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1. A LEVEL PSYCHOLOGY KMA 2002 UNIT TITLE: PSYCHOLOGY AND HEALTH UNIT 2545 Approx 2 weeks per area (7/8 lessons) LESSON TITLE LESSON OBJECTIVES…
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  • 1. A LEVEL PSYCHOLOGY KMA 2002 UNIT TITLE: PSYCHOLOGY AND HEALTH UNIT 2545 Approx 2 weeks per area (7/8 lessons) LESSON TITLE LESSON OBJECTIVES ACTIVITIES/ASSESSMENT/HOMEWORK RESOURCES NUMBER • be able to describe and 1&2 (a)The patient-practioner relationship (i) patient and practioner interpersonal skills evaluate patient-practioner interpersonal skills in the light of psychological theories, studies and evidence • seek to apply psychological methods, perspectives and issues • explore social, moral, cultural and spiritual issues • be able to describe and • Recap over the two theories covered last 3&4 (a)The patient-practioner relationship (i) patient and practioner interpersonal skills evaluate patient-practioner lesson, quick Q/A session interpersonal skills in the light of psychological HOMEWORK: theories, studies and evidence • seek to apply psychological methods, perspectives and issues • explore social, moral, cultural and spiritual issues • be able to describe and 5&6 (a)The patient-practioner relationship (i) patient and practioner interpersonal skills evaluate patient-practioner interpersonal skills in the light of psychological theories, studies and evidence • seek to apply psychological methods, perspectives and issues • explore social, moral, cultural and spiritual issues RESOURCES • LESSON TITLE NUMBER
  • 2. • be able to describe and 7&8 (a)The patient-practioner relationship Past Papers (i) patient and practioner interpersonal skills evaluate patient-practioner Mark schemes interpersonal skills in the light of psychological theories, studies and evidence • seek to apply psychological methods, perspectives and issues • explore social, moral, cultural and spiritual issues • Be able to describe some of • Go over summaries and get them to fill in 1&2 B & G p110 the findings that have arisen targets to improve Gross p77 from research into sleep states Monitoring sheets WORKSHEET: physiological measures of sleep/Ultradian rhythms STUDY: D & K LESSON TITLE LESSON OBJECTIVES ACTIVITIES/ASSESSMENT/HOMEWORK RESOURCES NUMBER • 3 &4 WORKSHEET: D& K Qs • • Students hand in dream diaries 5&6 Monitoring sheets WORKSHEET: guidelines for writing core studies summaries • 7&8 Past papers Mark scheme June 1999 Q21 • Be aware of the basic • Go through the structure and function of the 1&2 ‘Brain abnormalities in murderers as indicated by WORKSHEET: Structure & positron emission tomography’ function of the nervous system structure of the nervous nervous system (some revision of GCSE Raine, Buchsbaum & Lacasse (1997) system biology) WORKSHEET: Ways to • Consider some of the ways • Go through ways to investigate brain investigate brain function that psychologist can function, students to evaluate in small groups • Consider the merits of each and the investigate the localisation of REMINDER: book IT room for function applications next lesson • Consider the implications of • Discuss next lesson with them in terms pf physiological psychology presentations and resources they will need to There are a variety of books bring in from biology and the library • Organise the students into groups of ¾ and (seeJJO) on: give them an area of the brain to research
  • 3. Prefrontal/parietal/occipital and temporal lobes, corpus HOMEWORK: students to research and bring in colossum, amygdala, thalamus resource material for next lesson and hippocampus LESSON TITLE LESSON OBJECTIVES ACTIVITIES/ASSESSMENT/HOMEWORK RESOURCES NUMBER • Be aware of the basic • In the IT room the students have one hour to 3 &4 ‘Brain abnormalties in murderers as indicated by IT room positron emission tomography’ structure of the nervous prepare resources for the rest of the class on Raine, Buchsbaum & Lacasse (1997) Variety of material from library/ system their specified area. They will need to include biology • Consider some of the ways diagrams and details of the specific functions of that area that psychologist can STUDY: Raine • Allow enough time for each group to go over investigate the localisation of function their research to the rest of the class Gross p83 • Consider the implications of • From this get an idea from the students over physiological psychology which areas they predict may be different in murderers compared to controls HOMEWORK: read the study by Raine et al (1997) • Be able to attempt to explain • Go over the key points of the study (use this 5&6 ‘Brain abnormalties in murderers as indicated by WORKSHEET: Qs on Raine positron emission tomography’ behavioural and experience time to finish off the research from last Raine, Buchsbaum & Lacasse (1997) Monitoring sheets in terms of physiological lesson if necessary) • Give out the Q’s for students to complete in changes • Be able to evaluate the class • Go over them and mark them, students methods used to investigate brain functions complete monitoring sheets and set targets HOMEWORK: complete section A Qs • Be able to attempt to explain • Go over the short answer Qs 7&8 ‘Brain abnormalities in murderers as indicated by Past papers positron emission tomography’ • Give guidance in the summary and divide the behavioural and experience Raine, Buchsbaum & Lacasse (1997) in terms of physiological sections amongst the class so that as a group changes they complete the summary together • Be aware of the basic • Quick test to remind the students the 1 &2 ‘Hemisphere deconnection and unity in WORKSHEET: practical on consciousness’ communication between the two structure of the nervous functions of the various areas of the brain, Sperry (1968) hemispheres system highlight the corpus collosum(CC) and it’s • Consider some of the ways role in communication of information WORKSHEET: visual pathway between the two hemispheres that psychologist can from retina to brain • Students do practical to assess the investigate the localisation of function communication between their hemispheres WORKSHEET: showing the • Consider the implications of • Discuss why they have no problems with the tachitoscope physiological psychology task and what could be the problem if there was no communication between the two STUDY: Sperry hemispheres
  • 4. • Go over the worksheet that explains how WORKSHEET: Qs on Sperry even if the CC is cut the brain can communicate via the optic nerve and discuss Sperry’s studies on monkeys LESSON TITLE LESSON OBJECTIVES ACTIVITIES/ASSESSMENT/HOMEWORK RESOURCES NUMBER • Explain how Sperry used the tachitiscope to 1 & 2(cont) ‘Hemisphere deconnection and unity in consciousness’ allow literalised testing of the visual field. Sperry (1968) Check that they grasp the concept of how it works HOMEWORK: Read the Sperry study and answer the first 5 Qs • Be aware of the basic • Check that they understood the aims and 3&4 ‘Hemisphere deconnection and unity in Past Papers consciousness’ structure of the nervous method of the study Sperry (1968) • Mark the first five Qs system • Consider some of the ways • Finish off the rest in class and mark in class. that psychologist can Take the marks in and students set targets. investigate the localisation of • Go over the evaluation of the study in class function • Consider the implications of HOMEWORK: Revise the study ready to be physiological psychology able to answer, under test conditions next lesson, short answer style Qs • Be able to attempt to explain • Give the students Short answer Qs from Core 5&6 ‘Hemisphere deconnection and unity in TEST: short answers to Section consciousness’ A CS1 behavioural and experience studies 1 past papers under test conditions Sperry (1968) • Mark in class and check areas where there in terms of physiological changes are any misunderstandings. • For the remainder of the lesson they are to start their summaries HOMEWORK: finish summaries for next lesson • Be able to attempt to explain • Collect summaries in and discuss the relative 7&8 ‘Hemisphere deconnection and unity in consciousness’ behavioural and experience strengths and weaknesses of the study. Sperry (1968) in terms of physiological Brainstorm and do a whole class evaluation. • Plan an essay using more than one of the changes studies done so far to be able to compare and contrast the physiological methods.
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