Page 13 - 2024-bfw-MyersAP4e-TE

LIZ’S WORKSHOP

Biological Bases of Behavior Often, students don’t know what they
don’t know. They lack the metacognitive
skills that allow them to plan, monitor,
and evaluate their own learning pro-
nce upon a time, on a planet in our neighborhood of the universe, MOD U L E S cesses. These skills need to be explicitly
there came to be people. Soon thereafter, these creatures became 1.1 / nteraction of Heredity and taught, and psychology teachers are
I
O intensely interested in themselves and in one another: “Who are we? Environment uniquely positioned to do so. Openly
What produces our thoughts? Our feelings? Our actions? And how are we to 1.2 / Overview of the Nervous System discuss the role of metacognition as you
understand and manage those around us?” Psychological science seeks to answer 1.3a / The Neuron and Neural Firing:
such questions about how and why we think, feel, and act as we do. Neural Communication and the engage students in learning activities. To
Unit 0 introduced us to psychology — the science of behavior and mental processes. Endocrine System do so, you can ask students to reflect on
Let’s unpack this definition. Behavior is anything an organism does — any action 1.3b / The Neuron and Neural Firing: the following questions:
we can observe and record. Yelling, smiling, blinking, sweating, talking, tweeting, Substance Use Disorders and
and questionnaire marking are all observable behaviors. Mental processes are our Psychoactive Drugs • How well did I do on this activity?
internal, subjective experiences — our sensations, perceptions, dreams, thoughts, 1.4a / The Brain: Neuroplasticity and • What did I learn from the activity?
beliefs, and feelings. You have seen in Unit 0 that scientific inquiry requires curiosity, Tools of Discovery • Can I apply this way of thinking to
skepticism, and humility — attitudes that can also help us discern truth amid a sea of 1.4b / The Brain: Brain Regions and other problems or situations?
misinformation. You have begun to understand the appropriate use of surveys (using Structures • Is there anything I still don’t
random sampling), of correlational studies (that reveal associations without indicating 1.4c / The Brain: Damage Response understand or are there any gaps
causation), and of experiments (which randomly assign participants to different and Brain Hemispheres in my knowledge?
conditions). You have appreciated the ethical constraints that guide researchers. 1.5a / Sleep: Consciousness
This scientific attitude — curiosity + skepticism + humility — helps us to think 1.5b / Sleep: Sleep Stages and • If so, how can I fill in any gaps in
®
harder and smarter. To do well in this course, on the AP Psychology exam, and in Theories Worth Publishers. understanding?
your college courses and life beyond, you will want to thoroughly internalize this & Worth Publishers. Not for redistribution.
1.5c / Sleep: Sleep Loss, Sleep
scientific way of thinking. And throughout this text, you will be actively applying Disorders, and Dreams Bonus: Refer students to Dr. Stephen
®
these concepts to the content in each unit with our “AP Science Practice” features. 1.6a / Sensation: Basic Concepts Chew’s video series, “How to
Perhaps you didn’t expect this scientific focus in psychology. And maybe you’re 1.6b / Sensation: Vision Study,” which emphasizes the role of
Bedford, Freeman &
wondering why a “biological” unit is the first thing you’re encountering in this 1.6c / Sensation: Hearing metacognition. The videos can be found
psychology course. No principle is more central to today’s psychology, or to this at samford.edu/departments/academic
book, than this: Everything psychological is simultaneously biological. Your every idea, 1.6d / Sensation: Skin, Chemical, -success-center/how-to-study.
and Body Senses and Sensory
every mood, every urge is a biological happening. You love, laugh, and cry with Interaction
your body. Without your body — your genes, your nervous system, your hormones,
your appearance — you truly would be nobody. Moreover, your body and your UNIT
brain both influence and are influenced by your experiences. 1 LIZ’S WORKSHOP
Distributed by Bedford, Freeman
Consider a daring medical venture proposed by two transplant surgeons Overview
Video
and their international team — a head transplant (Kean, 2016; Ren & Canavero, Making course material meaningful is
2017; Ren et al., 2019). Wang Huanming, who is paralyzed from the neck down, important for student learning. For-
Copyright ©
volunteered to have his fully functioning head transferred to a brain-dead tunately for us, psychology is easily
person’s still-functioning body.
kali9/E+/Getty Images have called “reckless and ghastly” and part of the scientists’ “ghoulish fantasies” psychology the science of 3 applicable to students’ lives. And what’s
Ignore for the moment the ethical issues of such an experiment, which some
more meaningful than the unique self?
behavior and mental processes.
Dennis Relojo, the founder of Psychreg,
an online resource in psychology, offers
the following tips to make your lessons
• Link material to students’ real-life
experiences.
03_myersAPpsychology4e_28116_ch01_002_163.indd 3 INTRODUCE THE UNIT 15/12/23 9:20 AM more meaningful:
INTRODUCE THE UNIT
Activate Prior Knowledge Make It Meaningful • Ask students open-ended questions
and encourage them to collaborate.
(10 minutes) Begin Unit 1 by asking (10 minutes) TED-Ed has dozens of • Promote self-knowledge.
students to construct a KWL chart entitled short videos related to the biological • Bring the real world to the
“Biological Bases of Behavior” with three bases of behavior. Some topics include classroom through speakers,
columns. The first column should be labeled concussions, why we laugh, and why podcasts, or videos.
“What I Know.” The second column should caffeine keeps us awake. Ask students to
be labeled “What I Want to Know.” The third visit ed.ted.com and search for “biological The “Make It Meaningful” exercises
column should be labeled “What I Learned.” bases of behavior.” Have them view the included as module openers, and the
(Hence, KWL.) Ask students to fill out the first video they find most interesting before “ENGAGE” activities found throughout
two columns prior to starting the unit. Then class and then share the topic of their this Teacher’s Edition, are intended to
have them complete the third column at the video in class. Use these topics as you help you achieve these goals.
end of the unit. Bonus: You can encourage preview the unit. Information from http://psychlearningcurve.org
students to use this chart at the beginning of /learning-more-meaningful/
any unit.
3

03_HammerTE4e_47547_ch01_2a_163_4pp.indd 3 07/02/24 5:15 PM