
WU-
PAGE 23 - ANSWER 1,2,3,4

In Class-
Review
Historical overview of psychology
and
the Psychological 6 (notes)

Wrap up questions...

Evidence of Learning-

FRI - 31 AUG 2012

2nd HOUR / 4th HOUR
WU-
PAGE 23 - ANSWER 1,2,3,4

In Class-
Review
Historical overview of psychology
and
the Psychological 6 (notes)

Wrap up questions...

Evidence of Learning-

THURS - 30 AUG 2012

8th HOUR
WU-
READ page 7, "Thinking Critically About Astrology"
ANSWER the following questions:
1. Why is astrology NOT an empirical (hard) science?
2. Why do people continue to seek astrologists for answers to things?
3. DEFINE vocabulary- behavior, cognitive activities, theory, principle

In Class-
Homework Check

1-1 and 1-2 Miniquiz

Psychology as a science

Historical overview of psychology
and
the Psychological 6

7 Contemporary Perspectives of Psychology

Wrap up questions...

Evidence of Learning-

WED - 28 AUG 2013

2nd HOUR / 4th HOUR
WU-
READ page 7, "Thinking Critically About Astrology"
ANSWER the following questions:
1. Why is astrology NOT an empirical (hard) science?
2. Why do people continue to seek astrologists for answers to things?
3. DEFINE vocabulary- behavior, cognitive activities, theory, principle

In Class-
Homework Check

1-1 and 1-2 Miniquiz

Psychology as a science

Historical overview of psychology
and
the Psychological 6
(on own and then ppt)

7 Contemporary Perspectives of Psychology
(7 groups - research and visual definition)

Wrap up questions...

Evidence of Learning-

TUES - 28 AUG 2012

8th HOUR
WU-
What is Psychology? What are some uses or applications for it?

In Class-
Course Syllabus outline
Discussed examples of risky behavior

Evidence of Learning-
Create a chart of the Types of Psychological Professions and a description of each. USE PAGES 8-11 to help you.
There will be a quiz on this information next class.

MON - 27 AUG 2012

2nd HOUR / 4th HOUR
WU-
What is Psychology? What are some uses or applications for it?

In Class-
Syllabus/expectations/procedures/book signouts

Discussed examples of risky behavior/definitions

changing tower lightbulb
What do psychologists do?

Evidence of Learning-
Create a chart of the Types of Psychological Professions and a description of each. USE PAGES 8-11 to help you.
There will be a quiz on this information next class.

9/17 and 9/18 OR 9/22 and 9/23
WU-
Do you think the following are TRUE or FALSE?

1. Most babies triple their weight by the time they reach their first birthdays.
2. Newborn babies would rather be held by their mothers than by other people.
3. Baby geese become attached to the first moving object they see - even if the object is a human being.
4. Most abused children become child abusers themselves when they grow up.
5. Children's self-esteem tends to decrease as they go through elementary school.

In Class-
E of L DUE...5th Hour 30 min. in IMC to complete
(Make Your Own Ch.2 Test - see Tuesday's E of L)

Take a test

Evidence of Learning-
Moving a little deeper into the book...
READ page 228-230
ANSWER 10-1 Review 1,2,3,4 (page 230)

WEDNESDAY - 23 SEPT 2015
3rd HOUR / 4TH HOUR
WU-
(10-3 and 10-4 material)
1. DEFINE:
attachment-
contact comfort-
imprinting-
2. What is the difference between:
assimilation-
and
accommodation-

In Class-
E of L DUE:
Piaget activity completion

Evidence of Learning-
(2 PARTS)
1-
Chapter 10 Test (only using you, your book and your notes)


2-
READ and ANSWER questions that follow the self-esteem handout:


TUESDAY - 22 SEPT 2015
3rd HOUR / 4TH HOUR
WU-
READ p.245 "The Story of the Cups"
ANSWER:
1. What does this tell us about the reasoning of younger and older kids? Explain.

Recall a time in your childhood when you accidentally broke something...
2. What were the circumstances?
(Example - Were you throwing/doing something despite a warning not to do it?)
3. How did your parents react to the breakage?
4. How important to your parents was the intention behind the misdeed?

In Class-
E of L DUE:
10-2 Notes and Self-Esteem questions

Piaget's Stages of Cognitive Development:
(in notebook - define each)
Sensorimotor-
Preoperational-
Concrete-Operational-
Formal-Operational-

Evidence of Learning-
Use pages 241-244 to assist you:

Match the statements to one of Piaget's Stage of Development

MONDAY - 21 SEPT 2015
3rd HOUR / 4TH HOUR

WU-

READ page 232 "Reflexes"
ANSWER
1. Define-reflexes
2. What are 5 examples of reflexes?
3. Why do we have them? What happens to them over time?

In Class-

E of L DUE:
Development organizer and 10-1 questions

Evidence of Learning-

(2 PARTS)
1-
10-2 Notes (similarities/differences between the following individuals)
Gesell vs. Piaget vs. Flavell
*Similarities?
*Differences?

2-
READ pages 240-241 "Self-Esteem"
ANSWER:
1. What is it?
2. Describe some influences on it.
3. What are the different kinds or types?
4. Gender or age connections?

DUE next class

FRIDAY - 18 SEPT 2015
3rd HOUR / 4TH HOUR
WU-
Who and/or what do you think influences our development?
(Give some examples that will help to defend your response)

In Class-
E of L DUE:
Chapter 2 Test that you created

Assess yourselves!
(in notebook)
How old were you when you:
1. first started talking?
2. rolled over?
3. sat up?
4. started crawling?
5. started walking?
6. could write your name?
7. were able to start reading?

Evidence of Learning-
(2 PARTS)
1-
Physical Development Graphic Organizer


2-
READ page 228-230
ANSWER 10-1 Review 1,2,3 (page 230)

MONDAY - 14 DEC 2015
3rd HOUR / 4TH HOUR
WU-
No WU...right to "A to Z of Your Head"

In Class-
E of L CHECK -

WATCH
"A to Z of Your Head"
https://www.youtube.com/watch?v=dlHsllMjA88
COMPLETE
Video Companion


Evidence of Learning-
Work on your Final Exam Study Guide:


































http://games.yahoo.com/blogs/plugged-in/video-optical-illusion-wins-head-191105551.html

http://www.authorstream.com/Presentation/charminglyours-297170-research-methods-psychology-education-ppt-powerpoint/
http://www.radiolab.org/2007/may/24/

Start "Radiolab"-
http://www.radiolab.org/2007/may/24/
Radiolab Handout

Ch. 7 Memory
http://news.blogs.cnn.com/2012/03/27/world-contest-mountains-next-for-2-time-u-s-memory-champ/?hpt=hp_bn1

  1. Multiple Intelligence Strengths Test (take the test and print your results).
http://www.ldrc.ca/projects/miinventory/miinventory.php