Week+6+Principles+of+the+Biological+Level+of+Analysis

= Week 6 Principles of the Biological level of Analysis =

Topic(s)

 * Principles of the BLA


 * Objective(s) **
 * **Students will be able to __understan__d how principles from the BLA reflected in psychological research**
 * Students will be able to **relate** psychological research with a specific principle form the BLA
 * Students will be able to **Explain** the principles from the BLA to other students
 * ** Students will be able to __Evaluate__ to what extent is the Biological level of analysis the best explanation for behaviour. **
 * Students will be able to write a pro/con list for the principles of the BLA

**Activities / Strategies** - It includes some discussion activities. - While they are listening to it they can fill in the Handout (resources) - This activity can take a double period || Individual ||  ||
 * **Name** || **Level** || **Description -** ** Instructions ** || **Type** || **Handout / File** ||
 * Teacher presentation || S-L || The teacher will present the students the PP presentation about the Biological level of analysis.
 * Make a list

Read

Watch a Video

Fill-in the blanks || S-L || - Students will be assigned one principle from the BLA, with that they will produce a list of its advantages and disadvantages when it comes to explaining behaviour. - Students will share their list with another student that had to work with the same principle. They will use their own to make one as a pair. - For **Homework,** students will send their lists to the rest of the class, that way all of them will have one or two lists for each principle.

-Before watching the video, read pages 40 to 46 J. Crane, IB Psychology course companion.

-The Incredible Human Body,( National Geographic)

-Fill-in the blanks in the hand-out while watching the video and answer the questions afterwards. || Individual/ Pair

Group

Individual ||  ||


 * ~ Level Key ||
 * H . || Higher achiever ||
 * S || Standard achiever ||
 * L || Lower achiever ||


 * ~ Type Key ||
 * Individual . || Activity performed completely by the student himself. ||
 * Pairs || Acitivty performed in pairs to either to share, check or generate results. ||
 * Group || Activity performed in groups, strongly recommended in groups of 3 or 4 and assigned by the teacher. ||
 * Peer-Assess . || Activity that will be marked by peers. mark scheme should be provided before hand and explained. ||
 * Self Assess . || Activity that will be marked by one self. Mark scheme should be provided before hand and explained. ||

**Assessment**
 * **Name** || **Description** || **Link / File** || **Mark scheme** || **Example** ||

**Resources** ||
 * **Name** || **Description** **/ Link** ||
 * Textbook Crane || pages 10-19 ||
 * Psychology Today || www.psychologytoday.com / a good source of research that students can understand easily. ||
 * PP presentation (introduction) || [[image:http://c1.wikicdn.com/i/mime/32/application/vnd.openxmlformats-officedocument.presentationml.presentation.png width="32" height="32" caption="Biological level of analysis principles.pptx" link="file:churchillcollegebiblio/Biological level of analysis principles.pptx"]] [[file:churchillcollegebiblio/Biological level of analysis principles.pptx|Biological level of analysis principles.pptx]]
 * [|Details]
 * [[file:churchillcollegebiblio/Biological level of analysis principles.pptx|Download]]
 * 330 KB
 * Handout for the principles of the BLA

Handout for the video

Reading about Neuroplasticity ||
 * [|Details]
 * [[file:churchillcollegebiblio/Principles that outline the biological approach.docx|Download]]


 * 16 KB

||



**Cross- curricular links**
 * **Subject** || **Description** ||