-the roles of the hindbrain, midbrain and forebrain, including the cerebral cortex, in behaviour and mental processes. (Unit 1, AOS 2)

The picture of the brain will be printed out and each student will glue it inot their books. The students will then color and label the brain, and include the roles of each section.

Students will identify the:

-frontal lobe

-parietal lobe

-temporal lobe

-occipital lobe

-Normal variations of brain development within society, as illustrated by neurodiversity. (Unit 1, AOS 1)

Students will research ADHD and the strategies that can be used for students with ADHD, and design an activity that caters to those with the disorder. The activity will be aimed at secondary school students and can be in any subject area. Students will gain a better understanding of the disorder and learn about the ways in which their classmates, or even themselves, can be supported during their schooling.

-The process of psychological development (emotional, cognitive and social development) over the course of the life span. (Unit 1, AOS 1)

Students will be provided with poster paper and will create a timeline of emotional development across the lifespan.

Posters will include:

-infancy

-childhood

-adolescence

-adulthood

-old age

-The role of person perception, attributions, attitudes and stereotypes in interpreting, analysing, remembering and using information about the social world, including decision-making and interpersonal interactions. (Unit 2, AOS 1)

Students will access this website:

https://www.thesmokinggun.com/time-waster/match-arrestee-their-alleged-crime-236595

Students will match the mugshot with the alleged crime. They can do this activity individually or in small groups, or it can be done as a class where the students vote for which is correct.

The activity can begin before introducing the topic of person perception so that the teacher can make a point about stereotyping.

-The influence of social groups and culture on individual behaviour. (Unit 2, AOS 1)

Students will watch the following video as a class on the Stanford Prison Experiment:

https://www.youtube.com/watch?v=KND_bBDE8RQ

-The concepts of obedience and conformity, and their relative influence on individual behaviour. (Unit 2, AOS 1)

Students will watch the following video as a class:

https://www.youtube.com/watch?v=D5T-MmTye6w

Students will then research an example of obedience/conformity that has occurred and present a summary of the event to the rest of the class.

-the role of attention (sustained, divided, selective) in making sense of the world around us. (Unit 2, AOS 2)

Students are the watch the following videos as a class:

https://www.youtube.com/watch?v=vJG698U2Mvo

https://www.youtube.com/watch?v=U1saQoMRD8A

-The fallibility of visual perceptual systems, for example, visual illusions and agnosia. (Unit2, AOS 2)

Students will view images and write down what they see. A class discussion will happen afterwards to see what the majority of people see with each image.

-the fallibility of gustatory perception, for example, supertasters, exposure to miraculin and the judgment of flavours (Unit 2, AOS 2)

The teacher will bring broccoli, spinach, and asparagus to the class and have the students taste them to see if they find them disgusting- meaning they are a supertaster.

Students can use the textbook and their own research to discover the science behind why they find them to taste disgusting.

-Use of strategies (approach and avoidance) for coping with stress and improving mental wellbeing, including context-specific effectiveness and coping flexibility (Unit 3, AOS 1).

Students will write down the ways that they deal with stress. Once written down, they will determine whether each strategy is an approach or avoidance strategy.

-behaviourist approaches to learning, as illustrated by classical conditioning as a three-phase process (before conditioning, during conditioning and after conditioning) that results in the involuntary association between a neutral stimulus and unconditioned stimulus to produce a conditioned response, and operant conditioning as a three-phase process (antecedent, behaviour and consequence) involving reinforcement (positive and negative) and punishment (positive and negative) (Unit 3, AOS 2)

One student will be selected to leave the room while the rest of the class will decide on the behavior they want to student to do upon their return (e.g. stand in a corner, wipe off the whiteboard, stand on a chair etc.). When the student gets closer to performing that activity, the class will cheer. However, when the student is not doing anything to get closer to doing to action the class will boo at them.

-the explanatory power of the Atkinson-Shiffrin multi-store model of memory in the encoding, storage and retrieval of stored information in sensory, short-term and long-term memory stores. (Unit 3, AOS 2)

Students will compete an exit ticket by writing down 1 thing they learnt during the lesson.

-Improving sleep hygiene and adaptation to zeitgebers to improve sleep–wake patterns and mental wellbeing, with reference to daylight and blue light, temperature, and eating and drinking patterns. (Unit 4, AOS 1)

Students will choose a sleep hygiene behavior that they will implement into their routine for 1 week. Students will create a sleep satisfaction survey each morning and at the completion of the week, will plot this data into a graph. They will write up a discussion on their results and comment on any extraneous variables.

-the application of a biopsychosocial approach to maintaining mental wellbeing, with reference to protective factors including adequate nutritional intake and hydration and sleep (biological), cognitive behavioural strategies and mindfulness meditation (psychological) and support from family, friends and community that is authentic and energising (social) (Unit 4, AOS 2)

Students will create a day of eating that includes adequate nutrition and hydration. This day of eating should draw from the healthy eating pyramid. Students will justify their food choices and explain the benefits of nutrition on mental wellbeing.