Psychology+I

= Psychology I = = SPRING 2017 =

curtis.ranweiler@thompsonschools.org __Course Outline:__ __Warm up template: __
 * Mr. Ranweiler - ** ** Social Science Department - Berthoud High School **

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-** <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8px;">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-** <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8px;">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-** //<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8px;">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-** //<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8px;">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-** //<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8px;">E of L CHECK - // //<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8px;">Emotional IQ Test responses // //<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8px;">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-** //<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8px;">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

<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 13.3333px;">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-** //<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8px;">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-** //<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8px;">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- <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8px;">(Use your textbook to define these two terms.) <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8px;">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-** //<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8px;">E of L Due - //

<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif;">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 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)
 * We have been studying/discussing/researching memory problems,

__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-** //<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8px;">E of L Due - // //PAST DUE: Chapter 7: Memory Test//

Grade Chapter 7 Test

<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif;">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-** //<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8px;">E of L CHECK - // //Chapter 7: Memory Test//

Diane Van Deren [] []

FINISH: 60 Minutes "Eyewitness Testimony" Part 1 AND Part 2 [] 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? <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif;">5. How can eyewitness testimony and procedures be done differently? <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif;">6. Describe your reaction to this story. <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif;">7. Is this an issue that should be looked more closely at here in CO and in the nation? Why?

<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif;">START:

"50 First Dates"

with video companion:



**Evidence of Learning-** 60 Minutes "Eyewitness Testimony" Part 1 [] 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? <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif;">5. How can eyewitness testimony and procedures be done differently? <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif;">6. Describe your reaction to this story. <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif;">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-** //<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8px;">E of L CHECK - //

Chapter 7: Memory Test

Diane Van Deren [] []

60 Minutes "Eyewitness Testimony" Part 1 [] 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 [] 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-** //<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8px;">E of L CHECK - // //<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 13.3333px;">Notes about the different kinds of amnesia. //

7-4 Types of Forgetting

Retrograde/Anterograde Amnesia []

Short Term Memory Loss []

The Man with the 30 Second Memory []

Diane Van Deren [] []

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-**

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

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

60 Minutes "Eyewitness Testimony" Part 1 [] 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?

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

__ **MONDAY - 3 APRIL 2017** __ __ ** 2nd HOUR ** __

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

**WU-** <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif;">Page 175 <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif;">End of Chapter 7 Review <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif;">1,2,3,4

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

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

60 Minutes "Eyewitness Testimony" Part 1 [] 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)

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)
 * Evidence of Learning-**

__ **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.

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

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?

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

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?

// 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.//
 * In Class-**

**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

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

__ 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?

E of L DUE: Narcolepsy article responses
 * In Class-**

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

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

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)

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

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.)

and
 * Types of Awareness
 * 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?

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

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

**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...

E of L DUE:
 * In Class-**

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-

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

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

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

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 [] 2. Programmed Learning [] 3. Classroom Discipline [] 4. Operant Conditioning - Big Bang []

(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? [] 1. Positives AND Negative of doing this? 2. What do you think about it? Why?

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

__Questions?__ Conditioning Practice - Your turn!

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

6-1 Mini Quiz "Walk About"

Background and UPDATE - Little Albert obituary [] facts of experiment [] fate [] []

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

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

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

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

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

6-1 Mini Quiz "Walk About"

Background and UPDATE - Little Albert obituary [] facts of experiment [] fate [] []

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?

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

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 **__ __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.
 * WU-**

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

The Marshmallow Test wcco-marshmallow __test__ [] more examples [] []

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)

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)
 * Evidence of Learning-**

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) **

NO WU
 * WU-**

//E of L DUE://
 * In Class-**

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)

Parents / Cliques & Crowds / Peer Influences / Dating & Romantic Relationships (11-2)
 * __FINISH:__**
 * __Social Development / Peer Influences / Self-Esteem__**

Erikson / Marcia (p.260)
 * __Identity Formation__**

The Marshmallow Test wcco-marshmallow __test__ [] more examples [] []

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

__ **THURSDAY - 16 FEB 2017** __ __** 2nd HOUR **__

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?
 * WU-**
 * Is there anything now (vs. 2000) that impacts teens and jobs today?

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

__**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)

Parents / Cliques & Crowds / Peer Influences / Dating & Romantic Relationships (11-2)
 * __FINISH:__**
 * __Social Development / Peer Influences / Self-Esteem__**

Erikson / Marcia (p.260)
 * __Identity Formation__**

The Marshmallow Test wcco-marshmallow __test__ [] more examples [] []

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

__ **TUESDAY - 14 FEB 2017** __ __** 2nd HOUR **__

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

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

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)

Parents / Cliques & Crowds / Peer Influences / Dating & Romantic Relationships (11-2)
 * __Social Development / Peer Influences / Self-Esteem__**

Erikson / Marcia (p.260)
 * __Identity Formation__**

The Marshmallow Test wcco-marshmallow __test__ [] more examples [] []

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

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

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

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

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

Apgar score []

perceptual development (visual cliff)

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

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

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

E of L DUE: Piaget activity
 * In Class-**

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

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

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

//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?

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

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

(2 PARTS)
 * Evidence of Learning-**

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 **__ Who and/or what do you think influences our development? (Give some examples that will help to defend your response)
 * WU-**

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

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 **

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

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

Review Ethics in research

examples: Stanley Milgram Asch's Lines of Conformity

cnnstudentnews.com

__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)
 * Evidence of Learning-**

__ **THURSDAY - 2 FEB 2017** __
 * 2nd HOUR **

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

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

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

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?
 * Evidence of Learning-**

__ **TUESDAY - 31 JAN 2017** __
 * 2nd HOUR **

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

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

sample, blind study, double blind study...

correlation- []

Methods of Observation ppt

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

__ **MONDAY - 30 JAN 2017** __
 * 2nd HOUR **

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

E of L Due:
 * 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 - [] []

practice - []

correlation- []

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

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

__ **FRIDAY - 27 JAN 2017** __
 * 2nd HOUR **

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

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

The scientific method

Conducting valid scientific research

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

__ 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 **

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

No E of L Due
 * In Class- **

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



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

"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** __ No Warmup...as a class we created: who, what, when, where, why, how questions from the video thus far
 * 2nd HOUR **
 * WU- **

No E of L Due
 * In Class- **

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


 * Evidence of Learning- **

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

__**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- **__ __ 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!” || __ 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) __ ||
 * Evolutionary Psychoanalytical Cognitive Biological Humanistic Learning Socio-Cultural**
 * 1.
 * 4.

__**In Class-**__ //E of L DUE://

The Psychological 6 (on own and then ppt)

Quick Review: quizlet live style

Chapter 1 Test

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

__**Evidence of Learning-**__

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

__**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) __I____ntro. 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** __ __** WU- **__ PAGE 23 "Building Social Studies Skills" ANSWER 1.2.3.4
 * 2nd HOUR **

__**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** __ __** WU- **__ READ pages 4-5 ANSWER: 1. NAME and DESCRIBE the 5 GOALS of Psychology.
 * 2nd HOUR **

__**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** __ __** WU- **__ (Use pages 8-11 to assist you.) ANSWER PAGE 11 1 and 2
 * 2nd HOUR **

__**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** __ __** 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
 * 2nd HOUR **

__**In Class-**__ E of L Check / Discussion

BOOKS / Seasonal Partners

Psychology as a science

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

__*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...

__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.__
 * Evidence of Learning-**

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

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

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?

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

__ **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?

// 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.//
 * In Class-**

**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-** <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8px;">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-** <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8px;">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-** <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8px;">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-** <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8px;">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-** <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8px;">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-** <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8px;">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-** <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8px;">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-** //<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8px;">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

<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 13.3333px;">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-** //<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8px;">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-** //<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8px;">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-** <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8px;">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 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)
 * We have been studying/discussing/researching memory problems,

//<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8px;">(2 PARTS) //
 * Evidence of Learning- **

__PART 1__ COMPLETE: //Text to Text / Text to Self / Text to World// - __other side__ of video companion 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)
 * We have been studying/discussing/researching memory problems,

__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?

<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8px;">(Use your textbook to define these two terms.) <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8px;">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-** <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8px;">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-** <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8px;">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-** <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8px;">E of L CHECK - //<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 13.3333px;">Chapter 7 Review - p.174 // //<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 13.3333px;">"Thinking Critically" 4 OR 5 //

<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8px;">See what you know...just a little more reviewing... <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8px;">

7-4 Types of Forgetting

Retrograde/Anterograde Amnesia []

Short Term __ #|Memory Loss __ []

The Man with the 30 Second Memory []

Diane Van Deren [] []

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-** <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif;">__Side AAAAAA__ handout <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; line-height: 0px; overflow: hidden;">

**In Class-** <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif;">E of L DUE... //7-4 (E of L questions 1 and 2)//

__<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif;">Finish __ 60 Minutes "Eyewitness Testimony" Part 1 [] 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?

<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif;">"60 minutes- eyewitness testimony-Picking Cotton" Part 2 <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif;">5. How can eyewitness testimony and procedures be done differently? <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif;">6. Describe your reaction to this story. <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif;">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 []

Short Term __ #|Memory Loss __ []

The Man with the 30 Second Memory []

Diane Van Deren [] []

**Evidence of Learning-** <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 13.3333px;">Chapter 7 Review - p.174 <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 13.3333px;">"Thinking Critically" 4 OR 5

__ **FRIDAY - 6 NOV 2015** __ __ ** 3rd HOUR / 4TH HOUR ** __ **WU-** <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif;">Page 175 <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif;">End of Chapter 7 Review <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif;">1,2,3,4

**In Class-** <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif;">E of L DUE...

<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif;">7-2 and 7-3 Quiz

__<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif;">Finish __

60 Minutes "Eyewitness Testimony" Part 1

[]

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?

<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif;">"60 minutes- eyewitness testimony-Picking Cotton" Part 2 <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif;">5. How can eyewitness testimony and procedures be done differently? <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif;">6. Describe your reaction to this story. <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif;">7. Is this an issue that should be looked more closely at here in CO and in the nation? Why?

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

__ **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 [] 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?

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)
 * Evidence of Learning- **

__ **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)

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

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?

E of L DUE:
 * In Class-**

Listen to a little more- // 77 years ago...it was... // __ War of the Worlds! __ link: [] 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...

E of L DUE: Chapter 5 Test
 * In Class-**

// 77 years ago...it was... // __ War of the Worlds! __ link: [] 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

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

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?

E of L DUE: Narcolepsy article responses
 * In Class-**

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/



__** 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?

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

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)

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

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.)

and
 * Types of Awareness
 * 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?

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

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

**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...

E of L DUE:
 * In Class-**

__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

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

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 [] 2. Programmed Learning [] 3. Classroom Discipline [] 4. Operant Conditioning - Big Bang []

(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? [] 1. Positives AND Negative of doing this? 2. What do you think about it? Why?

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

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 [] b.f. skinner operant conditioning -pigeons []

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?

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

__Questions?__ Conditioning Practice - Your turn!

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

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

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

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

6-1 Mini Quiz

Background and UPDATE - Little Albert obituary [] facts of experiment [] fate [] []

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?

Habits/Preferences (Think/Ink)
 * In Class-**

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 **__ __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.
 * WU-**

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

The Marshmallow Test wcco-marshmallow __test__ [] more examples [] []

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

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)
 * Evidence of Learning-**

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

E of L DUE:
 * In Class-**

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)

Parents / Cliques & Crowds / Peer Influences / Dating & Romantic Relationships (11-2)
 * __Social Development / Peer Influences / Self-Esteem__**

Erikson / Marcia (p.260)
 * __Identity Formation__**

The Marshmallow Test wcco-marshmallow __test__ [] more examples [] []

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

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

E of L DUE:
 * In Class-**

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)

Parents / Cliques & Crowds / Peer Influences / Dating & Romantic Relationships (11-2)
 * __Social Development / Peer Influences / Self-Esteem__**

Erikson / Marcia (p.260)
 * __Identity Formation__**

The Marshmallow Test wcco-marshmallow __test__ [] more examples [] []

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

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

E of L DUE:
 * In Class-**

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)

Parents / Cliques & Crowds / Peer Influences / Dating & Romantic Relationships (11-2)
 * __Social Development / Peer Influences / Self-Esteem__**

Erikson / Marcia (p.260)
 * __Identity Formation__**

The Marshmallow Test wcco-marshmallow __test__ [] more examples [] []

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

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

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

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

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)

Parents / Cliques & Crowds / Peer Influences / Dating & Romantic Relationships (11-2)
 * __Social Development / Peer Influences / Self-Esteem__**

Erikson / Marcia (p.260)
 * __Identity Formation__**

The Marshmallow Test wcco-marshmallow __test__ [] more examples [] []


 * Evidence of Learning-**

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

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

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

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


 * Similarities?
 * Differences?

Apgar score []

perceptual development (visual cliff)

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

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

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

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

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

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

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

//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?

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

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

Use pages 241-244 to assist you: Match the statements to one of Piaget's Stage of Development
 * Evidence of Learning-**

__ **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 **__ Who and/or what do you think influences our development? (Give some examples that will help to defend your response)
 * WU-**

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

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?

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

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 **__

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


 * 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)

__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-**

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

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


 * 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

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?
 * Evidence of Learning-**

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

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


 * 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)

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.
 * Evidence of Learning-**

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

Fast Four Minutes...Study Time!
 * WU-**

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

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

iv dv - []

[]

practice - []

correlation- []

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

(2 Parts)
 * Evidence of Learning-**

__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

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//
 * In Class-**

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

(2 PARTS)
 * Evidence of Learning-**

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// <span style="background-color: #ffffff; color: rgba(0,0,0,0.87); display: block; font-family: Roboto,Helvetica,Arial,sans-serif; font-size: 1.4rem;"> __ **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" (Name and briefly explain them.)
 * 1) 4 What are the SIX main contemporary perspectives in psychology?

__ **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** __ __** 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
 * 3rd HOUR / 4th HOUR **

__**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** __ **WU**- What is Psychology? What are some uses or applications for it?
 * 3rd HOUR / 4th HOUR **

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

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?

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

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 **__

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?
 * WU-**

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

Work / share on research article critique

Examples of correlation, independent and dependent variables

iv dv - []

[]

practice - []

correlation- []

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

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

__ **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-** <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">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-** <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">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-** <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">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-** <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">E of L CHECK -Multiple Intelligences -Differences in Intelligence

<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 13.3333339691162px;">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-** <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">E of L CHECK

<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">review: <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">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-** <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">Intro. to Ch.9 - Intelligence

<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">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-** <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif;">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-** <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif;">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-** <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">E of L CHECK - <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 13.3333339691162px;">Chapter 7 Review - p.174 <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 13.3333339691162px;">"Thinking Critically" 4 and 5

<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">See what you know... <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">7-3 handout <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8000001907349px;">

7-4 Types of Forgetting

Retrograde/Anterograde Amnesia []

Short Term __ #|Memory Loss __ []

The Man with the 30 Second Memory []

Diane Van Deren [] []

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-** <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif;">E of L CHECK - NOTES on 7-4 in textbook

<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif;">See what you know... <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif;">7-2/7-3 handout <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; line-height: 0px; overflow: hidden;">

7-3 ppt - review

7-4 Types of Forgetting

Retrograde/Anterograde Amnesia []

Short Term __ #|Memory Loss __ []

The Man with the 30 Second Memory []

Diane Van Deren [] []

**Evidence of Learning-** <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 13.3333339691162px;">Chapter 7 Review - p.174 <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 13.3333339691162px;">"Thinking Critically" 4 and 5

__ **MONDAY - 17 NOV 2014** __ __** 2nd HOUR / 5TH HOUR **__ **WU-** <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 13px;">Page 175 <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 13px;">End of Chapter 7 Review <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 13px;">1,2,3,4

**In Class-** <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 13px;">NOTES on 7-4 in textbook

<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 13px;">Last 15-20 min. - watch "60 minutes- eyewitness testimony-Picking Cotton-part 2" <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 13px;">Answer these while watching: 1. How can eyewitness testimony and procedures be done differently? <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 13px;">2. Describe your reaction to this story. <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 13px;">3. Is this an issue that should be looked at closely here in CO and in the nation? Why?

**Evidence of Learning-** <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 13.3333339691162px;">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 [] 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)

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)
 * Evidence of Learning-**

__ **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** __



__** 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: *

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

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 [] 2. Programmed Learning [] 3. Classroom Discipline [] 4. Operant Conditioning - Big Bang []

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? [] 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__ [] more examples [] []

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

**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__ [] more examples [] []

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 **__ 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?
 * WU-**

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

wcco-marshmallow __test__ [] more examples [] []

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

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

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

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

wcco-marshmallow __test__ [] more examples [] []

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

cnnstudentnews.com

__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).
 * Evidence of Learning-**

__ **FRIDAY - 3 OCT 2014** __ __** 2nd HOUR / 5TH HOUR **__ 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?
 * WU-**

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

side Alpha

wcco-marshmallow __test__ [] more examples [] []

Social Development - 11-2 Parents/Peers/Relationships

side BRAVO - Teen Challenges
 * Evidence of Learning-**

__ **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 **__ (10-3 and 10-4 material) 1. DEFINE: attachment- contact comfort- imprinting- 2. What is the difference between assimilation- and accommodation-
 * WU-**

E of L - Piaget activity completion
 * In Class-**

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-

READ and ANSWER questions that follow the self-esteem handout:
 * Evidence of Learning-**

__ **FRIDAY - 26 SEPT 2014** __ __** 2nd HOUR / 5TH HOUR **__ READ p.245 "The Story of the Cups" ANSWER: 1. What does this tell us about the reasoning of younger and older kids? Explain.
 * WU-**

//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?

Rollin' the dice...on 10-1, 10-2...
 * In Class-**

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)

Use pages 241-244 to assist you: Match the statements to one of Piaget's Stage of Development
 * Evidence of Learning-**

__ **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 []

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 **__ Who and/or what do you think influences our development? (Give some examples that will help to defend your response)
 * WU-**

Assess yourselves!
 * In Class-**

//Moving a little deeper into the book...// READ page 228-230 ANSWER 10-1 Review 1,2,3 (page 230)

//Moving a little deeper into the book...// READ page 228-230 ANSWER 10-1 Review 1,2,3 (page 230)
 * Evidence of Learning-**

__ **WEDNESDAY - 17 SEPT 2014 / THURSDAY - 18 SEPT 2014** __ __** 2nd HOUR / 5TH HOUR **__ NO WU
 * WU-**

Psychology I District Pre-Test Assessment (Illuminate)
 * In Class-**

E of L DUE...__Finish time__ (Make Your Own Ch.2 Test - see Tuesday's E of L)

No E of L
 * Evidence of Learning-**

__ **TUESDAY - 16 SEPT 2014** __ __** 2nd HOUR / 5TH HOUR **__

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

E of L Check (Unethical Study and Responses)
 * In Class-**

__Make Your Own Chapter 2 Test!!!__ 10 T/F 10 M/C 1 Short Answer (Blank copy of test and a key)

__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-**

__ **MONDAY - 15 SEPT 2014** __ __** 2nd HOUR / 5TH HOUR **__

PAGE 49 (1-4)
 * WU-**

E of L Check (Psych Methods Handout and Page 47/1-3)
 * In Class-**

correlation- []

Ethical Issues / APA Guidelines (2-4) and ppt

//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?
 * Evidence of Learning-**

__ **FRIDAY - 12 SEPT 2014** __

__** 2nd HOUR / 5TH HOUR **__

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.
 * WU-**

RETURN WORK!!!
 * In Class-**

REVIEW: IV, DV [] [] practice - []

Work / share on research article critique -Summarize your research article & population, sample, IV, DV, control group, experimental group

correlation-

[]

CORRELATE your research article

(2nd HOUR) "How Social Scientists Find Information" parts A,B,C,D

Ethical Issues / APA Guidelines (2-4) and ppt

(2 Parts) //A// - Psychological Methods handout
 * Evidence of Learning-**

B - READ pages 44-47 ANSWER 1,2,3 (page 47)

__ **WEDNESDAY - 10 SEPT 2014 / THURSDAY 11 SEPT 2014** __ __** 2nd HOUR / 5TH HOUR **__

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?
 * WU-**

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

Work / share on research article critique

Examples of correlation, independent and dependent variables

iv dv - []

[]

practice - []

correlation- []

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

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

__ **TUESDAY - 9 SEPT 2014** __ __** 2nd HOUR / 5TH HOUR **__ READ page 45 "Hawthorne Plant Study" ANSWER the following: 1. Describe the experiment 2. Give 2 reasons why it was a flawed experiment
 * WU-**

E of L Check (2-1 Review questions)
 * In Class-**

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

useful links:
 * Evidence of Learning-**

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 **

__ 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!” || __ 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) __ ||
 * WU- **
 * Evolutionary Psychoanalytical Cognitive Biological Humanistic Learning Socio-cultural**
 * 1.
 * 4.

CONTINUE: "In Search of Ourselves" video with response sheet
 * In Class-**

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

_ PAGE 340 "Understanding Main Ideas" #4" "Thinking Critically" #2
 * WU- **

E of L Check
 * In Class- **

World's Quickest Personality Test []

14-3 Learning Approach to Personality 14-4 Humanistic Approach to Personality

14-5 Socio-Cultural Approach to Personality

The Celebrity Similarity Test []

BBC - Horizon (finish?) "The Truth About Personality"

Take the personality test 1. Print off the results. 2. Do you agree with the results? Why?
 * Evidence of Learning- **

__STUDY FOR CHAPTER 14 TEST__ 1st HOUR - THURSDAY, 12 DEC 5th HOUR - FRIDAY, 13 DEC

**FRIDAY - 6 DEC 2013 ---** **-MONDAY - 9 DEC 2013** Ch. 14 "Building Social Studies Skills" (page 341) ANSWER 1-4
 * 1st HOUR 5th HOUR **
 * WU- **

14-2 - Psychoanalytic Approach Wrap up (stages, other peeps)
 * In Class- **

14-3 Learning Approach

Space Race!

Humanistic Approach to Personality

Personality Test

BBC - Horizon "The Truth About Personality"

__14-3 Learning Approach__ notes: Behaviorism vs. Social Learning evaluation of it-
 * Evidence of Learning- **

__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** READ page 336 "Watson and Rogers" ANSWER 1 and 2
 * 1st HOUR 5th HOUR **
 * WU- **

14-1 Review with vocabulary (rollin' the dice) YOUR QUESTIONS thus far...
 * In Class- **

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 - [] 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 - []

A. PRINT OFF YOUR RESULTS from the SECOND website
 * Evidence of Learning- **

B. ANSWER THE FOLLOWING QUESTIONS on your print off: > > > > 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. >
 * 1) What are the four letters of your personality type? (example: ESTJ)
 * 1) State your strength of preference scores. Given your strength of preference scores, which dimension was your strongest? Which was your weakest?
 * 1) 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.
 * 1) Additional comments or thoughts about this test?

**MONDAY - 2 DEC 2013 ---** **-TUESDAY - 3 DEC 2013**
 * 1st HOUR 5th HOUR **

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?
 * WU- **

14-1 material/terms -personality -trait -introvert -extrovert
 * In Class- **

Personality Graphic Organizer (who, definitions/terms, stages, evaluation)

14-2 Team Race!

BBC-Horizon: The Truth About Personality [] 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?
 * we watched first 20 minutes and turned in a ticket-out-the-door...

...the above ticket-out-the-door questions 1 and 2
 * Evidence of Learning- **

**THURSDAY - 21 NOV 2013 ---** **-FRIDAY - 22 NOV 2013**
 * 1st HOUR 5th HOUR **

How do think technology has affected our emotions? What about our motivation? Explain each.
 * WU-**

Chapter 13 Test
 * In Class-**

(for 5th Hour - Memory Ads)

Micro Expressions Paul Ekman [] Lie To Me

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?
 * Evidence of Learning-**

**TUESDAY - 19 NOV 2013 ---** **-WEDNESDAY - 20 NOV 2013**
 * 1st HOUR 5th HOUR **

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.
 * WU-**

ON A SEPARATE SHEET OF PAPER: ANSWER PAGE 318 "Thinking Critically" 1,2,3,4 and PAGE 318 "Writing About Psychology" #1
 * In Class-**
 * PART 1 **

IN COMPUTER LAB or IMC LAB THE STUDENTS CAN FIND ALL OF THESE LINKS ON
 * PART 2 **

(they know how to get to the site) __ranweiler.wikispaces.com__

GO TO THIS LINK: [] READ the story and WATCH the video within the story ANSWER questions from the handout:

__COLLECT PARTS 1 and 2 WHEN THEY COMPLETE THEM__

TRY THIS OUT! ...see how good you are at micro expressions :) http://www.cio.com/article/facial-expressions-test
 * PART 3 **

STUDY FOR THE CHAPTER 13 TEST it will be: 1st HOUR - THURSDAY, 21 NOV 6th HOUR - FRIDAY, 22 NOV
 * PART 4 **

STUDY FOR THE CHAPTER 13 TEST it will be: 1st HOUR - THURSDAY, 21 NOV 6th HOUR - FRIDAY, 22 NOV
 * Evidence of Learning-**

**FRIDAY - 15 NOV 2013 ---** **---MONDAY - 18 NOV 2013**
 * 1st HOUR 5th HOUR **

Chapter 13, page 319 "Building Social Studies Skills" 1-4
 * WU-**

E of L COLLECT - Frisbee questions
 * In Class-**

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)

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)
 * Evidence of Learning-**

**WEDNESDAY - 13 NOV 2013 ---** **---THURSDAY - 14 NOV 2013**


 * 1st HOUR 5th HOUR **

READ "Is it possible to detect lies?" (page 313) RESPOND to the questions that follow.
 * WU-**

E of L Check
 * In Class-**

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

13-3 Vocabulary (quiz on these terms next class period)
 * Evidence of Learning-**

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!**

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.
 * WU-**

Check E of L and review 13-1 terms
 * In Class-**

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

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__
 * Evidence of Learning-**

**THURSDAY - 7 NOV 2013 ---** **---FRIDAY - 8 NOV 2013** 50 First Dates m.socrative.com questions
 * 1st HOUR 5th HOUR **
 * WU- **

Chapter 7 Test
 * In Class- **

__ (5th Hour) __ "How Ads Affect Our Memory" (Reading and Response handout):
 * [|Details]
 * [[file:ranweiler/ch.7.memory.ads.handout.pdf|Download]]
 * 115 KB

-FINISH BOTH SIDES- (and collect at end of video) 50 First Dates with Video Responses- follow along with the video:
 * [|Details]
 * [[file:ranweiler/Ch.7.50FirstDates.storyline.pdf|Download]]
 * 42 KB


 * Evidence of Learning- **

Chapter 13: Motivation and Emotion __ Define: __ Motive- Need- Drive- Instincts- Homeostasis- Self-Actualization-

**TUESDAY - 4 NOV 2013 ---** **--- WEDNESDAY - 5 NOV 2013** STUDY TIME :)
 * 1st HOUR 5th HOUR **
 * WU- **

Chapter 7 Test
 * In Class- **

__ post-test (COLLECTED IN CLASS) __ "How Ads Affect Our Memory" (Reading and Response handout):
 * [|Details]
 * [[file:ranweiler/ch.7.memory.ads.handout.pdf|Download]]
 * 115 KB

50 First Dates with Video Responses- follow along with the video:
 * [|Details]
 * [[file:ranweiler/Ch.7.50FirstDates.storyline.pdf|Download]]
 * 42 KB

(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?
 * Evidence of Learning- **

**FRIDAY - 1 NOV 2013 ---** **--- MONDAY - 4 NOV 2013**
 * 1st HOUR 5th HOUR **

Remind 101
 * WU- **

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

[]

7-4 Types of Forgetting

Retrograde/Anterograde Amnesia []

Short Term __ #|Memory Loss __ []

The Man with the 30 Second Memory []

Diane Van Deren [] []

REVIEW / OVERVIEW

STUDY for Ch. 7 Test :Memory Test is TUESDAY 5 NOV 2013 (1st HOUR) OR WEDNESDAY 6 NOV 2013 (5th HOUR)
 * Evidence of Learning- **

**WEDNESDAY - 30 OCT 2013 ---** **--- THURSDAY - 31 OCT 2013** 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.
 * 1st HOUR 5th HOUR **
 * WU-**

Open notebook and open book quiz (7-2)
 * In Class-**

60 Minutes "Eyewitness Testimony" Part 2 (this is on the desktop of the laptop) [] 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

TAKE NOTES on 7-3 Stages of Memory (pages 160-166) do the following for each stage: DEFINE TYPES,EXAMPLES APPLICATIONS
 * Evidence of Learning-**

**MONDAY - 28 OCT 2013 ---** **--- TUESDAY - 29 OCT 2013** 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.
 * 1st HOUR 5th HOUR **
 * WU- **

READ and RESPOND to "Memory Pill" handout (on a separate sheet of paper)
 * In Class- **
 * 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 [] 1. Describe the crime. 2. What is the name of the convicted person? 3. What was the circumstantial evidence/eyewitness testimony? Describe it.

FINISH 7-2 notes (3 Processes of Memory - encoding, storage, retrieval)
 * Evidence of Learning- **

**TUESDAY - 22 OCT 2013 ---** **--- WEDNESDAY - 23 OCT 2013** Is delaying aging a good or bad thing? Why? [] 1. Positives AND Negative of doing this? 2. What do you think about it? Why?
 * 1st HOUR 5th HOUR **
 * WU-**

Wrap up the chapter...just a few more terms, examples...
 * In Class-**

Ch. 6 - Rollin' the dice!

Chap. 6

...more of the "The Mind's Big Bang"...

__PART 1__ READ Ch. 7-1 Include a personal experience or example for each. __PART 2__ READ article about "Memory Erasing Pill" and __ANSWER__ __questions on separate sheet of paper.__
 * Evidence of Learning-**
 * What are the 3 types of memory? Name and define/describe them.

**FRIDAY - 18 OCT 2013 ---** **--- MONDAY - 21 OCT 2013** PAGE 151 (1-4)
 * 1st HOUR 5th HOUR **
 * WU-**

More on Operant Conditioning...
 * In Class-**

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 [] 2. Programmed Learning [] 3. Classroom Discipline [] 4. Operant Conditioning - Big Bang []

The Mind's Big Bang - PBS [] (follow along with yellow handout - it was handed out last class)

FINISH PARTS 1 and 2 (see above)
 * Evidence of Learning-**

**WEDNESDAY - 16 OCT 2013 ---** **--- THURSDAY - 17 OCT 2013** DO THE FIRST 2 from the following examples on Conditioning:
 * 1st HOUR 5th HOUR **
 * WU-**

E of L CHECK

Background and UPDATE - Little Albert obituary [] facts of experiment [] fate [] []
 * In Class-**

Review Conditioning terms/definitions (6-1)

Adapting to the environment -Taste Aversions -Extinction - The good and the bad [] -Spontaneous Recovery -Generalization and Discrimination

Examples (links) little albert [] the office –classical conditioning [] US, UR, CR and CS examples (also extinction and generalization) []

Walk-About on 6-1 info.

(2 Parts) PART 1
 * Evidence of Learning-**
 * 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** 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?
 * 1st HOUR 5th HOUR **
 * WU- **

TURN IN - "Early Childhood to Adolescent" Manual
 * In Class- **

Habits/Preferences -Think/Ink

Intro. Chapter 6-1

Conditioning Practice - Your turn!
 * [|Details]
 * [[file:ranweiler/Ch.6.conditioning examples.docx|Download]]
 * 15 KB

WATCH "Mind's Big Bang" with response handout:

READ pages 133 and 135 ANSWER: What are the //**applications**// of classical conditioning? (examples/how is it used or how could it be used?)
 * Evidence of Learning- **

**THURSDAY - 10 OCT 2013 ---** **--- FRIDAY - 11 OCT 2013** 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?
 * 1st HOUR 5th HOUR **
 * WU-**

Overview of young adulthood (pages 274-276)
 * In Class-**

LAST CLASS for WORK TIME - Early Childhood to Adolescent Manual (Chapter 10 / 11) Project -based on ages and stages development

Early Childhood to Adolescent Manual (Chapter 10 / 11) Project __DUE:__ 1ST HOUR - MONDAY, 14 OCT 2013 5TH HOUR - TUESDAY, 15 OCT 2013
 * Evidence of Learning-**

**TUESDAY - 8 OCT 2013 ---** **--- WEDNESDAY - 9 OCT 2013** 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?
 * 1st HOUR 5th HOUR **
 * WU- **

Collect / Discuss E of L - "The Young and the Reckless: Unsafe Behind the Wheel"
 * In Class- **

INTRODUCE assessment for Chapters 10 and 11 Project work time

Childhood- Adolescent Manual (Chapter 10 / 11) -based on ages and stages development
 * [|Details]
 * [[file:ranweiler/Ch.10.11.Manual.Project.docx|Download]]
 * 12 KB

PROJECT DUE: 1ST HOUR - MONDAY, 14 OCT 2013 5TH HOUR - TUESDAY, 15 OCT 2013
 * Evidence of Learning- **

Early Childhood to Adolescent Manual (Chapter 10 / 11) -based on ages and stages development
 * [|Details]
 * [[file:ranweiler/Ch.10.11.Manual.Project.docx|Download]]
 * 12 KB

= FRIDAY - 4 OCT 2013 --- --- MONDAY - 7 OCT 2013 =
 * 1st HOUR 5th HOUR **

Page 271: Chapter 11 Review ANSWER 1-4
 * WU-**

E of L Check - Alpha / Bravo handout
 * In Class-**

wcco-marshmallow __test__ [] more examples [] []

Social Development - 11-2 Parents/Peers/Relationships 4 square template

(2 PARTS) 1-LOOK AT THE CHART on page 263 FIND A CHARACTER (sitcom, movie, cartoon) FOR EACH Identity Status Category (4 total)
 * Evidence of Learning-**
 * 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 **

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?
 * WU-**

E of L Check - Practice Test
 * In Class-**

side Alpha

wcco-marshmallow __test__ [] more examples [] []

Social Development - 11-2 Parents/Peers/Relationships

side BRAVO - Teen Challenges
 * Evidence of Learning-**

= MONDAY - 30 SEPT 2013 --- --- TUESDAY - 1 OCT 2013 = (2 Parts) 1 - Ch.10 Review p.249 (1-4) 2 - What is Kohlberg's Theory of Moral Development? Explain it / define it.
 * 1st HOUR 5th HOUR **
 * WU-**

E of L Check - Self-Esteem handout (COLLECTED)
 * In Class-**


 * 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

D-DO Chapter 10 Practice Test (16.- 20. should be put on a separate sheet of paper)
 * Evidence of Learning-**

= THURSDAY - 26 SEPT 2013 --- --- FRIDAY - 27 SEPT 2013 = READ "The Story of the Cups" p.245 ANSWER: 1. How are adult and child reactions to accidents different? Why?
 * 1st HOUR 5th HOUR **
 * WU-**

(Spongebob study)
 * In Class-**

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-

READ and ANSWER questions that follow the self-esteem handout:
 * Evidence of Learning-**

= TUESDAY - 24 SEPT 2013 --- --- WEDNESDAY - 25 SEPT 2013 = 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?
 * 1st HOUR 5th HOUR **
 * WU-**

Review 10-1
 * In Class-**

Battle Royale...Gesell, Piaget vs. Flavell

Physical Development Graphic Organizer

Apgar score []

attachment, contact comfort, imprinting READ (with partner, define)

READ [] 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?
 * Evidence of Learning-**

= FRIDAY - 20 SEPT 2013 --- --- MONDAY - 23 SEPT 2013 = __STUDY__ TIME FOR CH. 2 TEST
 * 1st HOUR 5th HOUR **
 * WU-**

Chapter 2 Test
 * In Class-**

Post Test Activity (the E of L below)

The Alaska Experiment

READ page 228-230 ANSWER 10-1 Review 1,2,3 (page 230)
 * Evidence of Learning-**

= WEDNESDAY - 18 SEPT 2013 --- --- THURSDAY - 19 SEPT 2013 =
 * 1st HOUR 5th HOUR **

Chapter 2 Review - p.49 (1-4) go over answers after 5-7 minutes. [] []
 * WU-**

//**EQ / Objective:**// //**Name the 3 requirements necessary for any psychological study or experiment to be considered ethical**// //**(according to the APA).**//
 * In Class-**

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" 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).
 * On the laptop desktop in center of room

... if you need practice... Examples of correlation, independent and dependent variables iv dv - [] [] practice - []

correlation- []

STUDY FOR CHAPTER 2 TEST (Use notes, textbook and page 48 material to assist you.)
 * Evidence of Learning-**

= THURSDAY - 12 SEPT 2013 --- --- TUESDAY - 17 SEPT 2013 =
 * 1st HOUR -- 5th HOUR **

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


 * 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 - [] [] practice - []

correlation- []

Ethical Issues and ppt

__Computer__ lab time to find a famous UNETHICAL STUDY and research __what was wrong with it__.

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.
 * Evidence of Learning-**

= 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

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


 * 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 - [] [] practice - []

correlation- []

Ethical Issues and ppt

__Computer__ lab time to find a famous UNETHICAL STUDY and research __what was wrong with it__.

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.
 * Evidence of Learning-**

WEDNESDAY - 11 SEPT 2013
//**5th HOUR**// = TUESDAY - 10 SEPT 2013 = //**1st HOUR**// READ page 45 "Hawthorne Plant Study" ANSWER the following: 1. Describe the experiment 2. Give 2 reasons why it was a flawed experiment
 * WU-**


 * 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* "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.")
 * 5-7 sentence paragraph response (to this prompt:

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

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)
 * Evidence of Learning-**

MONDAY - 9 SEPT 2013
//**5th HOUR**// = FRIDAY - 6 SEPT 2013 = //**1st HOUR**// U.S. Army Intelligence Test - 1917
 * WU-**

Discussion of CHAPTER 1 TEST
 * In Class-**

FINISH- Video (with chart handout) "In Search of Ourselves" [] -While watching movie add notes to the people/terms listed on the chart

**m.socrative.com** **ROOM # 283933** =quiz on video material=

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."
 * Evidence of Learning-**

THURSDAY - 5 SEPT 2013
//**5th HOUR**// = WEDNESDAY - 4 SEPT 2013 = //**1st HOUR**//

Page 22 "Understanding Main Ideas" (ANSWER 1,2,3,4)
 * WU-**

//**Name and describe the different perspectives of psychology that are studied.**//
 * In Class-**
 * //EQ/Objective://**

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 [] Video Guide

COMPLETE Post test activity READ Chapter 2 - Section 1 (pages 25-29) ANSWER Section 1 Review questions 1 and 2 (page 29)
 * Evidence of Learning-**

WATCH (if you missed it in class) 1st 30 minutes "In Search of Ourselves" video [] Video Guide

TUESDAY - 3 SEPT 2013
//**5th HOUR**//

FRIDAY - 30 AUG 2013
//**1st HOUR**//

Page 23 (ANSWER 1,2,3,4)
 * WU-**

//**List the different perspectives of psychology that are studied.**//
 * In Class-**
 * //EQ/Objective://**

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

KNOW the definitions of the following psychological perspectives: biological, evolutionary, cognitive, humanistic, psychoanalytic, learning, sociocultural
 * Evidence of Learning-**

__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**//


 * 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

//**Name some individuals that contributed to psychology.**// //**How has psychology changed over time?**//
 * In Class-**
 * //EQ/Objective://**

__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**// What is Psychology? What are some uses or applications for it?
 * WU-**


 * 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... [] []

changing tower lightbulb [] []

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.
 * Evidence of Learning-**

= MONDAY - 16 SEPT 2013 -- TUESDAY - 17 SEPT 2013 = //**1st HOUR & 5th HOUR**//

Page 49 "Chapter 4 Review" (1-4)
 * WU-**


 * 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)

STUDY FOR CHAPTER 2 TEST, which is:
 * Evidence of Learning-**
 * 1st HOUR - WEDNESDAY, 18 SEPT 2013 **
 * 5th HOUR - THURSDAY, 19 SEPT 2013 **

"In Search of Ourselves" video [] Video Guide

MONDAY - 17 DEC 2012
READ page 341 ANSWER 1,2,3,4
 * 8th HOUR**
 * WU-**

COLLECTED E of L
 * In Class-**

Humanistic AND Socio-Cultural Approach to Personality

Personality Tests (Objective / Projective)



STUDY GUIDE for FINAL - 2nd HOUR - TUESDAY, 18 DEC 2012
 * Evidence of Learning-**

FRIDAY - 14 DEC 2012
READ page 341 ANSWER 1,2,3,4
 * 2nd HOUR / 4th HOUR**
 * WU-**

COLLECTED E of L
 * In Class-**

Humanistic AND Socio-Cultural Approach to Personality

Personality Tests (Objective / Projective)



STUDY GUIDE for FINAL - 2nd HOUR - TUESDAY, 18 DEC 2012
 * Evidence of Learning-**

THURSDAY - 13 DEC 2012
READ page 336 ANSWER 1 and 2
 * 8th HOUR**
 * WU-**

Space Race!
 * In Class-**

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

A. PRINT OFF YOUR RESULTS from the SECOND website B. ANSWER THE FOLLOWING QUESTIONS on your print off: > > > > 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. >
 * Evidence of Learning-**
 * 1) What are the four letters of your personality type? (example: ESTJ)
 * 1) State your strength of preference scores. Given your strength of preference scores, which dimension was your strongest? Which was your weakest?
 * 1) 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.
 * 1) Additional comments or thoughts about this test?

WEDNESDAY - 12 DEC 2012
READ page 336 ANSWER 1 and 2
 * 2nd HOUR / 4th HOUR**
 * WU-**

Space Race!
 * In Class-**

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

A. PRINT OFF YOUR RESULTS from the SECOND website B. ANSWER THE FOLLOWING QUESTIONS on your print off: > > > > 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. >
 * Evidence of Learning-**
 * 1) What are the four letters of your personality type? (example: ESTJ)
 * 1) State your strength of preference scores. Given your strength of preference scores, which dimension was your strongest? Which was your weakest?
 * 1) 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.
 * 1) 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 ** 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?
 * 8th HOUR**
 * WU-**

14-1 material/terms -personality -trait -introvert -extrovert
 * In Class-**

Personality Graphic Organizer (who, definitions/terms, stages, evaluation)

14-2 Team Race!

READ 14-3 NOTES - graphic organizer
 * Evidence of Learning-**

**FRIDAY - 7 DEC 2012**
Page 318 - "Understanding Main Ideas" 1,3,4
 * 8th HOUR**
 * WU-**

Chapter 13 Test
 * In Class-**

Post Test Activity 1-READ 14-1 (pages 321-324) 2-ANSWER 14-1 Review questions 1,2,3

READ 14-1 (pages 321-324) ANSWER 14-1 Review questions 1,2,3
 * Evidence of Learning-**

**THURSDAY - 6 DEC 2012**
Page 318 - "Understanding Main Ideas" 1,3,4
 * 2nd HOUR / 4th HOUR**
 * WU-**

Chapter 13 Test
 * In Class-**

Post Test Activity 1-READ 14-1 (pages 321-324) 2-ANSWER 14-1 Review questions 1,2,3

READ 14-1 (pages 321-324) ANSWER 14-1 Review questions 1,2,3
 * Evidence of Learning-**

**WEDNESDAY - 5 DEC 2012**
Chapter 15 Review (page 319) 1,2 and 1,2
 * 8th HOUR**
 * WU-**

13-4 E of L Check
 * In Class-**

Emotions - Define -Think / Ink / Share Universals <span style="background-color: #ffffff; color: #1122cc; font-family: arial,sans-serif; font-size: 16px;">[|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

STUDY Chapter 13 - TEST ON FRIDAY, 7 DEC
 * Evidence of Learning-**

**TUESDAY - 4 DEC 2012**
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.
 * 2nd HOUR / 4th HOUR**
 * WU-**

ON A SEPARATE SHEET OF PAPER: ANSWER PAGE 318 "Thinking Critically" 1,2,3,4 and PAGE 318 "Writing About Psychology" #1
 * In Class-**

Universals <span style="background-color: #ffffff; color: #1122cc; font-family: arial,sans-serif; font-size: 16px;">[|univrsal‑emotions‑faces.jpg] http://www.cio.com/article/facial-expressions-test

Theories of Emotion

STUDY Chapter 13 - TEST ON THURSDAY, 6 DEC
 * Evidence of Learning-**

**MONDAY - 3 DEC 2012**
Achievement questions...
 * 8th HOUR**
 * WU-**

13-3 Vocabulary test discuss 13-3 material
 * In Class-**

__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 <span style="background-color: #ffffff; color: #1122cc; font-family: arial,sans-serif; font-size: 16px;">[|univrsal‑emotions‑faces.jpg] http://www.cio.com/article/facial-expressions-test

READ 13-4 ANSWER 13-4 Section Review questions 1 and 2
 * Evidence of Learning-**

**FRIDAY - 30 NOV 2012**
Achievement questions...
 * 2nd HOUR / 4th HOUR**
 * WU-**

13-3 Vocabulary test discuss 13-3 material
 * In Class-**

__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 <span style="background-color: #ffffff; color: #1122cc; font-family: arial,sans-serif; font-size: 16px;">[|univrsal‑emotions‑faces.jpg] http://www.cio.com/article/facial-expressions-test

READ 13-4 ANSWER 13-4 Section Review questions 1 and 2
 * Evidence of Learning-**

**THURSDAY - 29 NOV 2012**
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?
 * 8th HOUR**
 * WU-**

E of L Check
 * In Class-**

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

13-3 Vocabulary (quiz on these terms next class period)
 * Evidence of Learning-**

**WEDNESDAY - 28 NOV 2012**
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?
 * 2nd HOUR / 4th HOUR**
 * WU-**

E of L Check
 * In Class-**

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

13-3 Vocabulary (quiz on these terms next class period)
 * Evidence of Learning-**

**TUESDAY - 27 NOV 2012**
READ page 313 "Is it possible to detect lies?" RESPOND to the questions that follow.
 * 8th HOUR**
 * WU-**

Chapter 13
 * In Class-**

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

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
 * Evidence of Learning-**

**MONDAY - 26 NOV 2012**
READ page 313 "Is it possible to detect lies?" RESPOND to the questions that follow.
 * 2nd HOUR / 4th HOUR**
 * WU-**

Chapter 13
 * In Class-**

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

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
 * Evidence of Learning-**

**FRIDAY - 16 NOV 2012**
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.
 * 8th HOUR**
 * WU-**

FINISH "50 First Dates" with Guided Video Response handout below:
 * In Class-**

50 First Dates with Video Responses- follow along with the video:

50 FIRST DATES handout was collected today.
 * Evidence of Learning-**

**THURSDAY - 15 NOV 2012**
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.
 * 2nd HOUR / 4th HOUR**
 * WU-**

FINISH "50 First Dates" with Guided Video Response handout below:
 * In Class-**

50 First Dates with Video Responses- follow along with the video:

50 FIRST DATES handout was collected today.
 * Evidence of Learning-**

**WEDNESDAY - 14 NOV 2012**
page 175 - Chapter 7 Review (1-4)
 * 8th HOUR**
 * WU-**

Chapter 7 Test
 * In Class-**

__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:

(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?
 * Evidence of Learning-**

**TUESDAY - 13 NOV 2012**
page 175 - Chapter 7 Review (1-4)
 * 2nd HOUR / 4th HOUR**
 * WU-**

Chapter 7 Test
 * In Class-**

__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:

(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?
 * Evidence of Learning-**

**MONDAY - 12 NOV 2012**
Brain Break - Wander Activity
 * 8th HOUR**
 * WU-**

HAND IN Memory Research article with summary
 * In Class-**

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

STUDY for Ch. 7 Test : Memory Test is Tuesday, 13 NOV 2012
 * Evidence of Learning-**

**FRIDAY - 9 NOV 2012**
Brain Break - Wander Activity
 * 2nd HOUR / 4th HOUR**
 * WU-**

HAND IN Memory Research article with summary
 * In Class-**

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

STUDY for Ch. 7 Test : Memory Test is Tuesday, 13 NOV 2012
 * Evidence of Learning-**

**THURSDAY - 8 NOV 2012**
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?
 * 8th HOUR**
 * WU-**

E of L 7-3/7-4 note check
 * In Class-**

Stages of Memory - 7-3 (ppt/review)

http://faculty.washington.edu/chudler/chmemory.html

7-4 Types of Forgetting

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?
 * Evidence of Learning-**
 * Memory Research Article **

**WEDNESDAY - 7 NOV 2012**
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?
 * 2nd HOUR / 4th HOUR**
 * WU-**

E of L 7-3/7-4 note check
 * In Class-**

Stages of Memory - 7-3 (ppt/review)

http://faculty.washington.edu/chudler/chmemory.html

7-4 Types of Forgetting

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?
 * Evidence of Learning-**
 * Memory Research Article **

**TUESDAY - 6 NOV 2012**
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.
 * 8th HOUR**
 * WU-**

Quiz (7-1 and 7-1)
 * In Class-**

Processes of Memory in 3 Acts

7-4 Notes -Basic Memory Tasks -Types of Memory Loss -Give some examples of ways to improve memory
 * Evidence of Learning-**

**MONDAY - 5 NOV 2012**
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.
 * 2nd HOUR / 4th HOUR**
 * WU-**

Quiz (7-1 and 7-1)
 * In Class-**

Processes of Memory in 3 Acts

7-4 Notes -Basic Memory Tasks -Types of Memory Loss -Give some examples of ways to improve memory
 * Evidence of Learning-**

**THURSDAY - 1 NOV 2012**
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.
 * 8th HOUR**
 * WU-**

COLLECT "Memory Pill" HW
 * In Class-**

Chapter 7-2 (pages 155-160) 3 Processes of Memory (encoding, storage, retrieval) see attachment template: 60 Minutes "Eyewitness Testimony" Part 1 [] 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)

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)
 * Evidence of Learning-**

**WEDNESDAY - 31 OCT 2012**
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.
 * 2nd HOUR / 4th HOUR**
 * WU-**

COLLECT "Memory Pill" HW
 * In Class-**

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

WAR of THE WORLDS!

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)
 * Evidence of Learning-**

**TUESDAY - 30 OCT 2012**
STUDY TIME FOR Ch. 6
 * 8th HOUR**
 * WU-**

Ch. 6 Test
 * In Class-**

POST TEST ACTIVITY: READ Ch. 7-1 Include a personal experience or example for each.
 * What are the 3 types of memory? Name and define/describe them.


 * 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**
STUDY TIME FOR Ch. 6
 * 2nd HOUR / 4th HOUR**
 * WU-**

Ch. 6 Test
 * In Class-**

POST TEST ACTIVITY: READ Ch. 7-1 Include a personal experience or example for each.
 * What are the 3 types of memory? Name and define/describe them.

READ article about "Memory Erasing Pill" and ANSWER questions that separate sheet of paper.
 * Evidence of Learning-**

**MONDAY - 29 OCT 2012**
STUDY TIME FOR Ch. 6
 * 2nd HOUR / 4th HOUR**
 * WU-**

Ch. 6 Test
 * In Class-**

POST TEST ACTIVITY: READ Ch. 7-1 Include a personal experience or example for each.
 * What are the 3 types of memory? Name and define/describe them.


 * Evidence of Learning-**

**THURSDAY - 24 OCT 2012**
A. PAGE 151 (1-4) B. Ethics of DNA manipulation [] C. E of L Check More on Operant Conditioning -Continuous vs. Partial Reinforcement -Interval Schedules (Fixed vs. Variable) -picture p.141 -Ratio Schedules (Fixed vs. Variable) -read p.141
 * 2nd HOUR / 4th HOUR**
 * WU-**
 * In Class-**

__Applications__ of Classical and Operant

Operant Examples: Shaping [] Programmed Learning [] Classroom Discipline []

6-4 Material and Chapter 6 Review Practice Handout and Vocabulary Tech Takeover [|http://www.hulu.com/#!watch/414798]

STUDY FOR CHAPTER 6 TEST - MONDAY, 28 OCT __2012__
 * Evidence of Learning-**

**WEDNESDAY - 24 OCT 2012**
READ page 143 ANSWER 1 and 2
 * 8th HOUR**
 * WU-**

6-2 Walk About (review material)
 * In Class-**

Operant Conditioning (def's/applications/etc.)

Video examples

READ 6-3 1. Name AND explain the TWO types of learning/ 2. Describe a personal example of each.
 * Evidence of Learning-**

**TUESDAY - 23 OCT 2012**
READ page 143 ANSWER 1 and 2
 * 2nd HOUR / 4th HOUR**
 * WU-**

6-2 Walk About (review material)
 * In Class-**

Operant Conditioning (def's/applications/etc.)

Video examples

READ 6-3 1. Name AND explain the TWO types of learning/ 2. Describe a personal example of each.
 * Evidence of Learning-**

**MONDAY - 22 OCT 2012**
DO the following examples on Conditioning:
 * 8th HOUR**
 * WU-**

E of L CHECK

Background and UPDATE - Little Albert obituary [] facts of experiment [] fate [] []
 * In Class-**

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 [] the office –classical conditioning [] US, UR, CR and CS examples (also extinction and generalization) []

Walk-About on 6-1 info.

6-2 Notes on Operant Conditioning / use notes template (see attachment)
 * Evidence of Learning-**

**FRIDAY - 19 OCT 2012**
DO the following examples on Conditioning:
 * 2nd HOUR / 4th HOUR**
 * WU-**

E of L CHECK

Background and UPDATE - Little Albert obituary [] facts of experiment [] fate [] []
 * In Class-**

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 [] the office –classical conditioning [] US, UR, CR and CS examples (also extinction and generalization) []

Walk-About on 6-1 info.

6-2 Notes on Operant Conditioning / use notes template (see attachment)
 * Evidence of Learning-**

**THURSDAY - 18 OCT 2012**
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?
 * 8th HOUR**
 * WU-**

FINISH video - "Mind's Big Bang"
 * In Class-**

Habits/Preferences -Think/Ink

Intro. Chapter 6-1

Conditioning Practice - Your turn!

READ pages 133 and 135 ANSWER: What are the __applications__ of classical conditioning?
 * Evidence of Learning-**

**WEDNESDAY - 17 OCT 2012**
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?
 * 2nd HOUR / 4th HOUR**
 * WU-**

FINISH video - "Mind's Big Bang"
 * In Class-**

Habits/Preferences -Think/Ink

Intro. Chapter 6-1

Conditioning Practice - Your turn!

READ pages 133 and 135 ANSWER: What are the __applications__ of classical conditioning?
 * Evidence of Learning-**

**TUESDAY - 16 OCT 2012**
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?
 * 8th HOUR**
 * WU-**

TURN IN - __Early Childhood__ Manual (Chapter 10 / 11) Project -based on ages and stages development
 * In Class-**

__#|COMPLETE__ USING TEXTBOOK- Chapter 12: Adulthood -Chapter Test

__#|COMPLETE__ USING TEXTBOOK- Chapter 12: Adulthood -Chapter Test
 * Evidence of Learning-**

**MONDAY - 15 OCT 2012**
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?
 * 2nd HOUR / 4th HOUR**
 * WU-**

TURN IN - __Early Childhood__ Manual (Chapter 10 / 11) Project -based on ages and stages development
 * In Class-**

__COMPLETE__ USING TEXTBOOK- Chapter 12: Adulthood -Chapter Test

__COMPLETE__ USING TEXTBOOK- Chapter 12: Adulthood -Chapter Test
 * Evidence of Learning-**

**FRIDAY - 12 OCT 2012**
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?
 * 8th HOUR**
 * WU-**

Project work time __Early Childhood__ Manual (Chapter 10 / 11) -based on ages and stages development
 * In Class-**

PROJECT DUE: TUESDAY, 16 OCT 2012 __Early Childhood__ Manual (Chapter 10 / 11) -based on ages and stages development
 * Evidence of Learning-**

**THURSDAY - 11 OCT 2012**
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?
 * 2nd HOUR / 4th HOUR**
 * WU-**

Project work time __Early Childhood__ Manual (Chapter 10 / 11) -based on ages and stages development
 * In Class-**

PROJECT DUE: MONDAY, 15 OCT 2012 __Early Childhood__ Manual (Chapter 10 / 11) -based on ages and stages development
 * Evidence of Learning-**

**WEDNESDAY - 10 OCT 2012**
ANSWER questions 1-4 on Page 271
 * 8th HOUR**
 * WU-**

E of L "Adolescent Developmement" turn in
 * In Class-**

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

__Early Childhood__ Manual (Chapter 10 / 11) -based on ages and stages development
 * Evidence of Learning-**

**TUESDAY - 19 OCT 2012**
ANSWER questions 1-4 on Page 271
 * 2nd HOUR / 4th HOUR**
 * WU-**

E of L "Adolescent Developmement" turn in
 * In Class-**

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

__Early Childhood__ Manual (Chapter 10 / 11) -based on ages and stages development
 * Evidence of Learning-**

**MONDAY - 8 OCT 2012**
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?
 * 8th HOUR**
 * WU-**

E of L Check - Practice Test
 * In Class-**

side Alpha

wcco-marshmallow test [] more examples [] []

Social Development - 11-2 Parents/Peers/Relationships

side BRAVO - Teen Challenges
 * Evidence of Learning-**

**FRIDAY - 3 OCT 2012**
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?
 * 2nd HOUR / 4th HOUR**
 * WU-**

E of L Check - Practice Test
 * In Class-**

side Alpha

wcco-marshmallow __test__ [] more examples [] []

Social Development - 11-2 Parents/Peers/Relationships

side BRAVO - Teen Challenges
 * Evidence of Learning-**

**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

Ch. 10 Practice Test
 * Evidence of Learning-**

**WEDNESDAY - 3 OCT 2012**
Ch.10 Review (1-4) "Writing About Psychology" p.248 #2
 * 2nd HOUR / 4th HOUR**
 * WU-**


 * 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

Ch. 10 Practice Test
 * Evidence of Learning-**

**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**
READ p.245 ANSWER 1. What does this tell us about the reasoning of younger and older kids? Explain.
 * 2nd HOUR / 4th HOUR**
 * WU-**

Piaget practice - handout
 * In Class-**

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

READ and ANSWER questions that follow this handout:
 * Evidence of Learning-**

**FRIDAY - 28 SEPT 2012**
READ "In The World Today" ANSWER the Think About It Question
 * 8th HOUR**
 * WU-**

Rollin' the dice...on 10-1, 10-2... visual cliff clip attachment, contact comfort, imprinting
 * In Class-**

Parenting styles - p.236 Self-Esteem

Piaget's Stages of Cognitive Development: Sensorimotor- Preoperational- Concrete-Operational- Formal-Operational-

-Extension Activity

READ and ANSWER questions that follow the self-esteem handout:
 * Evidence of Learning-**

**THURSDAY - 27 SEPT 2012**
READ "In The World Today" ANSWER the Think About It Question
 * 2nd HOUR / 4th HOUR**
 * WU-**

Rollin' the dice...on 10-1, 10-2... visual cliff clip attachment, contact comfort, imprinting
 * In Class-**

Parenting styles - p.236 Self-Esteem

Piaget's Stages of Cognitive Development: Sensorimotor- Preoperational- Concrete-Operational- Formal-Operational-

-Extension Activity

READ and ANSWER questions that follow the self-esteem handout: **WEDNESDAY - 26 SEPT 2012** 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?
 * Evidence of Learning-**
 * 8th HOUR**
 * WU-**

Review 10-1
 * In Class-**

Battle Royale...Gesell, Piaget vs. Flavell

Physical Development Graphic Organizer

Apgar score []

attachment, contact comfort, imprinting

READ pages 240-241 "Self-Esteem" -Take notes -What is it? Different kinds, types? ...I will do a notes check next class
 * Evidence of Learning-**

**TUES - 25 SEPT 2012**
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?
 * 2nd HOUR / 4th HOUR**
 * WU-**

Review 10-1
 * In Class-**

Battle Royale...Gesell, Piaget vs. Flavell

Physical Development Graphic Organizer

Apgar score []

attachment, contact comfort, imprinting

READ pages 240-241 "Self-Esteem" -Take notes -What is it? Different kinds, types? ...I will do a notes check next class
 * Evidence of Learning-**

**MON - 24 SEPT 2012**
__STUDY__ TIME FOR CH. 2 TEST
 * 8th HOUR**
 * WU-**

Chapter 2 Test
 * In Class-**

Turned in Unethical __Study__ and responses

READ page 228-230 ANSWER 10-1 Review 1,2,3,4 (page 230)
 * Evidence of Learning-**

**FRI - 21 SEPT 2012**
__STUDY__ TIME FOR CH. 2 TEST
 * 2nd HOUR / 4th HOUR**
 * WU-**

Chapter 2 Test
 * In Class-**

Turned in Unethical __Study__ and responses

READ page 228-230 ANSWER 10-1 Review 1,2,3,4 (page 230)
 * Evidence of Learning-**

**THURS - 20 SEPT 2012**
PAGE 44 "Section 4 Review" 1 and 2 [] E of L Check (green sheet and research article)
 * 8th HOUR**
 * WU-**
 * In Class-**

Work on research article critique

Examples of correlation, independent and dependent variables iv dv - [] [] practice - []

correlation- []

Ethical Issues and ppt

__Computer__ lab time to find an unethical __study__ and what was wrong with it.

(3 PARTS) A. FIND AND PRINT a copy of an unethical __study__. 1. What made it unethical? 2. Which APA guidelines did it violate?
 * Evidence of Learning-**

B. CHAPTER 2 test study guide

C. STUDY FOR CHAPTER 2 TEST (FRIDAY 21 SEPT)

**WED - 19 SEPT 2012**
PAGE 44 "Section 4 Review" 1 and 2 [] E of L Check (green sheet and research article)
 * 2nd HOUR / 4th HOUR**
 * WU-**
 * In Class-**

__Work__ on research article critique

Examples of correlation, independent and dependent variables iv dv - [] [] practice - []

correlation- []

Ethical Issues and ppt

__Computer__ lab time to find an unethical __study__ and what was wrong with it.

(3 PARTS) A. FIND AND PRINT a copy of an unethical __study__. 1. What made it unethical? 2. Which APA guidelines did it violate?
 * Evidence of Learning-**

B. CHAPTER 2 test study guide

C. STUDY FOR CHAPTER 2 TEST (FRIDAY 21 SEPT)

**TUES - 18 SEPT 2012**
READ page 45 "Hawthrone Plant Study" ANSWER the following: 1. Describe the experiment 2. Give 2 reasons why it was a flawed experiment
 * 8th HOUR**
 * WU-**

E of L Check (2-3 notes on methods of observation)
 * In Class-**

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

__COMPLETE__ the green sheet on ..."How Social Scientists Find Information" parts A,B,C,D
 * Evidence of Learning-**

**MON - 17 SEPT 2012**
READ page 45 "Hawthorne Plant Study" ANSWER the following: 1. Describe the experiment 2. Give 2 reasons why it was a flawed experiment
 * 2nd HOUR / 4th HOUR**
 * WU-**

E of L Check (2-3 notes on methods of observation)
 * In Class-**

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

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
 * Evidence of Learning-**

**FRI - 14 SEPT 2012**
READ page 32 "Exploring Diversity" ANSWER the "Think About It" question
 * 8th HOUR**
 * WU-**

E of L Check
 * In Class-**

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

Ch. 2-3 Methods of Observation (list and describe each one)
 * Evidence of Learning-**

**THURS - 13 SEPT 2012**
READ page 32 "Exploring Diversity" ANSWER the "Think About It" question
 * 2nd HOUR / 4th HOUR**
 * WU-**

E of L Check
 * In Class-**

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

Ch. 2-3 Methods of Observation (list and describe each one)
 * Evidence of Learning-**

**WED - 12 SEPT 2012**
U.S. Army Intelligence Test - 1917
 * 8th HOUR**
 * WU-**

Discussion / AAR- CHAPTER 1 QUIZ
 * In Class-**

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 (page 29) 1,2,3
 * Evidence of Learning-**

**TUES - 11 SEPT 2012**
U.S. Army Intelligence Test - 1917
 * 2nd HOUR / 4th HOUR**
 * WU-**

Discussion / AAR- CHAPTER 1 QUIZ
 * In Class-**

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 (page 29) 1,2,3
 * Evidence of Learning-**

**MON - 10 SEPT 2012**
Page 22 "Thinking Critically" #4
 * 8th HOUR**
 * WU-**

CHAPTER 1 QUIZ
 * In Class-**

Video (with chart handout) "In Search of Ourselves" -While watching movie add notes to the people/terms listed on the chart

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."
 * Evidence of Learning-**

**FRI - 6 SEPT 2012**
Page 22 "Thinking Critically" #4
 * 2nd HOUR / 4th HOUR**
 * WU-**

CHAPTER 1 QUIZ
 * In Class-**

Video (with chart handout) "In Search of Ourselves" -While watching movie add notes to the people/terms listed on the chart

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."
 * Evidence of Learning-**

**THURS - 6 SEPT 2012**
Psychological 6 Matching!
 * 8th HOUR**
 * WU-**

Review the Psychological 6 (notes)
 * In Class-**

Contemporary areas of psychological study

Define the following psychological perspectives: biological, evolutionary, cognitive, humanistic, psychoanalytic, learning, sociocultural
 * Evidence of Learning-**

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**
Psychological 6 Matching! Review the Psychological 6 (notes)
 * 2nd HOUR / 4th HOUR**
 * WU-**
 * In Class-**

Contemporary areas of psychological study

Define the following psychological perspectives: biological, evolutionary, cognitive, humanistic, psychoanalytic, learning, sociocultural
 * Evidence of Learning-**

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**
PAGE 23 - ANSWER 1,2,3,4
 * 8th HOUR**
 * WU-**

Review Historical overview of __psychology__ and the Psychological 6 (notes)
 * In Class-**

Wrap up questions...


 * Evidence of Learning-**

**FRI - 31 AUG 2012**
PAGE 23 - ANSWER 1,2,3,4
 * 2nd HOUR / 4th HOUR**
 * WU-**

Review Historical overview of __psychology__ and the Psychological 6 (notes)
 * In Class-**

Wrap up questions...


 * Evidence of Learning-**

**THURS - 30 AUG 2012**
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
 * 8th HOUR**
 * WU-**

Homework Check
 * In Class-**

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**
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
 * 2nd HOUR / 4th HOUR**
 * WU-**

__Homework__ Check
 * In Class-**

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**// What is Psychology? What are some uses or applications for it?
 * WU-**

Course Syllabus outline Discussed examples of risky __behavior__
 * In Class-**

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.
 * Evidence of Learning-**

**MON - 27 AUG 2012**
//**2nd HOUR / 4th HOUR**// What is Psychology? What are some uses or applications for it?
 * WU-**

Syllabus/expectations/procedures/book signouts
 * In Class-**

Discussed examples of risky behavior/definitions

changing tower lightbulb What do psychologists do?

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.
 * Evidence of Learning-**

**WU-** Do you think the following are TRUE or FALSE?
 * 9/17 and 9/18 OR 9/22 and 9/23**

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 **__ (10-3 and 10-4 material) 1. DEFINE: attachment- contact comfort- imprinting- 2. What is the difference between: assimilation- and accommodation-
 * WU-**

E of L DUE: Piaget activity completion
 * In Class-**

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

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

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

//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?

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

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

Use pages 241-244 to assist you: Match the statements to one of Piaget's Stage of Development
 * Evidence of Learning-**

__ **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 **__ Who and/or what do you think influences our development? (Give some examples that will help to defend your response)
 * WU-**

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

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?

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

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-** <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8px;">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:

[]

[] []

__Start__ "Radiolab"- [] Radiolab Handout Ch. 7 Memory []

[]
 * 1) Multiple Intelligence Strengths Test (take the test and print your results).