Week 1Unit of Study: Introducing Psychologyfirst/Third Grading Period

Psychology

Week 1Unit of Study: Introducing PsychologyFirst/Third Grading Period

TEKS for Psychology (Content)
2A Predict the likely outcome of given courses of action in particular situations, such as refusing to pay taxes, to register to vote, or to obey the speed limit.
2B Evaluate the predicted outcomes of given courses of actions in particular situations based on an understanding of the development of morality.
3A Apply various perspectives of motivation to a given economic situation such as the choice of car to purchase, personal budget priorities, or choice of jobs.
3C Describe the processes of modeling/imitation and vicarious reinforcement using typical classroom situations.
3D Describe and explain self-esteem, self-efficacy, and expectancy from the perspective of attribution theory.
4B Define and give examples of bias related to various points of view.
7A Identify defining characteristics that differentiate the field of psychology from other related social sciences.
8C Identify and describe the basic methods of social scientific reasoning.
9A Describe and explain learning as an adaptation to the environment.
9C Explain types of relationships of individuals with other individuals and with groups.
18A Analyze examples of attitudes, beliefs, and behaviors related to changes in available technology. / TEKS for Psychology (Skills and Processes)
1A Participate in class as a leader and follower.
1D Accept and fulfill social responsibilities associated with citizenship in a group setting.
13B Draw and evaluate conclusions from qualitative information.
13C Define and compute measures of central tendency (mean, medium, and mode) and dispersion (range and standard deviation).
13E Apply evaluation rules to quantitative information.
13F Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions.
14A Use psychology-related terminology correctly.
14B Use standard grammar, spelling, sentence structure, and punctuation.
14D Create written, oral, and visual presentations of social studies information.
15A Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.
15B Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.
17A Apply the standards of the American Psychological Association for ethical decision making regarding the collection, storage, and use of psychological data.
17B Acquire information through the use of electronic sources.
College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
physiological
cognitive
psychology
hypothesis
theory
basic science
applied science
scientific method
structuralist
introspection
functionalist
psychoanalyst
behaviorist
humanist
psychobiologist
psychiatry
clinical psychologist
developmental psychologist
experimental psychologist
industrial/organizational psychology /

Textbook

Glencoe, McGraw-Hill, Understanding Psychology

Unit 1: Chapter 1 pp. 2-33

Chapter 1 Assessment

Critical Thinking - all questions
p. 30

Community Resources

School Social Worker
Local psychological professionals
UT HealthScienceCenter
Internet Resources
Social Studies Center
SAISD Social Studies Resource Center
psychology.glencoe.com

org/
Primary Sources
APA Ethical Principals for Research
Media Resources
Of Mice and Men
Charly (Flowers for Algernon)
See campus librarian for additional print and non-print resources. / The teacher willuse the textbook and other print, visual, and electronic resources and Before, During, and After strategies to:

describe the range of topics covered in an introductory psychology course.
describe the goals and scientific basis of psychology.
explain important trends in the history of psychology.
explain the work of a psychologist.

Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
/ What are the main topics covered in an introductory psychology course?
What are the goals and scientific basis of psychology?
What are the important trends in the history of psychology?
What are the types of work of a psychologist? / Describe the main topics covered in an introductory psychology course.
Describe the goals and scientific basis of psychology.
Examine the important trends in the history of psychology.
Explain the types of work of a psychologist. / Essay
Collaborative learning activities
Guided Discussions
Graphic Organizer
Interactive Notebook
Reading Process
Foldable
Assessment
Students demonstrate understanding of concepts through guided classroom discussion and interactive note-taking.
Students write short essay comparing and contrasting the types of work of a psychologist.
Students complete foldable on the goals and scientific basis of psychology.
Before:

preview the textbook (look at titles, pictures, and key words) and then predict why people study psychology.
brainstorm possible types of psychology
predict how the scientific method applies to psychology
begin writing in the interactive notebook answering the following question, “What are your personal reasons for studying psychology and what do you hope to gain from this semester experience?”

During:

identify terms related topsychology
explain what is psychology and why it is important
use a graphic organizer to list and describe the goals of psychology
explain a brief overview on the history of psychology using a timeline
identify psychologists throughout Chapter 1, and write a short summary of their contribution to psychology.

After:

explain the scientific method and how it relates to psychology
create a table chart listing the historical approaches to psychology and some influences on behavior
create a table chart listing the contemporary approaches to psychology and some influences on behavior
create a bar graph on the different psychology professions and place a number value for each profession, then chart the number value
review the interactive notebook entry, and continue to write answering the following question;

“Give three benefits and explain what you can derive from studying psychology based on the information you learned in chapter 1.”
Technology Integration: Guide students to

use Internet resources to create a Wall of Famous People in Psychology in chapter 1
research the following people; Rene Descartes, William James, Wilhelm Wundt, Sir Francis Galton, Max Wertheimer, Wolfgang Kohler, Kurt Koffka, Sigmund Freud, Mary Whiton Calkins, John B. Watson, B.F. Skinner, Abraham Maslow, Carl Rogers, Rollo May, Jean Piaget, Noam Chomsky, Leon Festinger and Leonard Doob.
provide dates of birth and death, significant contributions to psychology and the impact these

contributions have had on history and present day psychology.
Special Education / Instructional Modifications/ Accommodations Determined by ARD/IEP

Glencoe, McGraw-Hill, Understanding Psychology

Guide to the Essentials, Chapters 1, 22
Guided Reading and Review, Chapters 1, 22 / During:
create flash cards of the word wall vocabulary for Chapter 1
After:
make an illustrated foldable that summarizes the advantages and disadvantages of three different
psychology professions.
ELL /

Glencoe, McGraw-Hill, Understanding Psychology

Guide to the Essentials, Chapters 1, 22
Guided Reading and Review, Chapters 1, 22 / During:
Chapter 1 Assessment; Recalling Facts complete the activity on p. 30 in the textbook
After:
Chapter 1 Assessment; Building Skills: Identify Cause and Effect Relationships complete the activity on p. 31 in the textbook
Pre-AP/GT / See separate AP curriculum / During:
After:

Psychology

Week 2Unit of Study: Psychological Research Methods and StatisticsFirst/Third Grading Period

TEKS for Psychology (Content)
2A Predict the likely outcome of given courses of action in particular situations, such as refusing to pay taxes, to register to vote, or to obey the speed limit.
2B Evaluate the predicted outcomes of given courses of actions in particular situations based on an understanding of the development of morality.
3A Apply various perspectives of motivation to a given economic situation such as the choice of car to purchase, personal budget priorities, or choice of jobs.
3C Describe the processes of modeling/imitation and vicarious reinforcement using typical classroom situations.
3D Describe and explain self-esteem, self-efficacy, and expectancy from the perspective of attribution theory.
4B Define and give examples of bias related to various points of view.
7A Identify defining characteristics that differentiate the field of psychology from other related social sciences.
8C Identify and describe the basic methods of social scientific reasoning.
9A Describe and explain learning as an adaptation to the environment.
9C Explain types of relationships of individuals with other individuals and with groups.
18A Analyze examples of attitudes, beliefs, and behaviors related to changes in available technology. / TEKS for Psychology (Skills and Processes)
1B Adjust behavior appropriately to fit various situations.
1C Contribute to the development of a supportive climate in groups.
13B Draw and evaluate conclusions from qualitative information.
13C Define and compute measures of central tendency (mean, medium, and mode) and dispersion (range and standard deviation).
13E Apply evaluation rules to quantitative information.
13F Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions.
14A Use psychology-related terminology correctly.
14B Use standard grammar, spelling, sentence structure, and punctuation.
14D Create written, oral, and visual presentations of social studies information.
15A Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.
15B Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.
17A Apply the standards of the American Psychological Association for ethical decision making regarding the collection, storage, and use of psychological data.
17B Acquire information through the use of electronic sources.
College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
sample
naturalistic observation
case study
survey
longitudinal study
cross-sectional study
correlation
hypothesis
variable
experimental group
control group
self-fulfilling prophesy
single-blind experiment
double-blind experiment
placebo effect
statistics
descriptive statistics
frequency distribution
normal curve
central tendency
variance
standard deviation
correlation coefficient
inferential statistics /

Textbook

Glencoe, McGraw-Hill, Understanding Psychology

Unit 1: Chapter 2 pp. 35-57

Community Resources

School Social Worker
Local psychological professionals
UT HealthScienceCenter
Internet Resources
Social Studies Center
SAISD Social Studies Resource Center
psychology.glencoe.com

org/

Media Resources

See campus librarian for additional print and non-print resources. / The teacher willuse the textbook and other print, visual, and electronic resources and Before, During, and After strategies to:

describe the process of psychological research and the scientific method.
name the different types of psychological research.
summarize the methodological hazards of doing research.
describe the types of statistics.

Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
/ What is the scientific method and how does it relate to the process of psychological research?
What are the different types of psychological research?
What are some of the methodological hazards of doing research?
What are some of the types of statistics? / Describe the scientific method and how does it relate to the process of psychological research.
Examine the different types of psychological research.
Examine some of the methodological hazards of doing research.
Examine some of the types of statistics. / Essay
Collaborative learning activities
Guided Discussions
Graphic Organizer
Interactive Notebook
Reading Process
Foldable
Assessment
Students demonstrate understanding of concepts through guided classroom discussion and interactive note-taking.
Students write essay analyzing some of the methodological hazards of doing research.
Students complete foldable on the types of statistics.
Before:

preview the text (look at titles, pictures, and key words) and then predictwhat is research and how does statistics contribute to research
begin usinga graphic organizer such as a T-chart to list the methods of research and record students prior knowledge about these methods
discuss where in the local newspaper one could find statistics
continue to write entries in the interactive notebook answering the following question;

“When a psychologist begins to do research, what must be in place in order for the research experiment
be successful?”
During:

identify terms and analyze concepts about psychological research methods and statistics
continue to fill out and complete the graphic organizer on the methods of research and list the advantages and disadvantages with each method
using figure 2.1 on page 39 as a guide, create a correlation study graph chart that explains the number of days in school, the number of days not in school, the number of days attending tutoring to pass the 12th grade
create a 4-prong web organizer with the word DESCRIPTIVE STATISTICS in the middle. Identify and explain each type of descriptive statistics
discuss how to create a scatterplot and its importance to inferential statistics.

After:

write on large index cards the steps and procedure that is to be followed by a psychologist when

conductingexperimental research. Randomly distribute the cards among students in the classroom and
allow them the opportunity to place the cards in correct order.

analyzehow the Placebo Effect and the Self-Fulfilling Prophecy can affect research, write a short

paragraphexplaining on how Placebo Effect works

using recent ACT and SAT test scores to explain a normal curve
explain measures of central tendency and variance using a graph chart
create a scatterplot for the classroom about eating at McDonalds during the summer months. Then answer

the following question, what conclusions can you draw from a scatterplot?

review the interactive notebook entry, and continue to write answering the following question;

“What can be some of the problems in research and how can statistics be of help to solve the problems?”
Technology Integration: Guide students to

use the Internet and research Jane Goodall’s work with the chimpanzees in the country of Tanzania.
use the Internet and research The Case of the Clever Hans the horse
create a Venn diagram and compare the two studies. Give a minimum of three entries for the diagram.

Special Education / Instructional Modifications/ Accommodations Determined by ARD/IEP

Glencoe, McGraw-Hill, Understanding Psychology

Guide to the Essentials, Chapter 2
Guided Reading and Review, Chapter 2 / During:
list some popular sports statistics that can be found in the local newspaper, magazines, or Internet and display in the classroom
After:
list the various cell phone providers in the San Antonio area
complete the chapter 2 Assessment textbook p. 57, Building Skills: Interpreting Graphs questions 1-5
ELL /

Glencoe, McGraw-Hill, Understanding Psychology

Guide to the Essentials, Chapter 2
Guided Reading and Review, Chapter 2 / During:
describe the difference between the mean and the mode as it applies to statistics.
After:
conduct the research required of the chapter 2 Assessment, Psychology Projects: 2. Statistical Evaluation on page 57 in the textbook
compute the mean, medium, mode for the project
present the steps taken to do the research and the findings to the classroom
Pre-AP/GT / See separate AP curriculum / During:
After:

Psychology

Week 3Unit of Study: Infancy and ChildhoodFirst/Third Grading Period

TEKS for Psychology (Content)
2A Predict the likely outcome of given courses of action in particular situations, such as refusing to pay taxes, to register to vote, or to obey the speed limit.
2B Evaluate the predicted outcomes of given courses of actions in particular situations based on an understanding of the development of morality.
3A Apply various perspectives of motivation to a given economic situation such as the choice of car to purchase, personal budget priorities, or choice of jobs.
3C Describe the processes of modeling/imitation and vicarious reinforcement using typical classroom situations.
3D Describe and explain self-esteem, self-efficacy, and expectancy from the perspective of attribution theory.
4B Define and give examples of bias related to various points of view.
7A Identify defining characteristics that differentiate the field of psychology from other related social sciences.
8C Identify and describe the basic methods of social scientific reasoning.
9A Describe and explain learning as an adaptation to the environment.
9C Explain types of relationships of individuals with other individuals and with groups.
11A Explain factors involved in cognitive development according to Piaget.
12B Evaluate the presented theories of human development and specify the strengths and weaknesses of each.
18A Analyze examples of attitudes, beliefs, and behaviors related to changes in available technology.
18B Evaluate the impact of changes in technology on personal growth and development. / TEKS for Psychology (Skills and Processes)
1A Participate in class as a leader and follower.
1D Accept and fulfill social responsibilities associated with citizenship in a group setting.
13B Draw and evaluate conclusions from qualitative information.
13C Define and compute measures of central tendency (mean, medium, and mode) and dispersion (range and standard deviation).
13E Apply evaluation rules to quantitative information.
13F Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions.
14A Use psychology-related terminology correctly.
14B Use standard grammar, spelling, sentence structure, and punctuation.
14D Create written, oral, and visual presentations of social studies information.
15A Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.
15B Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.
17A Apply the standards of the American Psychological Association for ethical decision making regarding the collection, storage, and use of psychological data.
17B Acquire information through the use of electronic sources.
College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
developmental psychology
grasping reflex
rooting reflex
maturation
telegraphic speech
schema
assimilation
accommodation
object permanence
representational thought
conservation
egocentric
imprinting
critical period
authoritarian family
democratic/authoritative family
permissive/laissez-faire family
socialization
identification
sublimation
role-taking /

Textbook