Do TV and Video games affect young people’s behaviour?
GCSE PSYCHOLOGY
Les
son
1

Teaching
Objectives
Introduction
to
Psyc...
Do TV and Video games affect young people’s behaviour?
GCSE PSYCHOLOGY
2 /3

The role of
the brain and
aggression

Describ...
Do TV and Video games affect young people’s behaviour?
GCSE PSYCHOLOGY

Topic C

Mini Plenary
Either rank my understanding...
Do TV and Video games affect young people’s behaviour?
GCSE PSYCHOLOGY
aggression
Challenge : Suggest how
2 different biol...
Do TV and Video games affect young people’s behaviour?
GCSE PSYCHOLOGY
6/7

Social
learning
theory and
aggression

Describ...
Do TV and Video games affect young people’s behaviour?
GCSE PSYCHOLOGY
teacher desk and have a read. Students to find answ...
Do TV and Video games affect young people’s behaviour?
GCSE PSYCHOLOGY
Challenge : Suggest how
an interactionist approach
...
Do TV and Video games affect young people’s behaviour?
GCSE PSYCHOLOGY

Topic C

Homework
Complete APFC for Ramirez et al
...
Do TV and Video games affect young people’s behaviour?
GCSE PSYCHOLOGY

Topic C

assessment
Plenary
Exam questions : May 2...
Do TV and Video games affect young people’s behaviour?
GCSE PSYCHOLOGY
Activity Four
Students to create a spider diagram s...
Do TV and Video games affect young people’s behaviour?
GCSE PSYCHOLOGY

16/1
7

Video Games
and
aggression

Describe APFC ...
Do TV and Video games affect young people’s behaviour?
GCSE PSYCHOLOGY
*correct key
study?

Explain the findings of
Charlt...
Do TV and Video games affect young people’s behaviour?
GCSE PSYCHOLOGY

Topic C

Challenge : Lead
production of news repor...
Do TV and Video games affect young people’s behaviour?
GCSE PSYCHOLOGY
24

25

Becoming an
educational
psychologist
Educat...
Do TV and Video games affect young people’s behaviour?
GCSE PSYCHOLOGY

Topic C

Show The Simpsons Episode- Marge complain...
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  1. 1. Do TV and Video games affect young people’s behaviour? GCSE PSYCHOLOGY Les son 1 Teaching Objectives Introduction to Psychology and Topic C Learning Outcomes Be able to outline course requirements Understand how the course will be examined Be familiar with the core textbook Understand expectations for behaviour and work Be able to discuss ways of investigating in psychology and the problems with it. Key words Psychology Science Society Behaviour Biology Teaching and learning activities Starter What is psychology? Students to note down all the things they expect on post it notes/ key words etc. Snowball activity. S and C – why is Psychology important for society? Or Explain what Psychology IS not Topic C Assessment/ Homework Post it notes pp- what is psychology ? Formative assessment Course guide for students Activity One Powerpoint – what is psychology Share course guide. Textbooks Activity Two Share expectations and seating plan. Identify and highlight LEVEL 5 students. • Books • Homework • Equipment • Textbooks Glue WA grades stickers Students to stick course guide and expectations in their books. Students to note their target grade. Activity Four Go through how to use textbook with students. S and C – To investigate why and how the pages are coloured so differently. Activity Five Students to plan a way to investigate why people are aggressive. S and C – how can this method be made scientific? Plenary Write my own outcomes. Possibily Q and A from GCSE students Resources Formative assessment
  2. 2. Do TV and Video games affect young people’s behaviour? GCSE PSYCHOLOGY 2 /3 The role of the brain and aggression Describe a biological cause for aggression Explain the evidence for and against a biological explanation of aggression Evaluate the strengths and weaknesses of the biological approach as an explanation for aggression. Challenge : Suggest the ethical problems associated with nature as an explanation for human behaviour. Key words Biology Nature Nurture Brain Amygdala Limbic system Research Methods Experiments Case studies Starter Introduce Literacy Guru/connoisseur. Differentiation opp here Investigating the question: We want to know whether TV and video games affect young people’s behaviour. What questions do we need to ask in order to answer this question? What do we need to find out? S and C – suggest a question that is impossible to know factually or scientifically. Say why Activity One Share clip (Mr Beck) suggesting that the brain is responsible for aggressive behaviour. Students to work in teams of 3 to come up with ways that we can investigate whether the brain is responsible for aggressive behaviours. S and C – Identify problems with studying biology Topic C Powerpoint Formative assessment Colours/felt pens Formative assessment Activity Two Students to suggest ways in which genes can be investigated as a cause for aggressive behaviour. S and C – why can’t we say for sure that genes cause aggressive behaviour? Is there an issue with morality or ethics? Formative assessment Activity Three Students to complete gapfill on brain as an explanation. Differentiate through use of buddy pairs. Formative assessment Mini Plenary – Whiteboard activity simple sentence to summarise the brain as an explanation for aggressive behaviour using at least 2 key words. Activity Four Card sort – strengths and weakness of the brain as an explanation for aggressive behaviour. Students must use post it notes to explain why each is a strength or weakness. S and C – to suggest own strengths and weaknesses with reference to the nature nurture debate. Student handout- unit outcomes Formative assessment
  3. 3. Do TV and Video games affect young people’s behaviour? GCSE PSYCHOLOGY Topic C Mini Plenary Either rank my understanding OR write my own objectives. Differentiate this through sentence starters. Activity Five STEM exam question: depending on the ability of the group this can be done in buddy pairs or in timed conditions. S and C – create a markscheme for the question. Plenary Spotlight activity. Students to volunteer to speak nonstop about the role of the brain in explaining aggression. Person with most number of facts and evaluation points wins! S + C : challenger Summative assessment Formative assessment Homework If needed : Complete table of strengths and weaknesses of brain as an explanation. Find a simple diagram from the internet of the brain that shows where the amygdala is. Print this and bring to lesson. 4/5 Hormones/ Testosterone as an explanation of aggressive behaviour Describe the role of the hormone testosterone in aggression Explain how the role of hormones is investigated in aggression Evaluate the strengths and weaknesses of testosterone as an explanation for human Find out what testosterone is. Do not copy and paste from the internet. You need to explain it in your own words. Starter Give out plenary question cards Entrance Ticket : what is testosterone ? differentiate through buddy pairs S and C – what is the difference between the brain and testosterone as an explanation of aggressive behaviour? Challenge objective could be tested here. OR THUNK – If aggression were a type of chocolate bar which one would it be and why? Activity One Using the starter activity as a scaffold, students to produce a story board Formative assessment Pp Camcorder Model of brain ? Formative assessment BBC article cumbrian shootings
  4. 4. Do TV and Video games affect young people’s behaviour? GCSE PSYCHOLOGY aggression Challenge : Suggest how 2 different biological explanations is a strength of nature as an explanation Topic C depicting the role of testosterone. Alternatively create a cartoon character explaining who and what testosterone is. S and C – explain why testosterone is important for humans Activity Two - Do we need aggression? Pupils to create a short role play demonstrating all the situations in which aggression may be needed. S and C – explain these in terms of evolutionary advantage Pupils to show role plays. WWW and EBI Formative assessment (Students to spider diagram all the evolutionary advantages of aggression.) Key words Testosterone Hormones Biology Evolution Survival Research Methods Animal studies Correlational studies Ethics Activity Three Evaluation card sort – pupils to sort out strengths and weaknesses . Students to then explain these and summarise in books. S and C – compare brain and hormones as explanations in terms of strengths and weaknesses Activity Four exam question and peer assessment. Challenge outcome tested here S and C – Create markscheme and use these to lead peer assessment. Activity Five Share news report – Cumbrian shootings Show video clip Pupils to create a news report as the science correspondent for bbc news. This is as a sub report on the Cumbrian Shootings. S and C – to lead team production Plenary Students to feedback on plenary questions given out in starter. Refer to outcomes. Homework- Bring in a picture of your role model or favourite celebrity. Be prepared to talk about them. Formative assessment Summative assessment Formative assessment Formative assessment Summative assessment
  5. 5. Do TV and Video games affect young people’s behaviour? GCSE PSYCHOLOGY 6/7 Social learning theory and aggression Describe the social learning approach Explain how the social learning explanation explains aggression Evaluate the strengths and weaknesses of the social learning explanation of human aggression Challenge : Suggest problems with studying social explanations of aggression Key words Testosterone Hormones Biology Evolution Survival Research Methods Observational studies Ethical issues Experiments Starter Entrance Ticket : Exam question : outline and evaluate 1 biological explanation of aggression (8 marks). Plan and complete in buddy pairs. S and C – to compare evaluation points between biological theories. Topic C Formative assessment Activity Two Let’s get blood around our bodies. Who knows The Macarena? Or use the Cha Cha Slide. Demonstrate and then lead. How is this observational learning? S and CCan you come up with 2 words that describe how you learnt each dance? Formative assessment – oral Activity One Share lyrics of the black eyed peas- where is the love? Tell students that the Black Eyed peas disagree that aggression is biological. Ask them to identify and annotate the reasons for aggressive behaviour OR the cause of aggression according to the lyrics. S and C – What is the most important lyric in opposing the view that aggression is biological? Formative assessment – written summary in books Activity Two Share Objectives SLT key words and definitions match up exercise.- see pp. Students to use all key words to describe SLT. S and C – To write a sentence demonstrating each key word Activity Four Quick on the draw exercise task. Students to collect questions from Bandura you tube clip Quick on the draw questions Formative assessment If needed pupils to demonstrate they understand each of these key words as a method of social learning through role play. Activity Three Demonstrate vicarious reinforcement through the use of watergun and script. How is this learning through consequences? S and C – is this positive or negative ? SLT key word card sort Formative assessment Formative Powerpoint APFCC proforma
  6. 6. Do TV and Video games affect young people’s behaviour? GCSE PSYCHOLOGY teacher desk and have a read. Students to find answers in their textbooks. Differentiate through groupings Activity Five Bandura( 1961) – Show video clip. Students to record APFCC. S and C – Suggest a strength and weaknesses of Bandura’s research study. Topic C assessment Formative assessment Activity Six. SLT WORDSEARCH and hidden message activity S and C – Complete sentences at bottom to describe SLT Plenary “Parents and carers are to blame if young people behave aggressively.” Do you agree with this statement? Give reasons for your answers using psychological theory and evidence. S and C – compare biological and social explanations. Refer to objectives 8/9 Comparing theories of aggression Describe the biological and social learning explanation of aggression Explain the difference between the two theories in terms of explaining aggression Evaluate the comparative strengths and limitations of each approach. Homework Complete key word glossary with all key words “Outline and evaluate 1 social explanation of aggressive behaviour” (8 marks) Starter SLT – Team spotlight activity. Differentiate through pairings Or key word quiz . S and C – must contextualise key words Activity One Pupils to prepare a spider diagram on the biological and social learning theories of aggression. This must include; • Key words • Key facts/ideas • Evidence – all in different colours. Formative assessment – oral feedback PP Felt tip pens A3 Paper Zippy Formative assessment – diagram Continuum line
  7. 7. Do TV and Video games affect young people’s behaviour? GCSE PSYCHOLOGY Challenge : Suggest how an interactionist approach could benefit Psychology. Activity Two Students then to use a key to map the key similarities and key differences. S and C – distinguish between similarities and differences in methods and theory Topic C Formative assessment – diagram Mini Plenary : Hinge questions. Students to vote using ABCD cards S and C – explain why other answers are incorrect. Activity Three Continuum line – students to stand on continuum line to say whether they think aggression is more nature of nurture. Students to justify their opinions using evidence. S and C – counter your own argument and say why someone might disagree with you. Activity Four Diamond 9 – social explanations and biological explanations S and c – suggest own strengths and weaknesses. Which Which Which Which Which Questions for diamond 9 has the most strengths at the top/bottom ? has the most weaknneses at the top/bottom? is the most scientific? is the most reliable? is the most valid? Formative assessment – oral feedback Formative assesment oral feedback Summative assessment – written task Activity Five Sell it/Scrap it. Nature and nurture debate. S and C – suggest the extent to which each has scientific evidence and why Plenary Explain the nature-nurture debate in explaining human behaviour (5 marks) Summative assessment – written task
  8. 8. Do TV and Video games affect young people’s behaviour? GCSE PSYCHOLOGY Topic C Homework Complete APFC for Ramirez et al 10. Exploring culture and aggression Describe APFC for Ramirez at al (2001) Explain the findings of Ramirez’s study in terms of explaining gender differences and aggression Evaluate the strengths and weaknesses of Ramirez’s study Challenge : Suggest why research into cultural differences in aggression is important. Key words Collectivist Individualist Culture Starter Share outcomes Present students with an image of a Spaniard and an image of a Japanese person . S and C – to explain these impressions using the words stereotypes. Where do stereotypes come from? Formative assessment APFCC form Images Pupils to stick images in their books and write down words that describe the personality of the person in the picture. Teacher led feedback on common words found. Discuss stereotyping. Activity One Students to work in pairs to complete APFCC – Ramirez et al using pages 102-103 Activity Two Complete the aggression questionnaire to see how aggressive you are. http://www.yorku.ca/rokada/psyctest/aggress.pdf S and C – what are the problems with using questionnaires in Psychological research Students textbooks Traffic light cards Formative assessment Formative assessment Activity Three Evaluation circle - What do the findings of Ramirez et al.’s study tell us about gender differences and aggression? What do the results of this study tell us about cultural differences and aggression? S and C - how can methodological problems with research cause problems with validity, reliability. Pp Formative assessment Activity Four Students to work on a glossary of key terms Summative Aggression questionnaire
  9. 9. Do TV and Video games affect young people’s behaviour? GCSE PSYCHOLOGY Topic C assessment Plenary Exam questions : May 2012 paper and peer assessment 12/1 3 Content Analysis as a research method Describe how to conduct a content analysis, including when a content analysis is appropriate Starter We want to investigate the level of violence in the CARTOONS. HOW would you go about it? Each team to propose a METHOD. S and C to consider how the method can be made as scientific as possible. Conduct a content analysis Activity One Ask students to provide a flowchart to show how to carry out a content analysis. S and C - to add key words such as coding, operationalisation, sampling and bias. Explain why these are important. Evaluate Key words Content analysis Unrepresentative Bias Sampling Coding Inter rater reliability Formative assessment Student textbooks. Activity Two Students to devise a tally chart for Simpsons. Students to record the aggressive acts they see in The Simpsons. (Show around 35 mins- until the Simpsons get away from the town mob and Lisa punches Bart) Formative assessment NB- students will see aggressive acts they haven’t recorded. Ask students to note down what they are underneath their tally chart. Students to use the same criteria to carry out a content analysis on Tom and Jerry Students to draw a line graph representing results Students to write a conclusion on their content analysis. Activity Three Students to work in teams to find the strengths and weaknesses of content analysis. Evaluation snow ball. S and c – are experiments or content analysis a better way to do psychology? Why ? Traffic light cards Simpsons – The Movie Formative assessment
  10. 10. Do TV and Video games affect young people’s behaviour? GCSE PSYCHOLOGY Activity Four Students to create a spider diagram showing the strengths and weaknesses of content analysis as a method. S and C – how can this be made a more scientific method? Plenary Rank my understanding. Or key word slap STEM exam question. Differentiate through buddy pairs 14/1 5 The ethics of psychological research Describe what we mean by ethics. Describe the BPS ethical guidelines Explain why ethical guidelines are important Key words Informed consent Ethics Debrief Confidentiality Privacy Competence Challenge: Suggest why ethical guidelines are important for Psychology as a discipline. Starter Define ethics – without using the word ethics. S and C – what is the difference between ethics and morality? Topic C Formative assessment Formative assessment Pp Formative assessment Activity One Ethica studies – which are true? Which are false? Why ? Differentiate through pairings Felt tip pens/paper/c olourrs Activity Two Share ethics info. Sheet students to complete task 2 on ethical studies ws. Activity Two Continuum line- How important are ethical considerations in psychological research? S and C – suggest why ethical guidelines are important for psych as a discipline. Plenary STEM exam question. Differentiate through pairings. Homework- Create a guide to ethical guidelines in Psychology. Use BPS website for help. Ethics worksheet Formative assessment Formative assessment Summative assessment
  11. 11. Do TV and Video games affect young people’s behaviour? GCSE PSYCHOLOGY 16/1 7 Video Games and aggression Describe APFC for Anderson and Dill (2000) Explain the findings of Anderson and Dill’s study in terms of explaining the link between video games and aggression Key words Anderson and Dill Starter Share outcomes Students to spend 10 mins finding out what they can online about the Columbine massacre . WHO WHAT WHERE WHEN WHY. Differentiate through buddy pairs Activity one Students to work in pairs to record APFCC for Anderson and Dills (2000) study. Evaluate the strengths and Activity Two ** ICT TASK** weaknesses of Anderson Students to write a commentary for a Psychology review magazine on and Dills study Anderson and Dills research. Students must discuss the strengths and weaknesses of the research as the main part. S and C – suggest the implications of research findings. Discuss in terms of reliability and validity Topic C Formative assessment Computer room Apfcc Cryptogram Formative assessment Formative assessment Plenary True/false questions Team quiz on Anderson and Dill OR hinge questions Lab study Findings Formative assessment IV DV 18/1 9 TV and aggression Describe APFC for Charlton et al (2000) Starter Share aims of Charltons et al’s study. Students to predict findings individually- ask students to note these down. S and C – say how these Formative assessment APFCC
  12. 12. Do TV and Video games affect young people’s behaviour? GCSE PSYCHOLOGY *correct key study? Explain the findings of Charlton et al’s study in terms of explaining the link between TV and aggression Evaluate the strengths and weaknesses of Charlton et al study Challenge : Evaluate in terms of validity and reliability Topic C findings might be differ from Anderson and Dill Activity One APFCC - for Charlton et al. Activity Two Evaluation snowball. S and C – evaluate in terms of reliability and validity Formative assessment Plenary Key Question link – Do TV and Video games affect young people’s behaviour? Students to respond with direct evidence from Charlton et al. S and C compare compare and contrast evidence from Anderson and Dill. Key words Natural experiment Longitudinal study 20/2 1 TV and Children’s behaviour Describe APFC for Williams et al. (1981) Starter Exam questions based on Charlton et al. Peer assessment of answers Explain the findings of William et al (1981)’s study in terms of explaining the link between TV and children’s behaviour Activity One Complete APFCC Evaluate the strengths and weaknesses of William et al’s study Plenary Peer assessment of news reports Refer to outcomes Activity Two Students to produce a news report on new research findings blaming media for young people’s behaviour. Differentiate through buddy pairs. Summative assessment Formative assessment APFCC
  13. 13. Do TV and Video games affect young people’s behaviour? GCSE PSYCHOLOGY Topic C Challenge : Lead production of news report 22 Comparing Charlton and Williams Discuss the differences and similarities between Charlton and Williams studies Explain the strengths and limitations of each study Suggest reasons for the differences between the findings of each study Challenge : Make a comment on what research into TV and Video game suggests about the cause of aggressive behaviour Starter Quiz- check students are clear on the differences between the two studies. Differentiate through buddy pairs Activity one In pairs students to write a newspaper article- discussing in lay terms the research carried out by Charlton and comparing it to research carried out by Williams. The job of an educational psychologist Be able to describe the role of an educational psychologist Be able to discuss how the job of an ed psych is important Formative assessment Students must discuss the research in relation directly to the key question – Do TV AND VIDEO GAMES AFFECT YOUNG PEOPLE’S BEHAVIOUR? Students must also discuss the strengths and limitations of both pieces of research – and using such research in everyday life. S and C – what does all the research suggest about the cause of aggressive behaviour? Formative assessment Plenary Refer to outcomes Homework Complete article and booklet. 23 Formative assessment Share objectives for the next 3 sessions. Students to devise questions for Educational Psychologist visit. Formative assessment
  14. 14. Do TV and Video games affect young people’s behaviour? GCSE PSYCHOLOGY 24 25 Becoming an educational psychologist Educational psychology and anger management Be able to outline qualifications and routes to becoming an educational psychologist Be able to outline ways in which a child can manage anger Introducing censorship and watershed EDUCATIONAL PSYCHOLOGIST SESSIONS EDUCATIONAL PSYCHOLOGIST SESSIONS Consolidation: Summary questions and quick check questions Be able to describe how an educational psychologist might work with a child with anger issues 26/2 7 Topic C Define and explain key terms (censorship and watershed) Discuss types of censorship Homework: Create a leaflet on behalf of Coventry City Council outlining the job of an ed psych, how to become an ed psych and/or how ed psychs help deal with anger management Starter Share Outcomes Provide students with DVD covers of various age ratings. Select films that students should know/have seen. Students to identify why those films might be rated as they are. Formative assessment MORA students could write classification descriptions. Suggest why censorship and watershed is important Key words Censorship Watershed BBFC Classification Challenge : Evaluate the effectiveness of censorship and watershed Main Activities Activity One Pupils should have had a look at the British Board of Film Classification (BBFC) website. http://www.bbfc.co.uk/ And answered the following questions: Write down the classification categories and what they mean. Name the ‘most recent film’. What classification does it get? Why do you think we have agencies like the BBFC? Activity Two Students to complete Watershed and censorship Activity Three Formative assessment
  15. 15. Do TV and Video games affect young people’s behaviour? GCSE PSYCHOLOGY Topic C Show The Simpsons Episode- Marge complains about cartoons. S and C Plenary Whose responsibility is censorship? 28/2 9 For and against censorship and the watershed Formative assessment Formative assessment Formative assessment Discuss the effectiveness of watershed and censorship Starter Entrance Ticket : what is the difference between censorship and watershed? S and C – how do the aims of each differ? Discuss arguments for and against censorship and watershed Activity One Debono’s 6 thinking HATS. “Censorship and Watershed do not work”. Differentiate through allocation of HATS. Differentiate further through pairings OR students to respond from one these perspectives - Parent - Teenager - Youth Prison worker - Government - BBC Formative assessment Activity Two Students to prepare a debate arguing for and against the watershed and censorship on TV. S and C – to compare and contrast arguments and to suggest counter arguments Formative assessment Challenge : Evaluate the effectiveness of censorship and watershed Plenary “Tv and Video games affect children’s behaviour” Discuss with reference to research, drawing on evidence from more than one approach. Formative assessment

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