Overview and Background: Unit: Biopsychology

 

Matt Gallagher : Cheney USD 268

Social Studies. : Psychology : Psychology

Cheney : Grades 11 - 11 : Aug. - Jun.

 

Title:	Biopsychology
Topics:	biological bases for behavior, brain chemistry & architecture, structure and functions of neural networks and the nervous system, endocrine system, measurement of brain functions
Start Date:	-

Other Designers:

 

Summary: Student will develop a real understanding of how brain chemistry impacts cognition & behavior.

 

Print Materials Needed: Bernstein, Douglas A. 2000. Psychology, 5th edition. Boston: Houghton Mifflin. ISBN #: 0-395-94503-8; current articles discussing research of the brain and links to behavior

Resources: videos/dramatizations discussing the function of the brain and researched links to behavior; preserved sheep brains for purpose of dissection (surgical gloves & dissection kits)

 

Resource Attachments:	http://www.cheney268.com/SS/gallagher/psychology/psychunits/biopsychology.htm
Internet Resource Links:

 

Notes:

 

Stage 1: Identify Desired Results

 

State:	National Standard       American Psychological Association Educational Standards & Domains
Title:	BIOPSYCHOLOGICAL Domain
Standard(s):	Biological Bases of Behavior addresses how the brain processes information and how the body adapts to the demands of its environment. After concluding this unit, students understand: 1. Structure and function of the neuron 2. Organization of the nervous system 3. Hierarchical organization of the structure and function of the brain 4. Technologies and clinical methods for studying the brain 5. Specialized functions of the brain's hemispheres 6. Structure and function of the endocrine system 7. How heredity interacts with the environment to influence behavior 8. How psychological mechanisms are influenced by evolution

Understandings:
user	There is a biochemical and electrical process behind a person's thoughts, emotions, and actions. There are many parts to a person's brain that must work in harmony with one another. The functions of the brain are subject to outside influences.

 

Essential Questions:
user	What is involved in the development of a person's brain? How do the different parts of the brain work together- what functions do they serve? How do thoughts, emotions, and actions come about?

 

Knowledge and Skills:

Students will know: components of the brain and functions they serve, what impact environment can have on brain chemistry Students will be able to: explain the impact of various environmental conditions on brain chemistry, explain brain disorders

 

Stage 2: Determine Acceptable Evidence

 

Assessment Summary: Students will be required to apply their knowledge of brain functions and personality to one of the performance task scenarios, describing in detail the impact brain chemistry has on cognition & behavior. Student will construct a presentation that must demonstrate their thorough understanding of the unit goals.

 

Task/Prompt: Brain Damage Type:Performance Task Topics: biological bases for behavior, brain chemistry & architecture, structure and functions of neural networks and the nervous system, endocrine system, measurement of brain functions Summary: Students will be required to apply their knowledge of brain functions and personality to one of the performance task scenarios, describing in detail the impact brain chemistry has on cognition & behavior. Student will construct a presentation that must demonstrate their thorough understanding of the unit goals. Print Materials Needed: Resources: Resource Attachments: Internet Resource Links: Link 1: Link 2: Link 3: Link 4: Link 5: Notes: Student Directions: The student will demonstrate understanding of the brain's components, their functions, and how they impact a person's thoughts and behavior. Scenario 1: You are a neurological specialist asked to diagnose a patient who has suffered serious trauma to the brain. Explain what part of the brain has been damaged, what impact this will have on the person's thoughts & behavior, and what prognosis you see for this patient. Scenario 2: Someone close to you has suffered serious trauma to the brain. Write a series of 3 letters describing what the doctors have explained to you, what changes you have noticed in this person since the accident, and what you expect for the future. Scenario 3: You run a therapy center that specializes in early childhood development. Tell the story of a toddler that has suffered complications in brain development. Explain what part of the brain has suffered damage, what impact this will have on the child's development, and what prognosis you see for your client. Student projects can take the form of a paper, PowerPoint presentation, poster, medical chart, 3D model, brochure-- anything that will communicate genuine understanding.     Rubric(s) Rubric: Brain Damage Summary: Students will be required to apply their knowledge of brain functions and personality to one of the performance task scenarios, describing in detail the impact brain chemistry has on cognition & behavior. Student will construct a presentation that must demonstrate their thorough understanding of the unit goals. Trait: Project Model Performance Type: Process. Level 1: Incomplete Level 2: Fair Level 3: Good Level 4: Excellent     No explanation of the brain's impact on thought & behavior. No detail used communicating ideas. No organization. Excessive spelling or grammatical errors. Little explanation of the brain's impact on thought & behavior. Little detail used communicating ideas. Lacking organization. Many spelling or grammatical errors. General explanation of the brain's impact on thought & behavior. Some detail used communicating ideas. Generally clean and organized. Few spelling or grammatical errors. Clear and detailed explanation of the brain's impact on thought & behavior. Creative detail used communicating ideas. Very clean and organized. No spelling or grammatical errors.     Trait: Oral Presentation Performance Type: Oral. Level 1: Incomplete Level 2: Fair Level 3: Good Level 4: Excellent     Delivery is generally unprepared and distracted. Missing or unacceptable introduction or conclusion. Delivery is hindered by many filler words or nervous gestures. Lacking eye contact or reads notes. Delivery is sometimes unclear or unprepared. Rough or unclear introduction or conclusion. Delivery is somewhat hindered by use of filler words or nervous gestures. Looks at notes often or one part of the audience. Delivery is generally clear and on target. Clear introduction and conclusion. Little use of filler words or nervous gestures. Eye contact is nearly consistent with the audience. Delivery is expressive and concise. Creative use of introduction and conclusion. No use of filler words or nervous gestures. Eye contact is consistent with entire audience.

 

Other assessment evidence to be collected:

 

Stage 3: Plan Learning Experiences and Instruction

 

Learning Activities:

Where is the unit going? Students will demonstrate real understanding of the impact brain chemistry has on cognition & behavior. Hook the student Tell story of Phineas Gage (brain trauma that changed personality) and ask students to draw connection between specific brain trauma and chemical changes and changes in behavior. Equip the student, explore the subject Student will encounter terminology, research, and dramatizations that begins to explain the link between the brain and behavior. Students will apply this information to daily activities and draw connections with brain activity. Rethink and revise opportunities Student will present their diagnoses/prognoses to the rest of the class, answering questions posed by other students. Evaluate performance and progress Formative evaluations will consist of reading assignments and quizzes, constructed responses to reading and video, discussion and debates, unit test. Performance Task Students will be required to apply their knowledge of brain functions and personality to one of the performance task scenarios, describing in detail the impact brain chemistry has on cognition & behavior. Student will construct a presentation that must demonstrate their thorough understanding of the unit goals. Scenario 1: You are a neurological specialist asked to diagnose a patient who has suffered serious trauma to the brain. Explain what part of the brain has been damaged, what impact this will have on the person's thoughts & behavior, and what prognosis you see for this patient. Scenario 2: Someone close to you has suffered serious trauma to the brain. Write a series of 3 letters describing what the doctors have explained to you, what changes you have noticed in this person since the accident, and what you expect for the future. Scenario 3: You run a therapy center that specializes in early childhood development. Tell the story of a toddler that has suffered complications in brain development. Explain what part of the brain has suffered damage, what impact this will have on the child's development, and what prognosis you see for your client. Student projects can take the form of a paper, PowerPoint presentation, poster, medical chart, 3D model, brochure-- anything that will communicate genuine understanding.  Ultimately, you will complete a written product and a oral presentation.