Psych U2 LE2 Slides
BELL RINGER Unit 2 • Lesson 2
TIMER
10:00
GET STARTED
- Grab your spiral from the class tray.
- Check the paper tray for today's handouts.
- Check the Turn-It-In Bin for graded papers.
- Write the Unit 2, Lesson 2 in your spiral.
- Complete the Bell Ringer prompt.
>_ STATUS CLASS STARTING
BELL RINGER PROMPT
A man survived an iron rod going through his skull. Afterward, people who knew him said his personality and behavior changed.
How could damage to the brain change the way someone ACTS?
IN YOUR SPIRAL:
Explain your best guess!
*Students may guess. No scientific answer needed yet.
BRAIN STATE: ACTIVE
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UNIT 2 Biological Bases of Behavior
ACTIVE
Lesson 2
The Brain, Hormones,
and Behavior
HOW WE WORK TOGETHER
How do our brain and body chemical systems team up to drive our behavior?
SYSTEM STATUS: READY
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TODAY'S FOCUS Learning Targets & Essential Question
OBJECTIVES LOADED
LEARNING TARGET
I can explain how the brain and body chemistry influence our thoughts, feelings, body responses, and behavior.
ESSENTIAL QUESTION
How can what's happening inside our brain and body change the way we think, feel, and behave?
INTERNAL STATE
INSIDE YOU
EXTERNAL ACTION
THINK, FEEL & DO
OBJECTIVE ALIGNMENT: COMPLETE
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CASE STUDY How Can Brain Damage Change a Person?
CASE WORK ACTIVE
PHINEAS GAGE (THE EXAMPLE)
Phineas Gage survived severe damage to part of his frontal brain.
Afterward, people around him described major changes in his personality and behavior.
THE CORE PRINCIPLE
YOUR BRAIN HAS DIFFERENT AREAS WITH DIFFERENT JOBS.
If one area gets hurt, the job that area helps control can change.
💡 Example: Frontal brain damaged → judgment, impulse control, or personality may change.
CASE ANALYSIS: FRONTAL LOBE
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STOP & JOT STOP & JOT — GAGE'S BRAIN
TIMER
03:00
IN YOUR SPIRAL
💡 THINK ABOUT IT:
Phineas Gage's personality and impulse control changed dramatically after the rod passed through his skull.
Yet, his breathing, heart rate, motor coordination, and visual reactions remained completely normal.
QUICK REFLECTION
Based on this, what does this tell us about how the brain divides its workload?
Do you think the areas controlling basic survival (like heartbeat) are in the same physical spot as our complex personality and choices? Explain your prediction.
STOP & JOT SESSION ACTIVE
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BRAIN MAP Brain Regions & Jobs
BRAIN MAP LOADED
MAIN BRAIN REGIONS
- FOREBRAIN = THINKING BRAIN Thinking • memory • emotions • decisions
- MIDBRAIN = REACTION BRAIN Helps you react to what you see and hear and helps with movement.
- HINDBRAIN = KEEP-YOU-ALIVE BRAIN Breathing • heartbeat • balance
LOBES REFERENCE (FOREBRAIN)
- Frontal = decisions
- Parietal = touch
- Temporal = hearing + memory
- Occipital = vision
TASK 1 — Use this brain map to help complete the Brain Regions section on your handout.
BRAIN MAP SESSION ACTIVE
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CFU Check For Understanding: Brain Roles
QUICK CHECK ACTIVE
SITUATION A
You are deliberately weighing the pros and cons to decide what to eat for lunch.
Forebrain
Midbrain
Hindbrain
SITUATION B
Your eyes reflexively track a ball that was thrown across the room.
Forebrain
Midbrain
Hindbrain
SITUATION C
Your body automatically adjusts your breathing rhythm while you are deeply asleep.
Forebrain
Midbrain
Hindbrain
📢 Be ready to explain your team's reasoning for all three cases!
CONCEPT CHECK: ACTIVE
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INVESTIGATION Can a Brain Tell Us Who Is Dangerous?
BEHAVIOR ANALYSIS ACTIVE
CLASSROOM POLL
VOTE: YES / NO / MAYBE
Raise your hand to register your response!
Researchers can study brain differences connected to things like impulse control, emotion, decision-making, and aggression.
🚨 CRITICAL PRINCIPLE
BRAIN DIFFERENCE ≠ VIOLENT PERSON
A brain difference may help explain PART of someone's behavior. It cannot tell us exactly what that person will do.
*Biology can influence behavior, but it does not determine someone's destiny.
TASK 2 — Complete the Extreme Behavior Case section on your handout.
BEHAVIORAL RESEARCH
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BODY MESSENGERS Why Does Your Body Freak Out When You Know You're Safe?
ENDOCRINE SYSTEM STUDY
PRESENTATION SCENARIO
⚡ You're called up to present.
💓 Heart pounding.
💦 Palms sweating.
🤢 Stomach flipping.
You KNOW you're not actually in danger. So what is your body doing?
💡 YOUR BRAIN CAN SEND MESSAGES WITH NERVES.
💡 YOUR BODY CAN ALSO SEND MESSAGES WITH CHEMICALS.
Those chemical messages are HORMONES.
📌 Endocrine System = the glands that make and release hormones
📌 Hormones = chemical messages carried through your blood
📌 Pituitary Gland = helps tell other glands what to do
TASK 3 — Complete the Brain or Hormones section on your handout.
CHEMICAL MESSENGERS STABILIZED
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CFU Check For Understanding: Communication Speed
QUICK CHECK ACTIVE
COMMUNICATION TYPE X
A sudden electrical signal travels down a cell pathway, causing your hand to instantly jerk away from a sharp thorn.
Which system is responsible for this near-instant signal?
Nervous System (Nerves)
Endocrine System (Hormones)
COMMUNICATION TYPE Y
A chemical messenger travels slowly through your bloodstream, keeping your energy stable over hours.
Which system is responsible for this slower, long-lasting message?
Nervous System (Nerves)
Endocrine System (Hormones)
SPEED CHECK: ACTIVE
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STOP & JOT STOP & JOT — BRAIN & BODY TEAMWORK
TIMER
05:00
IN YOUR SPIRAL
📢 THE SITUATION:
You are about to give a presentation.
Your heart pounds. Your hands sweat. You want to run away.
REFERENCE INFO
Students may use Slides 4–7.
YOUR TASK: ANSWER THESE 3 QUESTIONS
- 1 What is happening in your BODY?
- 2 What have HORMONES got to do with it?
- 3 Explain it like you are explaining it to a 5-year-old.
STOP & JOT SYSTEM ACTIVE
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FINISH TODAY'S WORK Student Tasks & Exit Checklist
TIMER
20:00
VOCABULARY LIST
Forebrain
Midbrain
Hindbrain
Limbic System
Endocrine System
Hormone
Biofeedback
EEG
1
Complete the Handout Complete the entire handout from start to finish. Read each situation carefully and decide what is happening inside the brain and body.
2
Pick 4 Vocabulary Words Choose 4 words from today’s vocabulary list and write the definitions in your spiral.
Go to Canvas → Modules → today’s lesson → open the PDF → go to the LAST PAGE.
3
Show Ms. Cummings Bring BOTH: Your completed handout AND your spiral showing today’s Bell Ringer + Stop & Jot + 4 vocabulary words with definitions. THIS IS YOUR EXIT TICKET.
STUDENT WORK TIME ACTIVE
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GLOSSARY Vocabulary Definitions (Last Page)
UNIT 2, LESSON 2 — GLOSSARY DECK
Forebrain
The largest and most complex brain region; handles thinking, memory, emotion, and decisions.
Midbrain
A small brain region that processes and coordinates sensory responses and movements.
Hindbrain
A brain region that regulates basic survival functions (breathing, heartbeat) and balance.
Limbic System
A group of brain structures (including the amygdala and hippocampus) that govern emotions, memory, and basic drives.
Endocrine System
A network of glands that releases chemical messages (hormones) into the bloodstream.
Hormone
A chemical messenger carried through the blood to affect bodily processes and behavior.
Biofeedback
A method that tracks body data to help you learn conscious control over some bodily responses.
EEG (Electroencephalogram)
A test that detects electrical activity in your brain using small metal discs attached to your scalp.
Use these definitions to write down your 4 chosen terms in your spiral notebook.
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