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1. Term: Autumn Year Group: 13 Lesson Content & Learning Objectives Learning Outcomes Activities Resources Key Words No Attraction & Formation of - Starter:…
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  • 1. Term: Autumn Year Group: 13 Lesson Content & Learning Objectives Learning Outcomes Activities Resources Key Words No Attraction & Formation of - Starter: Students complete key word and picture on top of 1 - To be able to describe - W/S 1.1 - Proximity relationships: Why do people form what physical - OHT W/S 1.1. Students are given a checklist for the unit. - Main: - Students highlight the top of W/S 1.1 relationships with those who they characteristics people look for in a partner. live closest to? - Students draw the zones for personal space, add - Describe & evaluate the labels and colour in ffrom OHT. Proximity theory of - Students use a photocopy from Gross and Rolls on relationships the research into Festinger and Felipe et al. which they will - Describe and evaluate summarise on the W/S 1.1 research into Proximity - Students take notes from OHT, where they will evaluate the research, either adding the JAM or top and bottom layer of bread - Plenary: Why do we begin to dislike people when we spend too much time together? Attraction & Formation of - Starter: Students who completed the Matching hypothesis 2 - Describe the Matching - W/S 1.2 - Matching relationships: Gain an Hypothesis for C/W inform the rest of the class about the Matching - Photos of gay Hypothesis - Evaluate the Matching men understanding into why humans hypothesis. - Main: Students complete the first half of W/S 1.2, filling in look for a partner who is similar to Hypothesis - Matching grid - Describe research to - Bag of themselves in regards to physical the characteristics of the Matching Hypothesis, e.g., small attractiveness. support the Matching criticisms nose, etc, square jaw, etc. Hypothesis - Students complete a Matching Hypothesis investigation, where they have to match up gay couples (men/women). The reason for this is because students have done heterosexual Matching Hypothesis experiments for C/W. - Students take notes from OHT about Murstein, Walster and Silverman, as a gap filling exercise. - Students have to put a selection of criticisms in the right order from a bag of criticisms they received from the teacher. - Plenary: Students are asked to re-design the Matching Hypothesis, but the focus will be on cultures. Students are given 3 photographs of couples, students have to match them up. Attraction & Formation of - Starter: Hang Man EVOLUTIONARY APPROACH 3 - Describe the - W/S 2.1 - Evolution relationships: Gain an - Main: Students have to complete a content analysis on evolutionary approach - News papers - Halo effect - Evaluate the - OHT understanding into how personal ads in newspapers. They will work in pairs, and relationships are formed from an evolutionary approach complete a content analysis for heterosexual couples and evolutionary approach. homosexual couples. Pairs will provide to the rest of the class one similarity and one difference between
  • 2. Term: Autumn Year Group: 13 heterosexual and homosexual characteristics. - The teacher talks through the W/S 2.1, and students have to highlight key words. - Students have to take notes from OHT in order to evaluate the Matching Hypothesis - Plenary: Students plan a question on Interpersonal Attraction (24 Marks). Attraction & Formation of Starter: Re cap Classical and Operant conditioning, 4 - To be able to describe - W/S 2.2 - relationships: Gain an and evaluate - OHT Reinforcement teacher provides feedback from students on the W/B. Think understanding into the formation of reinforcement and need about what rewards and costs are associated with best and need satisfaction theory. satisfaction relationships (Reinforcement and friend, parent, child and lover. Main: Students describe the RNS theory of the formation of Need Satisfaction). - Students complete a 24 mark question on the relationships from OHT on W/S 2.2 formation of relationships. - Students fill in the table about the different kinds of needs that can act as reinforcement from OHT - Students draw a picture to represent the different types of reinforcement, add detail and colour. - Evaluate reinforcement and need satisfaction theory from OHT - Plenary: Students complete a question on the formation of relationships worth 24 marks. Attraction & Formation of - Starter: Ask students what are the rewards and costs of a 5 - To describe and W/S 3.1 - Social relationships: Be able to apply evaluate Social Exchange Small W/B exchange relationship? Costs: effort, money, missed opportunities; Social Exchange Theory to the Theory Rewards: compassion, sex, money. This needs to be drawn Theory - CL maintenance of relationships on the board as a see-saw. Emphasise the idea of equality and an unbalanced relationships leads to dissolution. CL alt - Main: - Describe Social exchange theory using the OHT. Students need to make notes on the Comparison Level (CL) and the Comparison Level Alternative (CL alt). - Students complete notes on the four stages of SET: Sampling, Bargaining, Commitment and Institutionalisation. - Students need to draw pictures to represent SBCI – using colour. - Students Evaluate Social exchange theory using the OHT, they will have to fill in the JAM. - Plenary: Students are tested on the 3 theories of formation/maintenance of relationships. Students will use small W/B’s Home work: Outline and Evaluate theories relating to the formation/maintenance of relationships (e.g., reward/need satisfaction theory, social exchange theory) 24 mks. Love & Breakdown of relationships: - Starter: Students have to write down the factors that 6 - Describe Duck’s theory - W/B - Intrapsychic Why do relationships breakdown? of the breakdown of cause the breakdown of relationships. Each student should - W/S 4.0/4.1 - Dyadic
  • 3. Term: Autumn Year Group: 13 Describe Duck’s theory of the relationships, including the come up with 4 factors each. Each student then comes - Text book - Social dissolution of relationships. 4 stages: Intrapsychic, up to the white board and writes down their responses. - Grave - Main: Students read through W/S 4.1 regarding Dyadic, Social and dressing Grave-dressing. predisposing factors and precipitating factors. Students need to read through the maintenance difficulties and rule violations. Students need to highlight key words and topics. - Students fill in the table about the four stages of Duck’s model IDSG from their text book Pg.29. - Students use the Key Topics Dwyer and Charles book Pg. 30, where students need to look at the pictures and then draw their own cartoons to represent each stage in the model. - Plenary: Why do open relationships work? Love & Breakdown of relationships: - Starter: Re-cap Duck’s theory of dissolution 7 - Be able to describe - W/S 4.1 - Dissatisfa – - Main: - Students read through the W/S 4.1, where Describe Lee’s theory of the Lee’s theory of the break Ction dissolution of relationships. up of relationships - Exposure students complete the stages of Lee’s model using their - Describe research into - Resolution text books PG.29 from Dwyer and Charles. the breakdown in - Negotiation - Students read through W/S 4.1. and teacher talks relationships. - Termination through the research, students highlight key terms. - Evaluate Duck and Lee’s - Students evaluate the theories using their text theory. books (both Cardwell and Dwyer and Charles) - Plenary: Teacher to draw a table on the W/B, looking at similarities and differences between Duck and Lee’s model. Love & Breakdown of relationships: - Starter: Re-cap Duck and Lee’s theory of dissolution 8 - Apply knowledge of - Lee’s stage - Main: - Students watch a video ‘The Breakup’. They Why do relationships breakdown? theories of relationship model breakdown to a novel - Duck’s stage make notes identifying the stages of Duck and Lee’s situation. model models. - Plenary: Talk through the movie so far and what has happened, and which stages have been passed through. Love & Breakdown of relationships: - Starter: Ask students to write their answers to the following 9 - Describe 3 Factor theory - W/S 5.0 - Cultural Why do we love other people? of love exposure questions~ why do we love others, What is love, how do we Theories into love - Evaluate 3 Factor theory know when we’re in love and what types of love are - Physiological of love arousal there? - Main: - Students takes notes from OHT about the three - Appropriate love object factors that in involved in love, physiological, love object and culture. - Students draw a love heart and add labels to it - Students evaluate 3 factors theory using their text books pg. (). - Plenary: Students complete a love quiz Love & Breakdown of relationships: - Starter: Students complete a different type of love quiz. 10 - Students describe W/S 5.1 - Intimacy
  • 4. Term: Autumn Year Group: 13 - Main: - Students take notes from OHT about Intimacy, Theories into love – Triangular theory Triangular Theory of Love - Passion - Students evaluate - Commitment Passion and Commitment. Triangular Theory of Love - Students copy from W/B Sterberg’s love triangle, - Romantic - Students can draw and - emphasising the different types of relationships that can label Sterberg’s LOVE develop Companionate TRIANGLE - Fatuous - Students fill gaps on Typology of love and Love as - Students can name a story from OHT - Empty love different types of love, - Liking - Students evaluate the theory. They will be given e.g., romantic, an A4 sheet with the A02 points jumbled up on it, they will - Infatuation companionate and have to cut them out and stick them on their W/S. fatuous - Ask individual students to read out the evaluation points. - Plenary: Ask students to give similarities and differences between the two theories of love. Homework: Describe and evaluate two theories into the dissolution of relationships (24 marks) Cultural & Sub-cultural differences: - Starter: Traffic light quiz of 15 questions about what 11 - Describe the differences W/S 6.0 - Voluntary Why are there cultural differences in between voluntary and students have covered so far on formation/love/dissolution. - Involuntary - Main: - Students read through the W/S 6.0, highlighting regards to forming a relationship? involuntary relationships. - Describe Western and relevant pieces of information Non-Western types of - Students evaluate the research relationships - Students have to write a detailed essay plan on - Evaluate voluntary and voluntary and involuntary relationships. - Plenary: Round robin of the class – ask each student to involuntary types of relationships. give a paragraph of their plan, teacher writes plan on board. Cultural & Sub-cultural differences: - Starter: Ask students if individualistic or collectivist would 12 - Describe differences W/S 6.1 - Temporary Why are some relationships between individualistic - Permanent be temp. or perm. And ask them why? - Main: - Students takes notes from OHT about temporary permanent and others temporary? and collectivist societies - Describe the differences and permanent relationships, emphasising the differences between permanent and between individualistic and collectivist societies. temporary relationships - Students evaluate the cultural research providing - Evaluate temporary and the top and bottom layers. permanent relationships. - Plenary: Small white boards, quiz the students about the topic of cultural differences, with true or false questions. Cultural & Sub-cultural differences: - Starter: What are the main differences between 13 - Describe homosexual W/S 6.2 - Homosexual Why and how are homosexual and relationships - Gay heterosexual and homosexual couples? Students provide heterosexual relationships different? - Describe heterosexual feedback and teacher writes on board in two columns. - Lesbian - Main: - Teacher emphasises, that students cannot just relationships - Describe the differences write anything about gay men/women in the exam. between the both - Emphasise sensitive topic, confidentiality when - Evaluate research into talking to students in room, think of other people’s feelings. homosexual relationships. - Students read through the W/S 6.2 with teacher pulling out information form them. Students will each read
  • 5. Term: Autumn Year Group: 13 a section of the W/S. - Students will evaluate homosexual relationships using the OHT. - Plenary: Think about gay people in the media, how are there relationships compared to a heterosexual couple? Think about Elton John, Will Young, Graham Norton, George Michael. Cultural & Sub-cultural differences: - Starter: Hangman: INTERNET RELATIONSHIPS 14 W/S 6.3 - CMC - Main: - Students take notes from OHT about the nature of Why do people need to use the - Internet internet to form relationships? - Text messgs internet relationships, initiating elationships, sexual relationships, gay men and CMC. - Students have a cut and stick activity, when evaluating the research into electronic relationships. - Plenary: Essay plan for this question (worth 24 marks) Revision of material: - Starter: Students pick which topic they are going to 15 - To produce a poster - A3 sheets of about: produce a poster on. coloured paper - Main: - Students create a poster about their given topic, - Filter theory - Coloured pens - Matching Hypothesis - Glue emphasising key words and key evaluation points. There - Evolution - Magazines needs to be colour and pictures on the poster. - Plenary: Students post the poster up on the wall - Reward/Need satisfaction - Social exchange - Duck’s model - Lee’s model - 3 factor theory - Triangular theory - Cultural - Homosexual - Internet/texting Homework: Describe and Evaluate one form of understudied relationship (24 marks) Revision of relationships 16-20 - Be able to answer an Students will be revising will fellow peers in lessons. There - Students notes essay question on one will be practice papers and essay structures given to and W/S topic of relationships students.
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