Psychology: Model Lesson Plan
Prepared by: Chris Bellotti
Topic: Does body chemistry govern eating behavior?
Course for Implementation: Psychology (136)
Time Needed: 1-2 Block Periods
Lesson Overview
Implement this lesson near the end of the unit on physiology. The central question, does body
chemistry govern eating behavior, is a sub-component of the nature versus nurture debate. I recommend
that a teacher using this lesson should address the role of neurotransmitters, as one of the readings discusses
galanin and neuropeptide-y which arguably control individual’s desires for fat and carbohydrates
respectfully.
Relevant Course Objectives
Course objectives: 18, 20
Lesson Goals
Through participation in this lesson, students will be able to:
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2.
3.
Describe the terms galanin and neuropeptide-y.
Create a research paper which defends a position in response to the central question.
Refine oral and written communication skills through participation in a scored
discussion.
Materials Required for Lesson
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Introduction to the debate reading
The Yes article: “Chemistry and Craving”, by Hara Estoff Marano from Psychology
Today (January/February 1993). Copyright 1993 by Sussex Publishers. The article
can be obtained from Chris Bellotti
The No article: “Fat is a Psychological Issue”, by Herman, Peter and Polivy, Janet,
from New Scientist, vol. 128 (November 16, 1991) copyright 1991can be obtained
from Chris Bellotti
Homework directions: posted under methodology
Additional sources brought in by students
Scored discussion rubric
Methodology
Preparation for Scored Discussion:
1.
About one week before scored discussion is planned, distribute the research paper
directions.
Research Paper Directions:
Respond to the following question: Does body chemistry govern eating behavior?
Answer the question in a minimum of typed pages. Use the two sources given to you, plus one additional
source.
Requirements and Point Values:
Reference to sources: (minimum of four) 20 Points
Works Cited: 20 Points
Scoring of Written Component: 60 Points
Block 1
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Teacher should prearrange desks in a circle or square so all students will be able to
see each other.
Handout rubric for scored discussion and discuss it with students.
The teacher should begin the scored discussion by introducing the central question
and briefly highlighting the key points on each side of the argument.
The teacher should begin to ask for volunteers to begin the discussion.
As the discussion ensues, the teacher should be clarifying students’ points, as well
as, asking probing questions when necessary.
25-30 minutes into the discussions, the teacher should ask for volunteers to
summarize the main yes and no arguments.
After another 10-15 minutes pass, the teacher should begin to ask the following
challenge questions:
Is dieting dangerous? From what evidence do you draw your conclusions?
If you were experiencing a weight problem, from whom would you seek help:
a medical doctor or a psychologist? Why?
How do you think eating disorders should be treated? Why would such a treatment
be effective?
Herman and Polivy state that dieters “counter-regulate.” What implications does this
have for the treatment of chronic dieters?
Evaluation of Student Progress
1.
Oral participation during scored discussion
Sample Rubric:
Volume
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10
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10
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10
Appropriate Comments
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2
Posing Questions
1
2
Eye Contact
1
2
Proper Use of Sources
1
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3
2. Completion of research paper
Extension Activities
1. Students can also examine the question: Does body chemistry control drug addiction?
2. Guest speakers can be asked to come in to address the issue. I would recommend a psychologist who
is an expert in eating behavior, a physician, and someone who has suffered from eating disorders.