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Course Title: Personal Psychology 1

State: FL

State Course Title: Psychology 1

State Course Code: 2107300

State Standards:

Date of Standards: 2022

Percentage of Course Aligned: 100%

SS.912.P.1.1: Define psychology as a discipline and identify its goals as a science. Unit 2: Searching for Answers

SS.912.P.1.2: Describe the emergence of psychology as a scientific discipline. Unit 2: Searching for Answers

SS.912.P.1.3: Describe perspectives employed to understand behavior and mental processes.

Unit 2: Searching for Answers

SS.912.P.1.4: Discuss the value of both basic and applied psychological research with human and non-human animals.

SS.912.P.1.5: Describe the major subfields of psychology.

SS.912.P.6.1: Explain the interaction of environmental and biological factors in development, including the role of the brain in all aspects of development.

Unit 2: Searching for Answers

Unit 3: The Biology of Behavior

SS.912.P.6.2: Explain issues of continuity/discontinuity and stability/change.

SS.912.P.6.3: Distinguish methods used to study development.

SS.912.P.6.4: Describe the role of sensitive and critical periods in development.

Unit 6: Development Over the Lifespan

SS.912.P.6.5: Discuss issues related to the end of life.

SS.912.P.6.6: Discuss theories of cognitive development.

SS.912.P.6.7: Discuss theories of moral development.

Unit 6: Development Over the Lifespan

Unit 5: Language and Intelligence

Unit 6: Development Ove the Lifespan

SS.912.P.6.8: Discuss theories of social development.

Unit 6: Development Ove the Lifespan

SS.912.P.6.9: Describe physical development from conception through birth and identify influences on prenatal development.

SS.912.P.6.10: Describe newborns’ reflexes, temperament, and abilities.

S.912.P.6.11: Describe physical and motor development in infancy.

Unit 6: Development Over the Lifespan

SS.912.P.6.12: Describe how infant perceptual abilities and intelligence develop. Unit 5: Language and Intelligence

SS.912.P.6.13: Describe the development of attachment and the role of the caregiver.

Unit 6: Development Over the Lifespan

SS.912.P.6.14: Describe the development of communication and language in infancy. Unit 5: Language and Intelligence

SS.912.P.6.15: Describe physical and motor development in childhood.

SS.912.P.6.16: Describe how memory and thinking ability develops in childhood.

SS.912.P.7.1: Describe the principles of classical conditioning.

Unit 6: Development Over the Lifespan

Unit 4: How You Learn

SS.912.P.7.2: Describe clinical and experimental examples of classical conditioning. Unit 4: How You Learn

SS.912.P.7.3: Apply classical conditioning to everyday life.

Unit 4: How You Learn

SS.912.P.7.4: Describe the Law of Effect.

Unit 4: How You Learn

SS.912.P.7.5: Describe the principles of operant conditioning.

SS.912.P.7.6: Describe clinical and experimental examples of operant conditioning.

SS.912.P.7.7: Apply operant conditioning to everyday life.

Unit 4: How You Learn

SS.912.P.7.8: Describe the principles of observational and cognitive learning.

Unit 4: How You Learn

SS.912.P.7.9: Apply observational and cognitive learning to everyday life.

SS.912.P.8.1: Describe the structure and function of language.

SS.912.P.8.2: Discuss the relationship between language and thought.

SS.912.P.8.3: Explain the process of language acquisition.

SS.912.P.8.4: Discuss how acquisition of a second language can affect language development and possibly other cognitive processes.

Unit 4: How You Learn

Unit 5: Language and Intelligence

SS.912.P.8.5: Evaluate the theories of language acquisition.

Unit 5: Language and Intelligence

SS.912.P.8.6: Identify the brain structures associated with language.

Unit 5: Language and Intelligence

SS.912.P.8.7: Discuss how damage to the brain may affect language.

Unit 5: Language and Intelligence

SS.912.P.11.1: Identify factors that influence encoding.

SS.912.P.11.2: Characterize the difference between shallow (surface) and deep (elaborate) processing.

SS.912.P.11.3: Discuss strategies for improving the encoding of memory.

SS.912.P.11.4: Describe the differences between working memory and long-term memory.

SS.912.P.11.5: Identify and explain biological processes related to how memory is stored.

SS.912.P.11.6: Discuss types of memory and memory disorders (e.g., amnesias, dementias).

SS.912.P.11.7: Discuss strategies for improving the storage of memories.

S.912.P.11.8: Analyze the importance of retrieval cues in memory.

SS.912.P.11.9: Explain the role that interference plays in retrieval.

SS.912.P.11.10: Discuss the factors influencing how memories are retrieved.

SS.912.P.11.11: Explain how memories can be malleable.

Unit 4: How You Learn

SS.912.P.11.12: Discuss strategies for improving the retrieval of memories.

Unit 4: How You Learn

SS.912.P.12.1: Define cognitive processes involved in understanding information.

Unit 5: Language and Intelligence

SS.912.P.12.2: Define processes involved in problem solving and decision making.

Unit 5: Language and Intelligence

SS.912.P.12.3: Discuss non-human problem-solving abilities.

SS.912.P.12.4: Describe obstacles to problem solving.

SS.912.P.12.5: Describe obstacles to decision making.

Unit 5: Language and Intelligence

SS.912.P.12.6: Describe obstacles to making good judgments.

SS.912.P.16.1: Evaluate psychodynamic theories.

SS.912.P.16.2: Evaluate trait theories.

SS.912.P.16.3: Evaluate humanistic theories.

SS.912.P.16.4: Evaluate social-cognitive theories.

SS.912.P.16.5: Differentiate personality assessment techniques.

Unit 5: Language and Intelligence

Unit 1: Why Did She Do That?

SS.912.P.16.6: Discuss the reliability and validity of personality assessment techniques. Unit 1: Why Did She Do That?

SS.912.P.16.7: Discuss biological and situational influences.

SS.912.P.16.8: Discuss stability and change.

SS.912.P.16.9: Discuss connection to health and work on personality.

SS.912.P.16.10: Discuss self-concept.

SS.912.P.16.11: Analyze how individualistic and collectivistic cultural perspectives relate to personality.

SS.912.P.17.1: Define psychologically abnormal behavior.

SS.912.P.17.2: Describe historical and cross-cultural views of abnormality.

SS.912.P.17.3: Describe major models of abnormality.

SS.912.P.17.4: Discuss how stigma relates to abnormal behavior.

SS.912.P.17.5: Discuss the impact of psychological disorders on the individual, family, and society.

SS.912.P.17.6: Describe the classification of psychological disorders.

Unit 1: Why Did She Do That?

Unit 8: Abnormal Behavior

SS.912.P.17.7: Discuss the challenges associated with diagnosis.

Unit 8: Abnormal Behavior

SS.912.P.17.8: Describe symptoms and causes of major categories of psychological disorders (including schizophrenic, mood, anxiety, and personality disorders).

SS.912.P.17.9: Evaluate how different factors influence an individual’s experience of psychological disorders.

SS.912.P.18.1: Explain how psychological treatments have changed over time and among cultures.

Unit 8: Abnormal Behavior

SS.912.P.18.2: Match methods of treatment to psychological perspectives.

Unit 8: Abnormal Behavior

SS.912.P.18.3: Explain why psychologists use a variety of treatment options.

Unit 8: Abnormal Behavior

SS.912.P.18.4: Identify biomedical treatments.

SS.912.P.18.5: Identify psychological treatments.

SS.912.P.18.6: Describe appropriate treatments for different age groups.

SS.912.P.18.7: Evaluate the efficacy of treatments for particular disorders.

Unit 8: Abnormal Behavior

SS.912.P.18.8: Identify other factors that improve the efficacy of treatment.

Unit 8: Abnormal Behavior

SS.912.P.18.9: Identify treatment providers for psychological disorders and the training required for each.

Unit 8: Abnormal Behavior

SS.912.P.18.10: Identify ethical challenges involved in delivery of treatment.

SS.912.P.19.1: Define stress as a psychophysiological reaction.

SS.912.P.19.2: Identify and explain potential sources of stress.

Unit 7: Stress. Coping, and Mental health

SS.912.P.19.3: Explain physiological and psychological consequences of stress for health.

Unit 7: Stress. Coping, and Mental health

SS.912.P.19.4: Identify and explain physiological, cognitive, and behavioral strategies to deal with stress.

Unit 7: Stress. Coping, and Mental health

SS.912.P.19.5: Identify ways to promote mental health and physical fitness.

Unit 7: Stress. Coping, and Mental health

SS.912.P.19.6: Describe the characteristics of and factors that promote resilience and optimism.

Unit 7: Stress. Coping, and Mental health

SS.912.P.19.7: Distinguish between effective and ineffective means of dealing with stressors and other health issues.

MA.K12.MTR.1.1: Mathematicians who participate in effortful learning both individually and with others:

• Analyze the problem in a way that makes sense given the task.

• Ask questions that will help with solving the task.

• Build perseverance by modifying methods as needed while solving a challenging task.

• Stay engaged and maintain a positive mindset when working to solve tasks.

• Help and support each other when attempting a new method or approach.

MA.K12.MTR.2.1: Demonstrate understanding by representing problems in multiple ways.

Mathematicians who demonstrate understanding by representing problems in multiple ways:

• Build understanding through modeling and using manipulatives.

• Represent solutions to problems in multiple ways using objects, drawings, tables, graphs and equations.

• Progress from modeling problems with objects and drawings to using algorithms and equations.

• Express connections between concepts and representations.

• Choose a representation based on the given context or purpose.

MA.K12.MTR.3.1: Complete tasks with mathematical fluency. Mathematicians who complete tasks with mathematical fluency:

• Select efficient and appropriate methods for solving problems within the given context.

• Maintain flexibility and accuracy while performing procedures and mental calculations.

• Complete tasks accurately and with confidence.

• Adapt procedures to apply them to a new context.

• Use feedback to improve efficiency when performing calculations.

Unit 7: Stress. Coping, and Mental health

Unit 4: How You Learn

Unit 3: The Biology of Behavior

Unit 2: Searching for Answers

MA.K12.MTR.4.1: Engage in discussions that reflect on the mathematical thinking of self and others.

Mathematicians who engage in discussions that reflect on the mathematical thinking of self and others:

• Communicate mathematical ideas, vocabulary and methods effectively.

• Analyze the mathematical thinking of others.

• Compare the efficiency of a method to those expressed by others.

• Recognize errors and suggest how to correctly solve the task.

• Justify results by explaining methods and processes.

• Construct possible arguments based on evidence.

MA.K12.MTR.5.1: Use patterns and structure to help understand and connect mathematical concepts.

Mathematicians who use patterns and structure to help understand and connect mathematical concepts:

• Focus on relevant details within a problem.

• Create plans and procedures to logically order events, steps or ideas to solve problems.

• Decompose a complex problem into manageable parts.

• Relate previously learned concepts to new concepts.

• Look for similarities among problems.

• Connect solutions of problems to more complicated large-scale situations.

MA.K12.MTR.6.1: Assess the reasonableness of solutions.

Mathematicians who assess the reasonableness of solutions:

• Estimate to discover possible solutions.

• Use benchmark quantities to determine if a solution makes sense.

• Check calculations when solving problems.

• Verify possible solutions by explaining the methods used.

• Evaluate results based on the given context.

Unit 2: Searching for Answers

Unit 5: Language and Intelligence

MA.K12.MTR.7.1: Apply mathematics to real-world contexts.

Mathematicians who apply mathematics to real-world contexts:

• Connect mathematical concepts to everyday experiences.

• Use models and methods to understand, represent and solve problems.

• Perform investigations to gather data or determine if a method is appropriate.

• Redesign models and methods to improve accuracy or efficiency.

ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.

ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.

ELA.K12.EE.3.1: Make inferences to support comprehension.

ELA.K12.EE.4.1: Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.

ELA.K12.EE.5.1: Use the accepted rules governing a specific format to create quality work.

Unit 2: Searching for Answers

Unit 7: Stress. Coping, and Mental health

Unit 6: Development Over the Lifespan

Unit 2: Searching for Answers

Unit 5: Language and Intelligence

ELA.K12.EE.6.1: Use appropriate voice and tone when speaking or writing.

ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.

ELD.K12.ELL.SS.1: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies.

Unit 1: Why Did She Do That?

Unit 6: Development Over the Lifespan

Unit 8: Abnormal Behavior

HE.912.C.2.4: Evaluate how public health policies and government regulations can influence health promotion and disease prevention.

Unit 7: Stress. Coping, and Mental health

Lesson(s) Numbers

Lesson 1

How Standard is Taught

How Standard is Assessed

Defining and explaining the main goals of psychology, such as describing, predicting, changing, and more and how psychology differs from other social sciences Critical Thinking 3

Exploring the roots of psychology, including Seneca, Lao Tzu, Aristotle, and others, and then the emergence of it as a field of study in the 19th century

Activity 2

Lesson 1

Tracing psychological theories from Descartes dualism to Wundt's use of scientific lab studies up to the theories of Freud, James, Dweck and more

Activity 2

Lesson 5

Lesson 3

Lesson 1

Lesson 2

Lesson 5

Lesson 1

Understanding the processes and ethics of research on humans and other animals

Examining and comparing different fields of psychology, such as clinical, community, counseling, developmental, educational, forensic, and more

Exploring the role of the brain in the biology of behavior, for example examining neurons, synapses and communication, brain regions and roles, and recent studies in neuroscience

Taking a look at the ideologies of continuity in patterns of development, such as with Bandura and Vygotsky, and discontinuity, or more staggered development as seen in the theories of Freud and Piaget

Critical Thinking 1, 5

Discussion 1

Lesson 3

Evaluating different methods used in in the study of development, including cross-sectional and longitudinal research

Recognizing prenatal development as a critical, or crucial period and defining sensitive periods as those stages that are more responsive to stimuli

Examining concepts surrounding death and dying, including stages such as denial, anger, depression, and acceptance

Exploring Piaget's theory of cognitive development and its four stages, Vygotsky's social scaffolding theory, and Bruner's work on memory storage

Understanding moral development through Piaget's notions of moral relativism and moral realism

Discussing theories regarding social development such as Erikson's ideas of conflicting forces such as Trust vs. Mistrust and Initiative vs. Guilt

Activity 2

Activity 3

Activity 1, Discussion 2

Activity 3, Discussion 2

Critical Thinking 5, Activity 3

Critical Thinking 2, Discussion 2

Critical Thinking 1, Activity 1

Activity 1, Discussion 1

Lesson 2

Lesson 5

Lesson 2

Lesson 3

Lesson 1

Examining human growth and development from zygote to fetus and the influences of factors such as genetics, teratogens, and more

Explaining a baby's instinctive reflexes and inborn abilities, such as the grasping and startle reflexes, and early evidence of a temperament

Discussing the rapidly developing brain cells if a newborn as well as other milestones in motor and social development

Understanding factors that play a role in the development of intelligence including biological factors as well as those in the culture and environment

Exploring theories and models of attachment in infants, such as the work of Bowlby and Ainsworth

Examining different theories about language acquisition, such as Chomsky's theory it is present at birth and Piaget arguing it is acquired

Understanding more about children's physical development from about 2 to 12, including changes to fine motor and large motor skills

Learning more about the development of reasoning and math skills, as two examples, in school age children

Examining the principles of classical conditioning and paired automatic responses and key elements such as neutral stimulus, unconditioned response, and more

Learning more about the experiments of classical conditioning scientists, such as Pavlov's work with dogs and the Little Albert experiment by Watson

Critical Thinking 2

Critical Thinking 2, Activity 2

Lesson 1

Lesson 2

Understanding classical conditional and automatic responses in modern-day life, such as responding to the ping of a text, school bells, repeating favorite foods, etc.

Exploring the law of Effect, a type of associative learning also known as operant conditioning

Critical Thinking 4, Discussion 2

Activity 2, Discussion 1

Critical Thinking 3, Discussion 2

Activity 2

Criticlal Thinking 1, Activity 2, 3

Critical Thinking 1, Activity 2, 3

Activity 2, 3

Critical Thinking 5, Activity 1, 3

Lesson 2

Lesson 3

Lesson 4

Lesson 3

Explaining the principles of negative and positive reinforcement in operant conditioning and different results based on differing reinforcement schedules

Examining Thorndike's experiments with cats and puzzle boxes and B.F. Skinner's work with pigeons and rats in Skinner boxes

Learning more about ways operant conditioning is used such as in cognitive behavior therapy or when we use rewards for behavior or get a speeding ticket

Seeing how cognitive learning uses thinking to learn and observational learning relies on how we see the world with examples of research such as Bandura and the Bobo doll

Evaluating how these learning theories are tied to understanding more about social learning theories, everyday reductive thinking and reasoning, and prosocial and antisocial behavior

Explaining the many functions of language, including communication, identity expression, for play, creative expression, and more

Looking at theories about language and thought, such as Whorf's idea of language defining what we think, or linguistic determinism, and then later ideas in linguistic relativism

Tracing language development from pre talking and first words by examining the steps in how language is acquired

Exploring the benefits of children being bilingual, including scoring higher on cognitive skills tests

Examining different theories about language acquisition, such as Chomsky's nativist theory that it is present at birth, and Piaget's and Vygotsky's theories that it is acquired, and behaviorist theories as well

Activity 1, 3

Activity 3, Discussion 1

Activity 3

Critical Thinking 3, 5

Critical Thinking 3, 5, Discussion 2

Activity 2

Critical Thinking 3

Lesson 3

Identifying those areas of the brain responsible for language, such as Broca's Area and Wernicke's Area,

Critical Thinking 3, 5, Discussion 1

Lesson 3

Lesson 4

Lesson 5

Lesson 6

Lesson 5

Investigating areas of the brain and how damage in those areas can affect ;language, such as injury to the Wernicke and Broca areas

Understanding the encoding process and how it is affected by lack of sleep, high stress, drug use, and more and learning techniques for improving memory, including chunking, rhyming, and acronyms

Differentiating between working memory (a subset of short-term memory) and then encoding into long-term memory, with examples

Understanding the encoding process and how it is affected by lack of sleep, high stress, drug use, and more and learning techniques for improving memory, including chunking, rhyming, and acronyms

Differentiating between working memory (a subset of short-term memory) and then encoding into long-term memory, with examples

Examining the pathways for memory storage: explicit memories, semantic and episodic, and implicit memories created by classical conditioning and automatic responses

Discussing memory disorders including injury, different types of amnesia and dementia, and diseases like Huntington's and Alzheimer's

Exploring ways to optimize memory storage, such as with exercise, meditation, sleep, and associations

Studying the processes of retrieval cues, often linked to the senses, and the role of mood the serial position effect

Understanding the ways proactive and retroactive interference affect memory retrieval

Critical Thinking 3, 5, Discussion 1

Lesson 5

Examining the memory encoding specificity principle and priming, such as recalling a grandfather's kitchen when fresh-baked chocolate chip aroma is in the air

Exploring the concept of memory as a reconstruction and examining the fallibility of eyewitness accounts

Critical Thinking 3, Activity 3

Discussion 2

Critical Thinking 3, Activity 3

Discussion 2

Critical Thinking 4

Critical Thinking 3, Activity 3

Critical Thinking 2

Lesson 5

Lesson 1

Lesson 2

Lesson 1

Discussing strategies for improving memory retrieval, such as saying things out loud, bringing things to mind, practicing, and providing cues

Understanding cognition by exploring thinking and how we come to understand information by symbolic representation, classification of concepts, and prototypes

Examining the processes or steps in decision-making and problem-solving, such as recognizing the problem, applying relevant information, researching options, and more

Taking a look at examples of problem-solving in the animal world, such as by factoring in instinct and trial and error

Exploring built-in obstacles to problem-solving such as confirmation bias, fixation and mental set

Explaining a path for effective decision making, such as making sure to weigh cons as well as pros and not closing off the mind but being open to all possibilities

Examining when making good decisions and using good judgement can go wrong, such as by the influence of bias, an improper mental set, or a fixation on only one part of the problem

Exploring psychodynamic theories and comparing the works of Sigmund Freud, Carl Jung, Alfred Adler, and Karen Horney

Learning more about the trait theories set forth by Gordon Allport, Raymond Cattell, and Hans and sybil Eysenck

Evaluating different humanist theories, such as the research done by Abraham Maslow and Carl Rogers

Briefly touching on social-cognitive theories and why they are no longer used

Critical Thinking 3, Activity 3

Lesson 2

Exploring several different psychodynamic assessment tests, including the Rorschach inkblot and the TAT, as well as humanist and trait assessments

Critical Thinking 5, Activity 2

Activity 1

Critical Thinking 1

Activity 1

Lesson 2

Lessons 1, 4

Lesson 3

Lesson 1

Lesson 3

Lesson 5

Lesson 2

Comparing the reliability and validity of personality tests from the psychodynamic, humanist, social-cognitive and trait theory backgrounds

Lesson 2

Activity 1

Examining and comparing different ideas about the nature vs nurture debate Activity 3

Understanding the interplay of change and stability in influencing personality, with case study examples

Exploring ways that environment can have an effect on personality and how health and work intermingle

Understanding self-concept and how it can impact self-esteem and selfexpression

Examining the impact of culture - both individualistic and collectivist - on personality development

Defining abnormal behavior and its different components, such as cognitive, behavioral, biological, etc.

Tracing attitudes about abnormal behavior through the ages, from evil spirits through the use of asylums up to modern times

Looking at current models of abnormal behavior, including biological, behavioral, psychodynamic, socio-cultural, and more

Identifying the stigma regarding mental health as one of the biggest challenges to diagnosis as it keeps people from seeking help

Examining the sense of fear of stigma that often accompany diagnosis, and the risk of being treated differently by others

Classifying psychological disorders, such as neurodevelopmental, schizophrenia and psychotic disorders, anxiety and mood disorders, and many more

Identifying challenges to diagnosis, including lack of testing for certain disorders, accounting for variables, comorbidity as patients often have two or more conditions, and the subjective nature of diagnosis

Critical Thinking 1, 2

Critical Thinking 2

Activity 1

Critical Thinking 2

Critical Thinking 1, Activity 1

Activity 1

Critical Thinking 1, Activity 1

Critical Thinking 2, 3, Activity 2

Critical Thinking 1, Activity 1

Activity 2, Discussion 1

Lesson 2

Lesson 5

Lesson 1

Lesson 3

Lessons 3, 4

Examining certain, more common, conditions in greater detail, including schizophrenia, depression, bipolar disorders, and anxiety disorders

Factors that influence a persons experience of the condition and treatment, including preconceived notions, access to care, available funding, whether they are optimists or pessimists, etc.

Tracing different treatments for abnormal behavior and how practices changed, including use of electroshock therapy, lobotomies, hydrotherapies, and more

Matching certain psychological conditions to most effective treatments, including cognitive behavior therapy for PTSD and anxiety and drug therapy for schizophrenia and bipolar disorder

Understanding why using variety of treatments, biological and therapeutic, is often the best course of action as treatments may lose efficacy or a lifestyle change may be needed in addition

Critical Thinking 1, Activity 1

Critical Thinking 2, 3, Discussion 2

Activity 2

Activitiy 2

Lesson 3

Lesson 4

Lesson 3

Exploring different biomedical treatment options such as pharmacology and psychosurgery

Activity 2

Learning more about different types of psychotherapy, such as psychoanalytic therapy, cognitive behavior therapy (CBT), family therapy, and more Activity 2

Identifying different treatment appropriate for varying age groups, including drug therapy and psychotherapy for children, and more in treatment options for adults

Examining the efficacy of certain treatments, such as using SRIs for depression and psychotherapy for anxiety

Activity 2

Lesson 3

Understanding different factors that may affect the efficacy of treatments including patient compliance, level of social support, and overall health levels

Critical Thinking 3

Lesson 5

Lesson 1

Lesson 2

Lesson 4

Identifying different therapy providers and the education and skills needed, i.e., case managers requiring bachelors' degrees, counselors requiring masters' degrees, and psychiatrists and psychologists requiring doctoral degrees

Considering some of the ethics surrounding treatments, in light of practioners' individual methods and opinions, such as issues over confinement

Understanding the behavioral, physiological, and emotional impacts of stress

Identifying the three main types of stress - acute, chronic and episodic acute stress - and sources such as biological, emotional, situational , environmental and more

Understanding the negative physiological responses and side effects of stress, including heart problems, headaches, nauseas, teeth grinding, and more

Exploring techniques to positively manage stress, such as changing the framing or the way stress is perceived, practicing deep breathing, creating a healthier environment, etc.

Understanding ways to take control of mental and physical health, such as participating in enjoyable activities, keeping physical active, getting enough sleep, and managing stress

Activity 3

Lesson 4

Examining the role and importance of a positive mindset and supporting that through metacognition, striving towards improvement, focusing on the present, and more as well as practicing the seven Cs if resiliency

Activity 2

Critical Thinking 5, Activity 1, 3

Critical Thinking 4

Activity 1

Activity 1, 3

Critical Thinking 2, Activity 1, 3

Lesson 2

Identifying stress management techniques to avoid, including substance abuse, eating too much or too little, overdoing social media use, and more

Discussion 2

Students are to discuss and share their own examples of shallow and deep processing and comparing the experiences

Critical Thinking 1, Activity 1, 3

Activity 1

Student is to track sleep patterns and present findings in choice of different formats including by graph, chart, spreadsheet, or diary

Discussion 2

Activity 1

After checking data concerning a developed hypothesis, student is to represent the results as a mathematical formula, graph, or manipulative model

Activity 1

Discussion 2

Discussing the need for psychology to follow scientific principle with measurable results

Understanding how graphs can illustrate statistical Findings and defining terms such as median, mean, range, etc. and how these all work together

Discussion 2

Activity 1

In this assignment, student is to use the problem-solving process by identifying a problem, gathering resources, listing possible options for solutions, and evaluating these choices

Critical Thinking 2

Activity 1

Lesson 5

Discussion 1

Activity 1

Activity 2

Activity 1

Lessons 1-4

Activity 2

Activity 3

Explaining statistics and statical terms and exploring what they add to a scientific study

Students are to discuss ways that some new technologies have impacted their attitudes, beliefs and practices or those of their friends

Reviewing and reporting on the theories of Erikson and Piaget by providing examples tot illustrate the texts and theories

Student is to research a chosen psychological perspective, such as biological, cognitive, or sociocultural, and answer the who, what, where, when, why , and how in their report.

For this assignment, student is to research several intelligence types, choose figures who represent those types, and then create written, oral, and visual presentations of their findings

Student is to create a persuasive message via blog post, print ad, letter tot the editor, or other format that reflects research and evaluation of the issue of teenagers and conformity.

Assignment calls for creating a public service announcement that clearly and succinctly provides information on prenatal or infant development

After reviewing key information on infant and child development, student is to create an informative poster or slide presentation for babysitters

Student is to reflect and report on theory opinions as to the future of psychology as a field, the possible influences of new technology, and how studying psychology can help in school, work, and at home

Critical Thinking 2

Discussion 1

Activity 1

Activity 2

Activitiy 1

Critical Thinking 2

Activity 2

Activity 3

Understanding how government health policies and regulation affect health, for example programs to help people stope smoking or to eradicate measles, public health laws, such as the seatbelt law, and providing through the CDC and other sources, etc.

Critical Thinking 3

Comments

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