Title: Psychology Foundations and Research

Title: Psychology Foundations and Research

Grade Level: 12th Grade

Subject/Topic Area: Psychology

Key Figures: Wundt, Freud, Skinner, James, Watson, Rogers

Key Words: psychology, experiment, survey, case study, observation, correlation,

descriptive statistics, inferential statistics

Designed by: Keith Pyn and Paula Hunt

Time Frame: 2 Weeks

School District: Savannah Chatham County Public Schools

Date: April, 2010

Stage 1 – Identify Desired Results

Learner Analysis

Savannah Arts Academy students are above average students. Over 95% of them will go on to college or university. This class is no exception. These students have no problem finding information on the internet. The area of concern is the ability to judge internet sites in regards to accuracy and correct use. This concern was expressed by both their teacher and the Media Specialist of the school. This lesson requires extensive research; therefore, it was decided that I would address this concern with a presentation on how to choose internet sites wisely.

Establish Goals

Georgia Psychology Standards:

SSPF: The student will be able to identify and understand the historical and contemporary perspectives and practices of psychologists.

SSPR: The student will explain the research methods and the types of statistics used in the field of psychology.

21st Century Learner Standards

1.1.3 Develop and refine a range of questions to frame the search for new understanding.

1.1.4 Find, evaluate, and select appropriate sources to answer questions.

1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness for needs, importance, and social and cultural context.

1.1.6 Read, view, and listen for information presented in any format in order to make inferences and gather meaning.

1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, conflicting information and point of view or bias.

1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.

1.1.9 Collaborate with others to broaden and deepen understanding.

2.1.2 Organize knowledge so that it is useful

2.1.4 Use technology and other information tools to analyze and organize information.

3.1.1 Conclude an inquiry-based research process by sharing new understanding and reflecting on the learning.

3.1.2 Participate and collaborate as members of a social and intellectual network of learners.

3.1.5 Connect learning to community issues.

3.1.6 Use information and technology ethically and responsibly.

Essential Questions

1. Who are the key figures in the history of the field of psychology?
2. What are their major contributions and how do they differ?
3. What are the main research methods/types of statistics used in the field of psychology?
4. How do these theories relate to the world today? (Ultimate Question)

Students will know…

• How to define the field of psychology
• The key figures in the history of the field of psychology and their major contributions.
• How psychologists use scientific method to describe, explain, predict control behavior.
• That not all websites are reliable for research.

Students will be able to…

• Describe the types of research methods used by psychologists: experiment, survey, case study and observation
• Identify the basic elements of an experiment
• Explain the differences between a correlation and an experiment.
• Classify the types and uses of statistics in psychological research; compare and contrast descriptive statistics and inferential statistics.
• Discuss ethical issues in psychological research
• Explore problems or questions for which there are multiple answers or no “best” answer
• Challenge ideas represented and make notes of questions to pursue in additional sources.
• Analyze information for prejudice, deception or manipulation.
• Investigate different viewpoints encountered and determine whether and how to incorporate or reject these viewpoints.
• Select the most appropriate technologies to access and retrieve needed information.
• Organize information
• Display important connections among ideas; categorizeanalyze information.
• Present complex ideas with clarity and authority
• Offer and defend information brought to a group
• Organize and integrate contributions of all group members
• Investigate multiple sides of issues and evaluate them carefully
• Use various search systems to retrieve information
• Evaluate information for validity of interpretation, accuracy and reliability
• Use consciously selected criteria to determine whether the information contradicts or verifies information from other sources.
• Use programs and websites responsibly, efficiently and ethically

Stage 2 – Determine Acceptable Evidence

Performance Tasks

• Students will evaluate a number of websites based on knowledge gained.
• Students will research and report on one of six key figures in the field of psychology: Wundt, Freud, Skinner, James, Watson, or Rogers.
• Students will present their findings in the form of written and oral presentations

Other Evidence:

• Test (See Pre-test and Graded Test at end of Lesson)
• Discussions and evaluations

Self-Assessment and Reflection:

• Participants will complete a self-evaluation
• Participants will be reviewed by peers

Stage 3 – Plan Learning Experiences

W.H.E.R.E.T.O.

1. The session will begin with a presentation on how to choose internet sites wisely accompanied with outline handout. W/H
2. Inform students of Recommended Search Engines sheet as well as ALA and MLA citing information available in Media Center. W
3. Distribute “Rate the Site” sheets for students to evaluate. W
4. Divide class into six groups for research. E
5. Distribute rubric for presentations and reports. W
6. Show the video on Feline Reaction to Bearded Men. H
7. Discuss the “Rate the Site” sheets and student’s ratings R
8. Give out, take and discuss the pre-test R
9. Allow students time to research, discuss in groups and work on their presentations. E
10. Have students present their work. R
11. Distribute evaluation forms E2
12. Review evaluations. E2
13. Give out, take and discuss graded test R, E2

Differentiation

No students in this class required differentiation. However, the following ideas are provided for instances where differentiation is indicated.

ADAD: Students would be place in a group where help would be afforded for more intense work and work will be performed in an environment with a minimum of distraction. The contributions of this group would involve shorter time frames.

Visually Impaired: Students would be placed near the front for any presentations and offered larger print versions of any printed matter.

Hearing Impaired: Students would be given full printed versions of any oral presentations.

Gifted: Students could serve as heads of their group and allowed to add additional and/or original input to the group. Those so inclined could act as primary spokesmen.

RESEARCH RUBRIC

UNACCEPTABLE ACCEPTABLE (1) GOOD (3) GOAL (5)

Possible total of 50 Points

PRE-TEST

(Students will be shown 2 children’s programs: Teletubbies and a portion of Hannah Montana)

In the following cartoons we are going to explore children’s programs and their content. The intention of this is to see how these programs can be classified as worthwhile or harmful. You are the judge, but you will need to evaluate each through the “eyes of a psychologist”. Give your answers in short but complete answers. These will be turned in and then the programs will be discussed in class.

1. Choose one of the following psychologists to evaluate each program (2 different)

Kohlburg (Moral Development), Freud (Psycho-Sexual), Ericson (8 Stages),

Piaget (Cognitive Development)

1. Evaluate each program from the view of Carol Gilligan (Justice Perspective for boys, Care and Responsibility for girls). Answer the questions: How are boys portrayed in the program? How are girls portrayed? What are their roles – are they static or transitional? (Ex. Boys being rough, girls being sensitive, etc.)
2. What do you like about this program? Is it ok for a child to watch? Why/Why not? Did you see any “hidden” messages?

Analyze the following:

The first 2 years of life are considered a critical time for brain development. TV and other electronic media can get in the way of exploring, playing, and interacting with parents and others, which encourages learning and healthy physical and social development.

As kids get older, too much screen time can interfere with activities such as being physically active, reading, doing homework, playing with friends, and spending time with family.

Of course, television, in moderation, can be a good thing: Preschoolers can get help learning the alphabet on public television, grade school students can learn about wildlife on nature shows, and parents can keep up with current events on the evening news. No doubt about it – TV can be an excellent educator.

Kidshealth.org: (2008) “How TV Affects Your Child”. Website retrieved 09-April-2010.

TEST

(Students will be shown children’s programs: Barney)

Evaluate the program through the “eyes of a psychologist”.

(Possible 25 points per evaluation or 75 points total)

Choose 3 of the following psychologists to evaluate program

Kohlburg (Moral Development), Freud (Psycho-Sexual), Ericson (8 Stages),

Piaget (Cognitive Development)

1 page max per evaluation and you must list the following:

1. Stage of Development (5 points)
2. Age that coordinates with the given stage (5 points)
3. Challenges faced during this particular stage (5 points)
4. Give an example of the behavior exhibited during stage. (10 points)

Analyze the following: 1 page max (25 points)

Most kids plug into the world of television long before they enter school. According to the Kaiser Family Foundation (KFF):

Two-thirds of infants and toddlers watch a screen an average of 2 hours a day. Kids under the age of 6 watch an average of about 2 hours of screen media a day, primarily TV and videos or DVE+Ds.

Kids and teens 8 – 18 years spend nearly 4 hours a day in front of a TV screen and almot 2 additional hours on the computer (outside of schoolwork) and playing video games.

The American Academy of Pediatrics (AAP) recommends that kids under 2 years old not watch any TV and that those older than 2 watch no more than 1 to 2 hours a day of quality programming.

The first 2 years of life are considered a critical time for brain development. TV and other electronic media can get in the way of exploring, playing, and interacting with parents and others, which encourages learning and healthy physical and social development.

As kids get older, too much screen time can interfere with activities such as being physically active, reading, doing homework, playing with friends, and spending time with family.

Of course, television, in moderation, can be a good thing: Preschoolers can get help learning the alphabet on public television, grade school students can learn about wildlife on nature shows, and parents can keep up with current events on the evening news. No doubt about it – TV can be an excellent educator.

Kidshealth.org: (2008) “How TV Affects Your Child”. Website retrieved 09-April-2010.

BONUS (10 points)

Record your observation and opinion based on the presentation.

2 paragraphs minimum, 1 page maximum

1. Choose one psychologist and give the stage and age of target viewer.
2. Evaluate the program from the view of Carol Gilligan (Justice Perspective for boys, Care and Responsibility for girls). Answer the questions: How are boys portrayed in the program? How are girls portrayed? What are their roles – are they static or transitional? (Ex. Boys being rough, girls being sensitive, etc.)
3. What do you like about this program? Is it ok for a child to watch? Why/Why not? Did you see any “hidden” messages?