Teaching the Biological Bases of
Behavior
Clark University Workshop for High School Teachers
2012
BIOPSYCHOLOGY DOMAIN
The Biological Bases of Behavior
How do systems of our body interact
and affect human behavior?
How do chemicals in our brain and
body affect our behavior?
Can a damaged brain repair itself?
How are our thoughts, emotions, and
behaviors a product of how our brain
functions?
Domains and Standards Areas
Scientific Inquiry Domain
Perspectives in Psychological Science
Research Methods, Measurement, and Statistics
Biopsychology Domain
Biological Bases of Behavior
Sensation and Perception
Consciousness
Development and Learning Domain
Life Span Development
Learning
Language Development
Sociocultural Context Domain
Social Interactions
Sociocultural Diversity
Domains and Standards Areas
Cognition Domain
Memory
Thinking
Intelligence
Individual Variations Domain
Motivation
Emotion
Personality
Psychological Disorders
Applications of Psychological Science Domain
Treatment of Psychological Disorders
Health
Vocational Applications
Biopsychological Domain
Standards Area: Biological Bases of Behavior
Content Standards
After concluding this unit, students understand:
1. Structure and function of the nervous system
in human and non-human animals
2. Structure and function of the endocrine
system
3. The interaction between biological factors and
experience
4. Methods and issues related to biological
advances
Content Standards With Performance Standards
Content Standard 1: Structure and function of the nervous
system in human and non-human animals
Students are able to (performance standards):
1.1 Identify the major divisions and subdivisions of the
human nervous system.
1.2 Identify the parts of the neuron and describe the basic
process of neural transmission.
1.3 Differentiate between the structures and functions of
the various parts of the central nervous system.
1.4 Describe lateralization of brain functions.
1.5 Discuss the mechanisms of, and the importance of,
plasticity of the nervous system.
Content Standard 2: Structure and function of
the endocrine system
Students are able to (performance standards):
2.1 Describe how the endocrine glands are linked to the
nervous system.
2.2 Describe the effects of hormones on behavior and
mental processes.
2.3 Describe hormone effects on the immune system.
Content Standard 3: The interaction between
biological factors and experience
Students are able to (performance standards):
3.1 Describe concepts in genetic transmission.
3.2 Describe the interactive effects of heredity and
environment.
3.3 Explain how evolved tendencies influence behavior.
Content Standard 4: Methods and issues related to
biological advances
Students are able to (performance standards):
4.1 Identify tools used to study the nervous system.
4.2 Describe advances made in neuroscience.
4.3 Discuss issues related to scientific advances in
neuroscience and genetics.
TOPSS Unit Plan : The Biological Bases of Behavior
Lesson 1
Techniques to learn about the brain and neural function
Show a videotape clip that relates change of behavior, i.e. loss of
function, to damage to specific area of the brain selected from: The
Story of Phineas Gage (The Brain Series Teaching Module 2), Life
Without Memory: The Case of Clive Wearing (The Mind Series
Teaching Module 24) or excerpt from The Man Who Mistook His Wife
for a Hat.
Use slides, transparencies, pictures and microscope slides to
illustrate techniques used to learn about brain and neural function
(Content Outline Lesson 1).
Show a videotape clip illustrating techniques selected from: Overview
of Brain Organization (The Brain Module 1), Recording Integrated
Brain Activity (The Mind Module 5), excerpt from The Behaving Brain
(from Discovering Psychology) or magazine/journal article — such as
from the September 1992 Scientific American.
Select from Questions for Discussion/Critical Thinking
Lesson 2
The neuron — unit of structure and function of the nervous system
Show the first few minutes of "The Behaving Brain" from the
Discovering Psychology series dealing with the structure and
function of the neuron.
Use transparencies or pictures of the neuron, synapse, a graph of
the electrical changes in axonal polarization during impulse
propagation and the reflex arc to illustrate the relationship of
structure and function.
Have students do Module A: Neural Messages of the PsychSim
computer lab series or do Activity 2.1 Neurons and Impulse
Conduction or do Activity 2.2 Conduction Of A Neuronal Impulse or
do Activity 2.3 Using Dominoes To Help Explain The Action Potential
.
Do Activity 2.4 Demonstrating Simple Behavior: Patellar, Pupillary
and Plantar Reflexes .
Select from Questions for Discussion/Critical Thinking
http://www.apa.org/ed/precollege/topss/lessons/index.aspx
http://science.education.nih.gov/supplements/nih2/addiction/default.htm
http://science.education.nih.gov/supplements/nih2/addiction/guide/guide_toc.htm
http://science.education.nih.gov/supplements/nih2/addiction/activities/activities_toc.htm
Brain Awareness Week: The global campaign to
increase public awareness about the progress and
benefits of brain research runs all year via
Facebook or Twitter (#brainweek).
In 2013, the week will be March 11–17
http://www.dana.org/brainweek/
BAW Resources
Downloadable materials from the Dana Alliance
A collection of downloadable (PDF) puzzles and coloring sheets for partner use.
Other Web Sites with Puzzles to Download
Neuroscience for Kids: Online and printable games,
puzzles, coloring sheets, and more.
National Institute of Environmental Health Sciences
“Kids’ Pages” (US): Online and printable games,
coloring books, and puzzles, as well as a series of online
optical illusions and brain teasers.
Visit BAW Logos
Visit Other BAW Graphic Materials
http://faculty.washington.edu/chudler/neurok.html
How will your students show you
what they have learned?
Sample Performance Indicators
CS 1, PS 1.2 Identify the parts of the neuron and
describe the basic process of neural transmission.
Students may indicate this by :
CS 1, Performance Standards:
1.3 Differentiate between the structures and functions
of the various parts of the central nervous system.
Students may indicate this by :
1.4 Describe lateralization of brain functions.
Students may indicate this by :
1.5 Discuss the mechanisms of, and the importance of,
plasticity of the nervous system
Students may indicate this by :
We would love to have your ideas for performance indicators in this
domain. Please remember to submit your ideas for the domains you
were assigned as well as others if you can!!!
Maybe tonight over a cup of java we can share some ideas!!!!