ESP203: Psychology Curriculum Studies
NAME: Ashlea Taylor
STUDENT NO: 900275998
CONTENT
VCE Psychology Lesson Plan
Pages 1 – 11
SAC Tasks
Pages 13 – 24
LECTURER: Ross Down
ASSIGNMENT: Compendium
DUE DATE: 17th October 2011
Practicum Lesson Number
11
Time of Lesson
Subject
Psychology
9:00 am
Duration of Lesson
1 hr 40 min
Class Size
Unit
Supervisor
Miss Ashlea Taylor
4
22
Lesson: ‘Schizophrenia:
Learning Focus (Aim of Lesson): To have students understanding the key features of Schhizophrenia as well as being
Biological Contributing
able to identify important contributing factors, brain changes as a results as well as methods of treatment and their
Factors
effects.
Area of Study
Key Knowledge
Key Skills
Activities and
Evidence
Assesments
Mental Health: Psychotic
Biological Contributing Factors:
Identifying factors that cause
Discussion: Factors of
Feedback from class
Disorder: Schizophrenia
genetic predisposition; drug-
schizophrenia
Schizophrenia as a
discussion.
induced onset; changes in brain
Labelling changes in brain
psychotic disorder
Homework: Collect,
activity; the use of medication that
activity
Tasks: Mental illness
mark and record
blocks dopamine to treat
Understanding use of
profile, brain
students results on
psychosis.
dopamine blocking
labelling activity and
textbook questions
medication
in class quick quiz
Resources/Materials/Teaching Aids
Sheet briefly outlining the key features of Schizophrenia, causes, treatment, effects, symptoms etc (introduction to psychotic disorders)
Overhead projector for video links to show students ‘schizophrenia song’ from youtube. Sheet outlining the details for creating the ‘mental illness
profile’ for their future study, and reference. Details of page details etc in regards to their homework. Necessary Textbook (Macmillan 4th ed)
and poster paper and markers.
Content of Lesson
Students will be in the final weeks of Area of Study 2: Mental Health leading up to their unit 4 examination. This lesson asks the students to apply
the knowledge they have already gained from this area of study and apply it to an actual mental illness in this case a psychotic disorder. This
lesson is the first lesson in a series of lessons on schizophrenia, and is the briefest section of the mental health unit.
Previous Student Knowledge
Students have been asked to complete the readings for this part of the unit prior to this class, pages 787 to 805 in their textbook, so that they
have a basic understanding prior to the class and are able to ask questions. They will have covered majority of the mental health unit so will be
aware of some of the key features on mental health and illness as well as a basic knowledge of treatments and brain structures related to such
topics. They also should have an understanding of the biopsychosocial framework for which can be applicable to the nature of schizophrenia.
Stage of Lesson
Tasks
Stage 1 Introduction
Discussion on the general
Student Action
Teacher Action
Students to listen to initial
Lead initial introduction to ‘Schizophrenia’ a
introduction but then asked to
brief overview of the topic. Show students
its related features and
contribute to discussion and ask
brief video on ‘a beautiful mind’. Start class
effects
questions.
discussion on topic, answer students
topic of Schizophrenia and
Time
25 min
questions from readings.
Stage 2 Body of Lesson
Task A
Working together as a class to
Ask students to come up with features for a
develop on the board a mind
‘mind map’ revolving around the topic. As
factors, symptoms and
map on ‘Schizophrenia’ as well
well as asking them to create a list of
treatment.
developing questions to
questions regarding the mental illness that
investigate. Copy down into
they would like to eventually investigate
their books
further. Get individual students to come up
Identifying contributing
20 min
to write up mind map ideas on the
whiteboard. Then asked them to copy into
their workbooks. View students progress
while they finish this.
Task B
Individually developing a
Show students ‘Schizophrenia Song’ from
Mental Illness Profile (to be
‘mental illness profile’ in their
youtube on projector. Then write a basic
workbooks to be used as a
layout for a ‘mental illness profile’ on the
the duration of the
‘cheat sheet’ guide to
board and leave students to complete
schizophrenia section)
schizophrenia, creatively.
these silently in their workbooks. Call up
worked on in class over
20 min
individuals to check previous class
homework questions.
Task C
Creating a diagram in small
Hand out sheets of poster paper to small
groups exampling the areas of
groups and ask them to draw their own
the brain effected by
brain diagram and label individual parts and
schizophrenia and briefly
their association with this mental illness and
summing up the effects on those
treatment. Peruse over groups works, then
areas. As well as effect of
ask to present their poster to the class (no
medication.
explanations needed)
Students respond to quiz
Review topic and then briefly quiz students
questions correctly to receive
on what they have learnt in the lesson (lolly
questions.
reward.
reward).
Homework: Complete
Students read over and begin
Discuss homework questions with students.
question sets 16.4,16.4 and
homework questions. Ask any
Remind students of homework due date for
16.6 on Schizophrenia, pgs
questions?
next double class and recording of
Brain Map Group Work
Stage 3 Conclusion
20 min
Brief review of the lesson
as well as random quiz
15 min
799 to 804 of textbook
homework progress and recording.
Potential Problems
Counter Strategy
ICT problems (projector not working etc.) when trying to show students
Have another room booked with available equipment and rather than
the appropriate videos for the lesson.
showing the videos separately begin introduction to topic with one
video, complete discussion then show next video then move students
back to original room for the rest of the duration of the class.
Student may have the known illness or be related to someone with it
Set rest of class to work and speak to student individually regarding the
and feels uncomfortable or is distressed discussing the top of
matter and if necessary organise for student to complete the study for
‘schizophrenia’ as a class
this class in a quiet study area such as the library providing them with
appropriate permission. Provide them with copy of sheets with basic
outlines for the lesson and ask them to complete homework questions.
Lack of interest amongst the class regarding the topic
Ask class to develop their own activity for which they feel would help
them best learn and be interested in the particular topic, then
establish a compromise between their ideas as well as the
implemented tasks for the lesson keeping in track with the aim of the
lesson.
Comments on Future Lesson Directions
The lessons following this (1-2 periods) will be lessons in which the key points, psychological contributing factors as well as socio-cultural
contributing factor will be discussed as a following on from biological contributing factors. At the end of these three key points the interaction
between the three will be discussed in regards to understanding and management of the disorder.
Reflection on Lesson
Lesson References
Youtube Videos
‘The Schizophrenia Song’
http://youtu.be/WCUWkQszA_g
‘Schizophrenia in A Beautiful Mind’
http://youtu.be/Yqj1DhUKJco
Textbooks
‘Abnormal Psychology’
Barlow, D.H., & Durand, V.M. (2012). Abnormal psychology: An integrative approach. (6th ed.). Belmont, CA: Wadsworth Cengage Learning.
‘Unit 3 & 4 Psychology Texts’
Macmillan 4th Edition
Nelson Psychology
Websites
SANE
www.sane.com.au
Appendices
Appendix A-Introduction Summary
Unit 4 Psychology
Area of Study: Mental Health
-Biological Contributing Factors: genetic predisposition; drug-induced onset; changes in brain activity; the use of medication that blocks
dopamine to treat psychosis.
Summary:
Psychotic disorder is used to describe a group of disorders that are characterised by difficulties with thinking, distorted perceptions and a loss of
contact with reality.
-may develop over a gradual length of time but can also occur abruptly
-approximately 3% of the population may suffer from a psychotic disorder at any one time,
-younger age onset in males than females, generally occurs in late adolescence
DSM-IV Criteria
Schizophrenia -Disorder characterised by two or more of the following symptoms: delusions, hallucinations, disorganised speech, grossly
disorganised or catatonic behaviour (marked motor disturbance), and negative symptoms. The symptoms persist for at least six months.
-devised by Swiss psychiatrist Eugen Bleuler (1857–1939) in 1911.
-Bleuler based it on the Greek words schizo, which means ‘split’, and phrenos, which means ‘the mind’, so it literally means ‘split mind’.
-box 16.2 page 791
-affects roughly 1 in 100 people between the ages of 15 and 25
-Positive symptoms are experiences that happen in addition to normal experience. These include symptoms such as hallucinations and
delusions and those symptoms that reflect the confusion within the brain, such as disorganised thought processes, speech and behaviour.
-Negative symptoms incorporate a loss or decrease in normal functioning. They include experiences such as loss of pleasure or interest in normal
activities, loss of motivation and loss of interest in socialisation.
Symptoms (positive)
Delusions -a fixed, false belief that is held with absolute certainty, even when there is strong factual evidence that does not support it
Hallucinations -perceptual distortions of sensory information during which the individual sees, hears, feels, tastes or smells something that is
interpreted as real but does not exist in reality.
-Disorganised Speech
-Grossly disorganised or catatonic behaviour
-Symptoms (negative)
Biological Contributing Factors
Genetic predisposition-means having an increased risk for developing a mental or physical disorder due to factors associated with genetic
inheritance.
-does not mean the disorder will definitely develop just means a higher risk of.
Drug-induced onset-substance-induced psychotic disorder in the DSM, is a disorder characterised by delusions and hallucinations that are
judged to be due to the direct physiological effects of a drug.
Changes in Brain Activity
-Read page including box 16.4 to be used for brain labeling activity
Medication to treat Psychosis
-Dopamine is a neurotransmitter believed to be involved in pleasure, motivation, emotional arousal and the control of voluntary movements.
-dopamine hypothesis, the positive symptoms of schizophrenia are related to the excessive activity of dopamine normally found in the brain.
-Anti-psychotic medications, also called anti-psychotics and neuroleptics, are drugs designed to relieve the symptoms of psychosis, such as
paranoia, confused thinking, delusions and hallucinations.
Typical anti-psychotics: the older ‘first generation’ of anti-psychotics that were developed during the 1950s. These include haloperidol (Haldol),
chlorpromazine HCl (Thorazine) and thioridazine HCl (Mellaril).
Atypical anti-psychotics: the newer ‘second generation’ of anti-psychotics that have been developed since the 1990s. These include
resperidone (Risperdal), olanzapine (Zyprexa), clozapine (Clozaril) and quetiapine (Seroquel).
-severe side effects occur is discontinuation is rapid
Appendix B-Mental Illness Profile
Name of Illness: (eg schizophrenia)
Type of illness: (Psychotic Disorder)
Age of Onset: (15-25)
Gender Differences: (Occurs more in males than females)
Symptoms: (Positive and Negative)
Biological Contributing Factors: genetic, drug-induced)
Psychological Contributing Factors: (to be completed in later classes)
Socio-cultural Contributing Factors: (to be completed in later classes)
Treatment: (Dopamine, Anti-psychotics)
Management: (to be completed in later classes)
*Students are to use these base points to create a profile in their workbooks to allow them to reference back easily and for later use for study for
the unit 4 examination, It is suggested that ‘colours’ be used to highlight different aspects to help students with memory retention of topic.
Appendiix C – Homework Tasks
Learning Activities (lesson 1 of 6)
16.4 page 798
16.5 page 802
16.6 page 805
Unit 3
Area of Study: Mind, Brain and Body
Explain the relationship between the brain, states of consciousness including sleep, and behaviour, and describe the contribution of selected
studies and brain research methods to the investigation of brain function.
Assessment Task: Pair B
Type of Assessment: Visual Presentation
Time Allowance: 1 hour 40 min (2 periods)
Topic: Altered States of Consciousness (main focus on sleep)
Allocation of Marks: /25
SAC Conditions: In Class, Open Book, Silent Conditions
Type of Assessment: Oral Presentation
Time Allowance: 50 min (Research 1 period), 5-10 min (presentation
Topic: Research Studies and Brain Investigation Methods
Allocation of Marks: /25
SAC Conditions: In class and home research, presentation to whole class
TEACHERS NOTES: SAC 1 of 2
Topic of Assessment: Altered States of Consciousness
Type of Assessment: Visual Presentation
Time Allowance: 1 hour 40 min (2 periods)
SAC Conditions: In Class, Open Book, Silent Conditions
Allocation of Marks: /25
Visual presentation: students may use a range of visual presentation formats to present psychological concepts and principles, for example
concept maps, graphic organisers, posters, flowcharts, models, photographic sequences, role-plays and art media.
Key Points Covered By Presentation:




explain the role of the brain in relation to states of consciousness and behaviour
describe how brain research methods are used to investigate brain function
select, apply and communicate relevant psychological information and understandings
have the opportunity to demonstrate the highest level of performance
SAC: (teachers notes)
- Students are to develop a visual presentation in brochure/booklet/informative leaflet format that informs the reader concepts of altered
consciousness and altered consciousness.
-The brochure/booklet must explain the following ‘states of consciousness’, day-dreaming, mediatative, alcohol induced as well as sleep
(including stages of sleep)
-Each students assignment must include at least 3 images and 1 diagram
-Each student must also include a section on the different brain research methods that are used to investigate the function of the brain in
relation to the different states of consciousness.
-Each assignment Therefore MUST explain the following:
-day-dreaming (and effects on behaviour)
-meditative (and effects on behaviour)
-alcohol induced (and effects on behaviour)
-sleep (NREM, REM, and effects of sleep deprivation)
-methods of studying consciousness (EEG,EOG,GSR, heart rate)
-The assignments needs to be clear and easy to understand
-Students must complete the assessment over a 1 hour 40 min time period, of which must be completed in class.
-The assessment is open book, and must be completed in silence as it needs to be an individual method of presentation
-The students are to be given an initial 15 minutes on computers to research images etc. after which they have the remaining time to complete
the poster
-Visually the assignment must be presented creatively and must be able to be understood or read
-Pictures and diagrams used must have descriptions
-Each student must reference to at least one website that is linked to states of consciousness research and provide the link used.
-The brochure is to be no less than A4 double sided (can be folded or as a leaflet format)
Name:
Class:
Teacher:
Unit 3 Psychology
‘States of Consciousness’
Imagine you are a scientist who is researching different states of consciousness in the human body and brain. You have completed your
research and have decided that you would like to help and encourage the general community to learn and be interested in your research.
Keeping this in mind you decide to create a brochure etc. explaining the different types of consciousness, the effects they have on behaviour
as well as the different methods that are used to measure these. The brochure needs to be accurate and easy for the general community to
learn and understand without the need to have your scientific expertise…..
So your job is too……
1. You are to develop a visual presentation on the ‘States of Consciousness’, this can be done as either a brochure, booklet or leaflet.
2. The size of the booklet/brochure/leaflet is to be no less that A4 double sided.
3. The booklet MUST explain the following: Day-dreaming, Meditative, Alcohol Induced and Sleep
4. Each explanation must include the effects on behaviour they have as well as any stages they may have eg. NREM and REM sleep.
5. The booklet MUST also explain the followings methods of studying consciousness and explain what they each do; EEG
(electroencephalograph), EOG (electrooculagraph).
6. The booklet Must also explain the effects the different states of consciousness have on: heart rate, body temperature and galvanic skin
response
7. Each visual presentation requires the following minimum: At least 3 Images and 1 Diagram, all of which must be labelled clearly with a
brief description
JUST REMEMBER, you want the community to want to read your work so make it eye catching and interesting, you want them to be as excited
about your research as what you are!!!
Assignment Mark:
*You will have a double period in which to complete this assessment, it may be completed by hand (where possible) or completed on
computer for print out by the finish of the lesson. The purpose of this assignment is to highlight your knowledge on the different levels of
consciousness as well as the features of sleep.
/25
Criteria:
Explanation of the
role of the brain in
relation to states of
consciousness and
behavior.
Description of how
brain research
methods are used to
investigate brain
function.
Skills in scientific
investigation and
inquiry
Application and
communication of
psychological
information and
understandings.
Quality and clarity of
Visual Presentation
5
Comprehensive and
accurate explanation
of the role of the
brain in relation to
states of
consciousness and
behaviour
Accurate and
coherent description
of how brain research
methods are used to
investigate brain
function
Advanced skills in
scientific investigation
and inquiry.
Comprehensive and
insightful application
and communication
of psychological
information and
understandings.
Excellent quality of
visual presentation,
Clear and precise to
understand
4
Detailed and
accurate explanation
of the role of the
brain in relation to
states of
consciousness and
behaviour.
Detailed and clear
description of how
brain research
methods are used to
investigate brain
function
Well-developed skills
of scientific
investigation and
inquiry.
Clear and thorough
application and
communication of
psychological
information and
understandings
Good quality of visual
presentation,
Regularly clear and
accurate to
understand
3
General explanation
of the role of the
brain in relation to
states of
consciousness and
behaviour.
2
Limited explanation
of the role of the
brain in relation to
states of
consciousness and
behaviour.
1
Very limited
explanation of the
role of the brain in
relation to states of
consciousness and
behaviour
General description
of how brain research
methods are used to
investigate brain
function.
Some description of
how brain research
methods are used to
investigate brain
function.
Limited description of
how brain research
methods are used to
investigate brain
function.
Satisfactory skills in
scientific investigation
and inquiry.
Some skills in scientific
investigation and
inquiry
Few skills in scientific
investigation and
inquiry.
Effective application
and communication
of psychological
information and
understandings.
Limited application
and communication
of psychological
information and
understandings.
Little application and
communication of
psychological
information and
understandings
Satisfactory quality of
visual presentation,
Satisfactorily clear
and accurate to
understand
Ok quality of visual
presentation, Limited
clarity and accuracy
to understand
Poor quality of visual
presentation, Unclear
and inaccurate to
understand
Assignment Mark:
/25
TEACHERS NOTES: SAC 2 of 2
Topic of Assessment: Research Studies and Brain Research Methods
Type of Assessment: Oral Presentation
Time Allowance: 50 min (Research 1 period), 5-10 min (presentation)
SAC Conditions: In class and home research, presentation to whole class
Allocation of Marks: /25
Oral presentation: using two or more data types: students may use a range of data types such as still or moving images, written text and sound
to present psychological principles and concepts to a selected audience. They may work independently or in groups to undertake a jigsaw
activity, present information to their peers, their parents or a younger audience, or make a submission about the application of a psychological
principle to a committee.
Key Points Covered By Presentation:





describe how brain research methods are used to investigate brain function
describe how selected studies have contributed to an understanding of brain function
undertake investigations and demonstrate scientific inquiry
select, apply and communicate relevant psychological information and understandings
have the opportunity to demonstrate the highest level of performance.
SAC: (teachers notes)
-For this assignment students must develop an oral presentation to present to their classmates that should last roughly 5-10 minutes in length.
-They must use a minimum of 2 aids to support them in their talk this can be videos, text, sound etc. It is suggested that this is done through the
development of a power point presentation to help aid their talk.
-Each student is to select at least one study from Area of Study 1, Unit 3 to base their presentation on for example, Descarte or Sperry, Split-brain
research etc.
-Also to be included in the presentation their needs to be a section on the the different brain research methods to investigate brain functioning
-The students will be given a period of in class research for them to kick start their research, presentation data and ask any necessary questions,
after this period they are expected to complete their speech and presentation at home and will be presenting it to the class the next double
period.
-Students are also required to present their own opinion on the study that they have chosen so they are demonstrating scientific inquiry as well
as understanding
-Each assignment therefore MUST explain the following:
-At least ONE research study explaining: who did it, the purpose of it, when it was carried out, the results, ethics and methods used, as
well as students must also include their own personal opinion on the success of the study and what could have been improved as well as
limitations of the study
-At least 2 DIFFERENT methods of brain research investigation: transcranial magnetic stimulation (TMS), computed tomography (CT),
positron emission tomography (PET), single photon emission computed tomography (SPECT), magnetic resonance imaging (MRI), and
functional magnetic resonance imaging (fMRI)
-Students must also state any eithical concerns that occur as a result of these methods of brain investigation.
-While some students struggle with public speaking it is important too that students are able to understand and speak reasonably freely about
their chosen topic.
-At the end of each speech I will be asking students a couple of questions about their study in order to asses if they actually understood and
absorbed the information they spoke about or as to whether they were just reading from a sheet of paper or cue cards. For example: Is the
study you research relevant to modern psychology?, Could and should the study be repeated?
-Each student must reference to at least one website that is linked to states of consciousness research and provide the link used.
Name:
Class:
Teacher:
Unit 3 Psychology
‘Research Studies and Brain Investigation Methods’
For this assessment you are to develop an oral presentation for you class mates on a Research Study that we have covered in the ‘Mind, Brain
and body’ unit. This can be from any of the following:
-‘Consciousness as a Psychological Construct’ by Rene Descartes and William James
-‘Studies of Aphasia’ including Brocas apashia and Wernickes Area
-‘Split-Brain Studies’ work of Roger Sperry and Michael Gazzaniga
For the study you chose to investigate, you need to answer the following question:
-Whose study was it?
-When was it carried out?
-What were the results of the study?
-What methods were used?
-Are there any ethical concerns with the study?
-What Limitations are there to this study?
We would also like to know your own personal perspective on the study you have chosen, what you feel could have been improved, and
wether you feel the study was successful in achieving its aim.
The second half of you presentation is to then explain a minimum of 2 types of brain research methods from the following list:
-Transcranial magnetic stimulation (TMS)
-Computed tomography (CT)
-Positron emission tomography (PET),
-Single photon emission computed tomography (SPECT)
-Magnetic resonance imaging (MRI)
-Functional magnetic resonance imaging (fMRI)
You are to describe these two methods and also explain the ethical considerations in regards to each method of brain research use, it would
be great if you are able to include some of these methods with the study that you are focussing on in the first half of your presentation.
The Presentation MUST go for a minimum of 5 minutes and a maximum of 10
It MUST include 2 types of data to support your speech, we suggest doing this through a powerpoint presentation the 2 types can be either,
video (youtube), text or speech.
One website reference MUST be used (ie. Wikipedia)
Assignment Mark:
*You will have a single period of research for this assignment and are then required to complete your presentation at home and be ready for
your presentation the next double period. A print out of your powerpoint presentation also needs to be handed in at the end of the double
period.
/25
Criteria:
Description of how
selected studies have
contributed to an
understanding of
brain function.
Description of how
brain research
methods are used to
investigate brain
function.
Skills in scientific
investigation and
inquiry
Application and
communication of
psychological
information and
understandings.
Quality and clarity of
Oral Presentation, use
of data types
5
Accurate and
thorough description
of how selected
studies have
contributed to an
understanding of
brain function.
Accurate and
coherent description
of how brain research
methods are used to
investigate brain
function
Advanced skills in
scientific investigation
and inquiry.
Comprehensive and
insightful application
and communication
of psychological
information and
understandings.
Excellent quality of
oral presentation,
Clear and precise to
understand. Used at
least 2 data types
excellently
4
Accurate and
detailed description
of how selected
studies have
contributed to an
understanding of
brain function.
Detailed and clear
description of how
brain research
methods are used to
investigate brain
function
Well-developed skills
of scientific
investigation and
inquiry.
Clear and thorough
application and
communication of
psychological
information and
understandings
Good quality of oral
presentation,
Regularly clear and
accurate to
understand. Used at
least 2 data types
well.
3
Clear description of
how selected studies
have contributed to
an understanding of
brain function.
2
Some description of
how selected studies
have contributed to
an understanding of
brain function.
1
Limited description of
how selected studies
have contributed to
an understanding of
brain function
General description
of how brain research
methods are used to
investigate brain
function.
Some description of
how brain research
methods are used to
investigate brain
function.
Limited description of
how brain research
methods are used to
investigate brain
function.
Satisfactory skills in
scientific investigation
and inquiry.
Some skills in scientific
investigation and
inquiry
Few skills in scientific
investigation and
inquiry.
Effective application
and communication
of psychological
information and
understandings.
Limited application
and communication
of psychological
information and
understandings.
Little application and
communication of
psychological
information and
understandings
Satisfactory quality of
oral presentation,
Satisfactorily clear
and accurate to
understand. Used at
least 2 data types
Ok quality of oral
presentation, Limited
clarity and accuracy
to understand. Did
not use minimum
types of data
Poor quality of oral
presentation, Unclear
and inaccurate to
understand. Did not
use different types of
data
Assignment Mark:
/25