Day 7

Opener: 

What kind of tissue or “matter” makes up the human brain?  

How might it be different than the tissue that makes up the rest of the human body?
Activity:

You have 10 minutes, with your partner, to answer the following questions regarding your assigned part of the brain.  After 10 minutes you will be asked to share with your classmates.

•What is its function?

•How does it work?

•What does it look like?

1.Central Nervous System

2.Peripheral nervous system

3.Neurons

4.Cell Body

5.Nucleus

6.Dendrites

7.Axon

8.Myelin

9.Synapse

10.Spinal Cord

J.  Neurotransmitters

Q.  Somatic Nervous System

K.   Autonomic Nervous System

Close: 2-3 Student generated questions about brain tissue, cells, neurons, etc. that must begin with "how" or "why".

Day 6

Opener:  Looking at your brain maps....

•Which areas of the brain would most likely be injured during a boxing match?

•Which areas of the brain would be most active during your PE class?

•Which areas of the brain do you use when planning for a vacation?

Activity #1: Quiz #1 (Canvas)

Activity #2: Psychology Today student presentation

Close:  Students generate 2-3 inferential questions on the topics of parts of the brain, the effect of modern psychiatric and illicit drugs (student presentation), or the about any item from the quiz.

Day 5

Opener - What conclusions can you draw from the graphic below?

TIP-C - Graph/Chart Analysis

T – Type – What type of chart, graph or table is this (pie, bar, line etc.)?  What can this type of tool do? What are its advantages and limits?

I – Institution – Who, or what organization created this tool?  Are they a legitimate source? Do they have an agenda?

P – Purpose – What is the graph/chart specifically designed to express?  Are there any noticeable changes or patterns? What type of people might find this information useful?

C – Conclusions – What further conclusions can you draw from this information?  Can you make a prediction or speculate?  How might these patterns and/or changes affect other factors/sectors?

Activity #1 - Psychology Today Presentation and Feedback

Activity #2 - Biological perspective mini-lecture and review

Close - Questions regarding the biological components of psychology, early theorists, or Psy Today presentation

Opener:  What medical tools do doctors and psychologists use to study the brain?  If you are not familiar with any of these, take 3-4 minutes and discuss with your neighbor, do an internet search, or even speculate what me might be able to do with today's technology.

Activity #1:  Finish student "brain map" briefings.

Activity #2:  Example of PSY TODAY presentation

Close:  Question and notebook turn-in

Day 2

Opener:  Before the field of psychology developed, what do you think most people thought caused people to behave the way that they do?

Activity #1:  Psychology Today Project intro and "auction"

Students choose a recent development in the field of psychology and present their findings to the class in a brief 5 minute presentation (followed by a q&a period).  Students choose their day to present on the calendar and are responsible to have their presentations ready PRIOR to that date.

The guidelines for the project are as follows:

•Choose an significant recent advancement in the field of psychology (within the last year) that you believe might significantly change the way we understand the human mind, human behavior, or treat those who suffer from mental illnesses.  Sources may include legitimate newspapers, professional journals, documentaries, or university publications.

•Developments must represent a significant change that will likely have a lasting impact.

Your presentation must includes:

Slide #1 - Summary of the study or advancement and why is will alter the field of psychology

Slide #2 – How this discovery/change is tied to other developments in the field of psychology that we have, or will, study during the year

Slide #3 – What will change in the future as a result of this new idea?  Make a prediction!

Slide #4 – List of all resources used (minimum of 2)

Useful links: https://www.sciencedaily.com/news/health_medicine/psychology/
https://www.psychologytoday.com/us/news

Activity #2:  Think/Pair/Share

Take the next 12 minutes to think about an answer to each of the questions below.  Record your responses in you notebook.  Afterward, compare your responses to those of your neighbors and consider including their in your notebook as well.  Following this, we will share out with the entire class.

Question #1- What is the goal of psychology.
Question #2 - How does the field of psychology relate to the other social sciences (history, government, economics, sociology, etc) ?

Closing activity:  Unanswered questions - Students must generate a list of at least 2 questions that they still have about today's discussion, any assignments or activities, or general questions about the field of psychology.  These are recorded in their notebooks in the last ten paged of the notebook in the newly created "My questions" section.

Day 1

Welcome to Psychology - The almost science

All social studies, which includes Psychology, revolve around human beings and the decisions that they make.  Since no two minds develop the same way, no single theory or rule has emerged to explain human thoughts and behaviors.  So, like all social studies, debates are ongoing and potentially infinite.

As a result, we will practice this skill regularly.  Today...the U-Debate

U-Debate

·       Below, there are a series of statements that represent the types of issues that we will explore in our study of psychology.  After reading each statement you should decide whether or not you agree or disagree. 

·       After you have decided whether or not you agree, you will move (when told to do so) according to a U-shaped classroom continuum.  The more that you agree with that statement, the further you should sit on the left side of the classroom (near the front by the bookshelf).  The more you disagree, the further right (toward the teacher's desk).  If you are undecided, you should sit in the middle, toward the back of the room.  The center of the classroom is for those students who are "lost in the sauce" and are still working out what the statement means.

·       Each debate will begin with a 3 minute deliberation period for you to form and collect your thoughts.  Then a maximum of 15 minutes will be allowed for debate for each statement.

* As other students express their thoughts, you are encouraged to move along the u-continuum if your viewpoint changes during the debate. Remember, to win people to your side you have to be convincing and avoid personal attacks, rude comments, or any other behaviors that push people away.

Statements for debate:

1. The brain is simply an organ and should be treated the same as any other organ.
2. Nature will always matter more than nurture.
3. Most behaviors are learned, rather than innate.  No one is born "a blank slate".
4. People can change their behaviors any time they want if they just try hard enough.

Course Syllabus available here: https://docs.google.com/document/d/13rkKZP7TVUTVwu9lyo7NsaeMJjexpwE_B88IvWn-Gw8/edit?usp=sharing