Teacher: Kendall Johnson Topic: Psychology: Memory Grade: 11-12

Teacher: Kendall Johnson
Big Idea
Purpose
Objectives
Materials
and Preps
Student
Knowledge
Special
Adaptations
Vocabulary
Terms
Lesson
Topic: Psychology: Memory
Grade: 11-12
The big idea for this lesson is to inform students on the cognitive processes associated with
memories and how these affect us in our daily lives.
The purpose of this lesson is to provide students with an active way to learn about factors that
influence memory and methods to improve memory.
1. Identify the importance of retrieval cues in memory.
2. Interpret the role that interference plays in retrieval.
3. Assess the factors influencing how memories are retrieved.
4. Analyze how memories can be malleable.
1. Pencil/pen
2. Paper
3.Desks and chairs
4.Prepared PowerPoint
5.Computer and projector
6.Worksheets
Students should be familiar with the concepts from the previous days
lesson and be prepared to apply these to new concepts.
1. ADD: The differentiated instruction will prevent distraction/boredom
from students. Discussion time with assigned partner will allow the
students to participate actively. The class activity is also short and will not
require long spans of attention.
2. ADHD: Quick pair share with assigned partners. Will allow students to
participate in an active way. The class activity will also allow students to
become engaged in a fun way.
3. Reading Deficiency: The power point will be uploaded before class to
give students an opportunity to read over it and be prepared. The video,
group discussion and class activity will also provide students with a
different way to learn new information.
4. Oppositional Defiance Disorder: If problems arise, I will give them
multiple chances to complete the activities and then provide them with a
quiet place to complete the activities if needed.
5. Autism: Allow students to work alone during quick pair share and check
in on their progress periodically.
6. Behavior Difficulty: Provide them with opportunities to complete the
activities. If not completed, send them to the counselors office to
complete the assignment.
7. Visually impaired: Provide students with worksheets with enlarged
words/graphics. Allow the student to sit at the front of the class during the
power point/provide student with enlarged printed off version of the power
point or allow student to record presentation.
8. Hearing Impaired: Provide handouts with all instructions for activities
and provide subtitles for video.
1.Malleable memory 2.False Memory 3.Lightbulb memory 4.Motor memory
5.Procedural memory 6.Anterograde amnesia 7.Retrograde amnesia
8.Constructive memory 9.Cues
1. Time: 20 minutes
Teacher's Work: Set up powerpoint and present information and
concepts that will be discussed during class. Explain in detail the ideas
that will be discussed in class and answer questions that students may
Grade: 11-12
have during the presentation about vocab or ideas.

Students Work: Take adequate notes as vocab and concepts will appear
on quizzes and tests in the future. Ask questions in order to deepen your
understanding and listen to others questions as they may further your
understanding of the material.
2. Time: 15 minutes
Teacher's Work: Set up Ted Talk video and hand out video log sheets to
students. (worth 5 pts.)
Student's Work: Listen to and watch the video while filling out the video
log. This will prepare students for the next activity.
3. Time: 5 minutes
Teacher's Work: Pair students together in order to quick pair share on
why eye-witness accounts should not be relied upon and then discuss this
with the class. Walk around and answer questions that students may
have/check on progress that students are making. (5 participation pts.)
Student's Work: Discuss with partner the issues associated with false
memories and be prepared to present these ideas to the class.
4. Time: 10 minutes
Teacher's Work: Instruct students to get out a piece of paper for the next
activity. Then instruct the class to listen to you as you read off a list of
words (bed, quilt, dark, silence, fatigue, clock, snoring, night, toss, tired,
night, artichoke, turn, night, rest, dream). After the list has been read, give
students 30 seconds to write down as many words as they can recall.
When time is up, ask how many students recall the word sleep. Then
discuss the meaning of this activity and how the ideas discussed earlier
relate to this.
Learning
Standards
Student's Work: Participate in activity by listening and writing down as

many words as possible. Then ask questions/contribute to class discussion.
How will I know if students achieved my learning goals?
-By their participation in class discussion as they relate concepts to the
activity.
How will I assess participation and their learning?
-I will assess participation by collecting their video logs and group work
participation.
What will I be assessing?
-Students will be assessed on their knowledge of terms and ideas
previously discussed through the class activities and will receive 5 points
for a completed video log and 5 points for group discussion work.
APA: 1. Content Standard 3: Retrieval of memory
Students are able to (performance standards):
1.1 Analyze the importance of retrieval cues in memory.
1.2 Explain the role that interference plays in retrieval.
Grade: 11-12
1.3 Discuss the factors influencing how memories are retrieved.

1.4. Explain how memories can be malleable.
1.5 Discuss strategies for improving the retrieval of memories.
Reflection
Notes
Make sure students are made aware of important terms and ideas to know
for future quizzes/final.
How Did It Go?
1. What was your favorite topic to learn about and why?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. What in-class activity did you enjoy the most and why?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Do you feel that you fully understand the concepts presented during this unit? If not, which
concepts?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. Did you like the options given for the final project? If not, what else would you suggest?
Grade: 11-12
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
AP PSYCHOLOGY Final Projects

Each student will choose and present their project individually or with a partner, if the project warrants it. Below are various
ideas and topics to pursue, pick ONE:
1.
Intelligence Test Individual project: Create your own intelligence test to measure a type of intelligence discussed in
class. The test should clearly represent one type of intelligence and have some reliability on what it is measuring.
Should include a test key and a half page summary on what the test is measuring and how this test could be useful for
people to take.
2.
The Game Project Up to two people create an original game incorporating a concept discussed in class during this
unit. The game must help the users improve their cognitive abilities such as memory. The key requirement is that the
game should be designed so that advancement or success in the game is dependent on knowledge of the players.
Product: summary of game and rules and how this game could help the users cognitive abilities.
3.
Media Portfolio Individual project: Select newspaper, journal and magazine articles that pertain to fallacies related
to memory recall. Include samples from a wide variety of sources and topics or research the theme of false memory
(i.e. how testimonies can sometimes be unreliable). Each selection needs to be annotated by summarizing and
explaining how each selection relates to memory recall, theory or research finding from the text or lecture. Also needs
an introduction and conclusion summing up the material.
4.
The Booklet -- Write and illustrate a psychology booklet suitable to present to a middle school audience. The booklet
will explain some psychological topic discussed during this unit that would be of interest to that age group. (Partners
can work together if so do two booklets or a two subject booklet) Booklet must be at least 6 pages long and include
pictures as well as in-depth analysis of the topic and at least two activities related to the topic discussed.
5.
Poster Session/Power Point individual project do research on a psychological question of your choice, pertinent to
this unit, but present it in poster form (more of a visual format) rather than as a multi-page research paper. Could also
be a Power Point presentation. Be able to intelligently answer questions about your research as students view it. Must
include activity that illustrates the question at hand that students can participate in. (Need abstract and outline of
research and bibliography)
6.
Experiment (up to two people) Design and execute a psychological experiment of your choice need to include all
the components of good research in an ethical setting and be able to evaluate it in the time frame allotted. Must also
present findings in a clear and visual way such as a poster board. (Product: abstract and outline of experiment and
design, presentation, plus bibliography).
7.
Video presentation up to two students. Do any of the above, but present research and findings of your topic in a
multi-media or video form. Product: written summary and bibliography.
Grade: 11-12
8.
Psychology Magazine create one edition of a psychology magazine. Include a variety of articles of interest to young
people. Create ads with a psychological theme, etc. Can have quizzes, cartoons, etc. as part of the project. (If partner
project do two issues of the magazine).
9.
Psychological awareness month Prepare a series of announcements and activities for a school to use for a
psychology awareness month. The packet would include ideas for guest speakers and lunch activities as well as
interesting facts, concepts and cartoons that could appear in the bulletin, CVTV and posters and fliers posted on the
campus. This material would be publicized to inform other students and create an interest in the class.
10. Psychology Yearbook pick a year, research and write articles about the significant things that happened that year.
Include articles/pictures about major figures of the day, major findings and new ideas.
11. Other- if you have an idea for another project, bring it to me to be approved.
Projects will carry a maximum of 40 points. They will be evaluated based on degree of research, clarity of presentation,
understanding of the concepts, creativity and originality. All projects must include a bibliography of sources (APA
format). Think creativity and scholarship. Partner projects will be graded equally unless it is clear one member did not
contribute equally.
Unit Intro Sheet
Subject: Psychology
Grade level: 11-12
2 week course: traditional schedule (50 minutes)
Unit five: Memory and Cognition
Purpose: Psychology is defined as the scientific study of the mind and behavior. In this
psychology course, students are introduced to the concepts of memory and cognition within the
brain as well as the core ideas and theories of psychology. Students will gain an understanding
of the complexities and diversity of human thought and behavior. Studying psychology can also
provide students with a better understanding of self through realizing you are not alone in your
emotions or ideas, and also provides students a window into the actions of others.
During this unit we will be discussing memory, thinking and intelligence.
Unit Outline and Objectives:

Topic 1: Memory
Day 1: Encoding of Memory:
Objectives: Students will be able to
Identify factors that influence encoding.

Characterize the difference between shallow (surface) and deep (elaborate)
processing.
Grade: 11-12
Discuss strategies for improving the encoding of memory.
Day 2: Storage of Memory:

Describe the differences between working memory and long-term memory.

Identify biological processes related to how memory is stored.
Discuss types of memory and memory disorders.
Day 3: Retrieval of Memory:

Analyze the importance of retrieval cues in memory.

Explain the role that interference plays in retrieval.
Discuss the factors influencing how memories are retrieved.
Topic 2: Thinking
Day 1: Basic Elements Comprising Thought
Recognize cognitive processes involved in understanding information.

Interpret processes involved in problem solving and decision making.
Analyze non-human problem solving abilities.
Day 2: Obstacles Related to Thought

Describe obstacles to problem solving.

Identify patterns in the obstacles of decision making.
Investigate obstacles to making good judgments.
Topic 3: Intelligence
Day 1: Perspectives on Intelligence
Discuss intelligence as a general factor.

Predict alternative conceptualizations of intelligence.
Analyze the extremes of intelligence.
Day 2: Assessment of Intelligence
Grade: 11-12
Recognize the history of intelligence testing, including historical use and misuse in
the context of fairness.
Identify current methods of assessing human abilities.
Analyze measures of and data on reliability and validity for intelligence test scores.
Day 3: Issues in Intelligence

Discuss issues related to the consequences of intelligence testing.

Investigate the influences of biological, cultural and environmental factors on
intelligence.
Unit Rubric:
Participation 20%
Memory Activity 10%
Thinking Activity 10%
Intelligence Activity 10%
Quizzes 15%
Group Work 15%
Final Project 20%
Final Project Rubric:

Score: ____/40 points
Required Criteria
Student is able to
demonstrate
knowledge of material
learned in class in
their project and
A worthy (40-36 pts)

Student was
knowledgeable about
material learned in class
and was able to easily
and confidently answer
B worthy (35-31 pts)

Student used material
learned in class in their
project but struggled
somewhat during
questions.
C worthy (30-26 pts)

Student was unable to
discuss freely about
material learned in class
and struggled to answer
questions from peers
during questioning.
Student has done
outside research and
incorporated it into
their project.
Student has submitted
a rough draft of
their project at least
one week prior to due
date for
feedback/revising
*mandatory face-toface meeting
required*
Correct citation of
references.
NO PLAGIARISM.
Free from all

spelling/grammar
mistakes.
Big Idea
Purpose
Objectives
questions from peers and

the teacher.
Student has at least three
reputable outside sources
that support material
learned in class.
Student came prepared to
our mandatory meeting
with a completed rough
draft at least one week
prior to the due date.
All students sources

were properly cited using
APA formatting and a
reference page was used
correctly (alphabetical
order by last name.)
Student has no
grammar/spelling
mistakes throughout the
entire project.
Grade: 11-12
and the teacher.

Student has 1-2 reputable
outside sources that
support material learned
in class.
Student showed up at the
mandatory meeting
without a fully completed
rough draft, or failed to
have a meeting one week
prior to the due date.
Student does not have a

reputable outside source
or used Wikipedia for
information.
Student never submitted
a rough draft for
feedback/revising and
failed to have a
mandatory meeting with
the teacher.
Some of students
sources were cited but
did not use the correct
format and a reference
page was used.
Student had no correct

citations given and no
signs of a reference page
whatsoever.
Student has a few small

grammar/spelling
entire project.
Student made frequent

grammar/spelling
entire project.
The big idea for this lesson is to connect previous concepts to todays lesson and ultimately
provide students with a basic understanding of how the brain comprises thought.
The purpose of this lesson is to provide students with an active way to learn about processes
of the brain related to thought and the ways that these processes affect us every day.
1. Recognize cognitive processes involved in understanding information.
2. Interpret processes involved in problem solving and decision making.
Materials and
Preps
Student
3. Analyze non-human problem solving abilities.

1. Pencil/pen
2. Paper
3.Desks and chairs
6.Worksheets
Students should be familiar with the concepts from the previous days lesson and be prepared
Grade: 11-12
Knowledge
to apply these to new concepts.
Special
Adaptations
1. ADD: The differentiated instruction will prevent distraction/boredom from students.

Discussion time with assigned partner will allow the students to participate actively. The class
activity is also short and will not require long spans of attention.
2. ADHD: Quick pair share with assigned partners. Will allow students to participate in an
active way. The class activity will also allow students to become engaged in a fun way.
3. Reading Deficiency: The power point will be uploaded before class to give students an
opportunity to read over it and be prepared. The video, group discussion and class activity will
also provide students with a different way to learn new information.
4. Oppositional Defiance Disorder: If problems arise, I will give them multiple chances to
complete the activities and then provide them with a quiet place to complete the activities if
needed.
5. Autism: Allow students to work alone during quick pair share and check in on their
progress periodically.
6. Behavior Difficulty: Provide them with opportunities to complete the activities. If not
completed, send them to the counselors office to complete the assignment.
7. Visually impaired: Provide students with worksheets with enlarged words/graphics. Allow
the student to sit at the front of the class during the power point/provide student with enlarged
printed off version of the power point or allow student to record presentation.
8. Hearing Impaired: Provide handouts with all instructions for activities and provide
subtitles for video.
1.Bottom-up processing 2.Top-down processing 3.Rods 4.Cones 5.Cornea 6.Blindspot
7.Illusion
1. Time: 20 minutes
Teacher's Work: Set up powerpoint and present information and concepts that will be
discussed during class. Explain in detail the ideas that will be discussed in class and answer
questions that students may have during the presentation about vocab or ideas.
Students Work: Take adequate notes as vocab and concepts will appear on quizzes and tests
in the future. Ask questions in order to deepen your understanding and listen to others
questions as they may further your understanding of the material.
2. Time: 15 minutes
Teacher's Work: Set up Ted Talk video and hand out video log sheets to students. (worth 5
pts.)
Student's Work: Listen to and watch the video while filling out the video log. This will
prepare students for the next activity.
3. Time: 5 minutes
Teacher's Work: Hand out illusions worksheet and participate in activity while instructing
students on how to properly execute the activity. Answer any questions students may have
then discuss why and how these illusions work while incorporating concepts learned that day.
Student's Work: Complete activity and contribute to discussion as to why illusions work and
how they work (worth 5 pts.)
4. Time: 10 minutes
Teacher's Work: Assign students to pairs and instruct them to quick pair share and discuss
obstacles in everyday thought and how these affect our daily activities.
Student's Work: Participate in discussion with partner and come up with at least one way
that obstacles in thought affect daily activities.
-By their participation in class discussion as they relate concepts to the activity.
Vocabulary
Terms
Lesson
Learning
Standards
Grade: 11-12
-I will assess participation by collecting their video logs and group work participation.
-Students will be assessed on their knowledge of terms and ideas previously discussed through
the class activities and will receive 5 points for a completed video log and 5 points for group
discussion work.
Content Standards With Performance Standards
Content Standard 1: Basic elements comprising thought
1.1 Define cognitive processes involved in understanding information.
1.2 Define processes involved in problem solving and decision making.
Reflection Notes
1.3 Discuss non-human problem-solving abilities.

Make sure students are made aware of important terms and ideas to know for future
quizzes/final.

Big Idea
Purpose
Objectives
Materials and
Preps
Student
Knowledge
Special
Adaptations
Vocabulary
Terms
Lesson
Grade: 11-12
The big idea for this lesson is to connect previous concepts to todays lesson and inform
students on the methods of measuring intelligence.
The purpose of this lesson is to provide students with an active way to learn about methods in
which intelligence is measured and flaws that arise from these as well as what the most
reliable method may be and apply these concepts to future lessons.
1. Recognize the history of intelligence testing, including historical use and misuse in the
context of fairness.
2. Identify current methods of assessing human abilities.
3. Analyze measures of and data on reliability and validity for intelligence test scores.
1. Pencil/pen
2. Paper
3.Desks and chairs
6.Worksheets
7.Devices (computers or device with access to internet.)
Students should be familiar with the concepts from the previous days lesson and be prepared
to apply these to new concepts.
1. ADD: Using devices will allow them to interact with a screen. Discussion time with
assigned partner will allow the students to participate actively. The class activity is also short
and will not require long spans of attention.
2. ADHD: Quick pair share with assigned partners. Will allow students to participate in an
active way. The class activity will also allow students to become engaged in a fun way
involving devices.
3. Reading Deficiency: The power point will be uploaded before class to give students an
opportunity to read over it and be prepared. The video, group discussion and class activity will
also provide students with a different way to learn new information. If student has trouble
completing activity, I will assist them in reading and completing the activity.
4. Oppositional Defiance Disorder: If problems arise, I will give them multiple chances to
complete the activities and then provide them with a quiet place to complete the activities if
needed.
5. Autism: Allow students to work alone during quick pair share and check in on their
progress periodically.
6. Behavior Difficulty: Provide them with opportunities to complete the activities. If not
completed, send them to the counselors office to complete the assignment.
7. Visually impaired: Provide students with worksheets with enlarged words/graphics. Allow
the student to sit at the front of the class during the power point/provide student with enlarged
printed off version of the power point or allow student to record presentation.
8. Hearing Impaired: Provide handouts with all instructions for activities.
1.Reliability 2.Standardized tests 3.Validity 4.Aptitude tests 5.Intelligence 6.Test-retest
reliability 7.Achievement tests 8.Gardners intelligence theory 9.Stanofrd-Binet IQ Test
1. Time: 20 minutes
Teacher's Work: Set up powerpoint and present information and concepts that will be
discussed during class. Explain in detail the ideas that will be discussed in class and answer
questions that students may have during the presentation about vocab or ideas.
Students Work: Take adequate notes as vocab and concepts will appear on quizzes and tests
in the future. Ask questions in order to deepen your understanding and listen to others
questions as they may further your understanding of the material.
2. Time: 20 minutes
Learning
Standards
Reflection Notes
Grade: 11-12
Teacher's Work: Instruct students to visit website on their devices where they will be taking
an intelligence test that is an example of an unreliable test. Walk around and make sure
students are staying on track and answer any questions they may have. Then lead class
discussion as to why this test may be considered unreliable.
Student's Work: Follow teachers instructions and complete the intelligence test quietly and
then participate in class discussion as to why this test may be considered unreliable. (worth 5
pts.)
3. Time: 10 minutes
Teacher's Work: Hand out worksheet on interpreting intelligence test scores to complete
together as a class and then discuss which scores are more reliable to use.
Student's Work: Complete activity and contribute to discussion as to which method of
scoring tests are the most reliable. (worth 5 pts.)
-By their participation in class discussion as they relate concepts to the activity.
-I will assess participation by collecting their worksheets and group work participation.
-Students will be assessed on their knowledge of terms and ideas previously discussed through
the class activities and will receive 5 points for a completed worksheet and 5 points for group
discussion work.
Content Standard 2: Assessment of intelligence
2.1 Discuss the history of intelligence testing, including historical use and misuse in the
context of fairness.
2.2 Identify current methods of assessing human abilities.
2.3 Identify measures of and data on reliability and validity for intelligence test scores.
Make sure students are made aware of important terms and ideas to know for future
quizzes/final.

Teacher: Kendall Johnson Topic: Psychology: Memory Grade: 11-12

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Teacher: Kendall Johnson

Topic: Psychology: Memory