STAGE 1 EMOTIONS - Sophie Bociulis - 2132592

Unit outline: Subject and Year level: Date:

Emotions 11 (Stage 1) Psychology 12/4/2017

Teacher: Time frame and duration:

Sophie Bociulis 4 x weeks 2x100 minutes lessons and 1x50
lesson per week

Background information:

This Emotions unit is offered as part of a 10 credit Stage 1 Psychology subject. Occurring at the start of term 2,
students have previously completed a Social Behaviour and Introduction to Psychology unit. This unit will be delivered
to a mixed ability, co-ed year 11 class at a large southern state school in Adelaide. There are 29 students in the class.
There are a couple of students whom have one plans, while one student has English as a second language. As a
whole, the cohort is motivated and engaged.

Students will understand that:

Emotions are psychological states in which subjective experiences, behavioural expressions and physiological
responses occur.
In humans, the experience and display of emotions are influenced by cultural, gender and situational differences.
The nature of emotions and means by which they are caused is contested.
In psychology, theories and frameworks are applied to help us understand the way behaviours and cognitive
thought processes are influenced.

Know: Be able to (do):

Subjective and Cognitive components/factors Use psychological terminology to describe concepts of
effecting emotion. emotion.
How the expression and experience of emotions differ Apply concepts and ideas from theories of emotion to a
between men and women. range of scenarios.
How the expression and experience of emotions differ Identify and describe behavioural, cognitive and
in western cultures as opposed to eastern. physiological expressions of emotion.
Examples of nonverbal expressions of emotion Identify and reference a range of reliable sources.
(gestures, facial expressions, posture). Analyse the behaviour of people using psychological
Areas of the brain linked to emotion concepts to form conclusions.
Physiological factors effecting emotion (fight or flight, Work on tasks individually and collaboratively
autonomic nervous system). Use a wide range of sources to gain understanding and
Frameworks and theories used to examine emotions knowledge
(Plutchiks, Schacters, Langes, Cannon-Bards
theories of emotion).
A range of stakeholders involved in the field of
psychology.
Behavioural, cognitive and physiological measures of
emotion.
Psychological terminology relating to the concepts of
emotion. (display rules, gestures, posture, etc).
Measures used to test cognitive (self-reports,
questionnaires), behavioural (observation, behaviour
counts) and physiological (polygraph) factors.

Essential Questions:

Emotions are not totally innate; and are influenced by the context in which they occur. How does the culture
and rules/norms of society influence how we form emotions and how we express them?

In a broad context, how will researching cognitive, behavioural and physiological elements of emotion help
to improve the lives of a range of people?

What would the world be like if we didnt have emotions to influence us?
Learning Requirements:

Explain the factors that cause psychological differences and similarities between people and give examples of how
these factors affect the behaviour of themselves, others, and groups of people

Make informed decisions about issues, events, and situations in society by applying relevant psychological principles
and ethics and by presenting particular points of view, giving examples of the thinking and reasoning behind them

Search for, evaluate, and organise psychological information and use appropriate terms effectively to communicate
key ideas, understanding, processes, and values in a range of contexts

Assessment Design Criteria:

I3: Understands and uses well-organised, ethical research practices.

AE1: Analysis of the behaviour of individuals and groups of people in different contexts.

A2: Application of appropriate psychological terms.

AE3: Analyses and evaluates psychological evidence to formulate relevant conclusions.

KU 2: Use of knowledge of psychology to understand and explain behaviours

(Adapted from SACE, Psychology Subject Outline, Stage 1, 2017)

Assessment strategy: What evidence will be collected to demonstrate student learning?

Pre-assessment:
Use of four levels of explanation/learning preferences questionnaire.

Ongoing-Assessment:
Kahoot Quiz
Concept test
Raft task
Group work (article analysis, theories of emotion research/application)

Summative assessment:
Inside Out Emotion Analysis

General Capabilities
Literacy
Comprehending texts
Visual Knowledge
Word Knowledge

Critical and creative thinking Personal and social capability

Inquiring identify, explore, organise information and ideas Self-awareness
Generating ideas, possibilities and actions Self-management
Reflecting on thinking and processes Social awareness

Intercultural understanding ICT

Recognising culture and developing respect Investigating with ICT
Communicating with ITC
 1:1 support
Display instructions/ task sheets on projector
Annotated instructions
Differentiation Scaffolding concepts/research
and extension Extra examples
strategies Flipped classroom
- Learning menu
Accommodations
to meet Material available on SEQTA for reference/revision
individual
learning needs Varied methods of assessment presentation:
Written report
Oral/Multimedia Presentation (to class or pre-recorded).

Teacher What do I want my students to learn?

reflections Why is this learning important?
What are the big ideas or key concepts?
and notes Have I made appropriate arrangements for different levels of readiness?
What evidence will be collected to demonstrate student learning?
What are my expectations of students?

Student Textbook Psychology Stage 1 Linda Carter, John Grivas (2005), Google Classroom/SEQTA, Laptops/Internet
resources:

Week 1
Monday Opening the lesson describe the general overview of the topic emotions.
Lesson 6+7 What will be covered, what the focus of the unit is.
Why are emotions important?
They are related to how we interact socially, and survive physically.
They can bring us together with feelings of belonging and happiness, or
drive us apart with feelings of hatred and anger.
The way we feel and express emotions is related to social order, when
we think about what is and isnt acceptable in society.

Show students pop-culture video (see appendix 1). After each clip students
will have a few seconds to record one or two emotions that encompass how it
makes them feel.
Ask students to describe how each of the videos made them feel.
Why do you think we had different emotional reactions to the different
The 7es videos?
ENGAGE What could have been some of the factors that affect how we feel about
the videos?
Why do you think emotions are important? What would the world be like if
humans didnt have emotions?

Class brainstorm ask students to describe what they think emotions are
(write responses on the board). Students can pair up and discuss for 3
minutes before bringing in the discussion back to the class (encourage them
to think beyond simply a feeling).
Aside from the feelings we experience, how else do we show emotions?
How do emotions affect us?
Obviously emotions affect us on an emotional level. But do they affect us
on a physical level?
Provide students with the definition of emotion (from textbook),

Emotion can be defined as the personal experience that involve a mixture

of physiological responses, subjective feelings and expressive behaviour
The 7es Ask students to create a Psychology Glossary starting from the back pages
ELICIT of their book (and record this definition). Here they will collate definitions of
concepts and psychological terminology introduced during the topic. (Also ask
students to record psychological definition of affective).

Venn diagram on the board. List anger in the middle, and ask students to
The 7es describe examples of external and internal factors that may cause someone to
EXPLAIN feel that way. Ask them to individually complete the same exercise for 3 other
emotions in their books (excitement, frustration and frightened).
Following this, ask students to make a new list of each of the external factors
they picked for each of the 3 emotions. Ask them to provide an altered
description of the environment that would change that emotion or the way it
was experienced. (example frightened; environment seeing a snake on a
bushwalk. Altered environment seeing a snake in a zoo enclosure, altered
emotion interested/weary).

Revisit the four levels of explanation. Remind students of the focus on the
The 7es sociocultural level of explanation during the social behaviour topic and the
ELICIT use of all four levels of explanation during this topic. Students complete the
pre-assessment (see appendix 2).

Wednesday Remind students of the content of the previous lesson. Describe the content
Lesson 3 to be discussed in this lesson How do we describe emotions? How do we
group emotions? Plutchiks theory of emotions.

Discuss with students:

Many groupings and lists of emotions have been made, and many of these
overlap or even conflict.
There is no one theory of how emotions work or how we should describe
The 7es them. Different psychologists have come up with many different ways of
ELICIT organising emotions.
Emotions and how we describe them are hypothetical constructs and
these ideas can differ depending on how we experience emotions
differently. I might experience happiness, whereas you may feel it is more
fitting to describe it as joy.
Generally, it is agreed that humans do experience the same broad kinds of
emotions (although there are different ways of categorising these).
Importantly we experience emotions in different intensities consider a
really emotional personal. Or personality/mental disorders sociopath,
borderline personality, bi-polar, etc.
Emotions can also blend together we can experience more than one
emotion at a time.

Students will each be handed a print out of Plutchiks wheel of emotions (See
appendix 3).
The 7es Using laptops, ask students to find and record:
EXPLORE/ 1. The eight primary emotions Plutchik described.
EXPLAIN 2. Describe the emotions in the centre of the wheel as compared to
the outer rim; are they more or less intense?
3. Give an example of two emotions that blend in the wheel to
create another emotion. Give an example of when you might
experience this emotion.
4. What did Plutchik mean by emotional opposites on his colour
wheel? Joy and Sadness are an example of this.
Provide students with a list of potential resources on SEQTA to use.
 Ask students to consider the idea that we all experience the same broad kinds
The 7es of emotions but experience them in different intensities. Students develop a
ELABORATE continuum for two of the primary emotions identified by Plutchik. They may
include some of the tertiary emotions, but will need to come up with at least 2
more emotions to create their continuum.
e.g. annoyed frustrated mad angry furious enraged

Thursday Summarise the content of the previous lesson. Describe the content to be
Lesson 1+2 discussed in this lesson Subjective Feelings and the role they play in the
development of emotions.
Link the idea of subjective feelings to the Introduction to Psychology topic
(Subjective ways of measuring a variable, subjective vs objective). Remind
The 7es students of the definition of emotion encompassing subjective feelings,
ELICIT expressive behaviour and physiological reactions.
Ask students to record the definition of subjective feelings (from the textbook)
into their glossary:

Subjective feelings refer to the inner, personal experience of an emotion,

including the way in which we think about an emotion.

Explain the interchangeable use of subjective feelings and cognition in this

topic.

Cognition involves the processes of knowing, including attending,

remembering, and reasoning; also the content of these processes, such as
concepts and memories. Put simply, cognition is how we think about
things, and is inherently subjective.

Example of the influence of subjective feelings on our emotions.

Youre walking home from a job interview in some new dress

clothes. A car drives past you, theres a puddle on the side of
The 7es the road, and the car splashes the water from the puddle all over
EXPLAIN you. How might you respond?

- Ask students to record some possible emotional responses. For example;

Anger
Upset/Sadness
Indifference
Rage
Annoyance
Shock
Fear
Worry

- Remind students that subjective feelings are informed by; memories

(personal experiences), reasoning and opinions/beliefs (knowledge,
understanding of the scenario) and how we interpret the situation (our
expectations, what are the consequences, effects on you and others?) In
pairs or individually, ask students in consideration of the example (and
each of the possible emotions that could be felt from that situation),to
The 7es record:
EXPLAIN The Emotion (as listed above)
A memory that could have informed this emotional reaction (
past personal experience)
 Beliefs or opinions that could have informed this emotional
reaction (their expectations of the scenario, their understanding
of why or how it happened)
An interpretation of the scenario that could inform this emotional
reaction (what are the consequences of the what happened?
How does it affect you and others?)

- Students watch video See Appendix 4; how does Barts reaction to

Maudes apparent death differ to Flanders, and also Rod and Todd? Bart
begins by dismissing his hunch that Maude is screaming/in danger. What
changes his mind? How does this fit into ideas of the cognitive component
of emotion?

- Methods of assessing subjective measures. Remind students of the

meaning of subjective and Cognition and link back to Intro to
The 7es Psychology.
EXPLORE
Self-reports
Interviews
Questionnaires
Self-monitoring

- Ask students (with reference to page 399-402 of their textbook) to read

about these measures and record; a description of each measure, its
advantages and disadvantages. (Finish for homework if not completed).

Monday Summarise the content of the previous lesson. Describe the content to be
Lesson 6+7 discussed in this lesson Expressive Behaviour.
Present the PowerPoint presentation on expressive behaviour (see appendix
5).
Students record the definition of expressive behaviour in their
glossarys:

Expressive behaviour - the many outward observable expressions of

The 7es behaviour which communicate emotions.
ELABORATE
EXTEND Students also record definition of display rules:

Display rules are patterns of emotional expression considered

appropriate within a culture or sub-culture.

During the PowerPoint, also provide students with examples of

reporting/measuring expressive behaviours, the universality of facial
expressions, the influence of gender and culture on expressive behaviour,
examples of display rules and specific differences between eastern and
western countries.
Introduce Raft task to students (See Appendix 6) they have been introduced
to a number of topics regarding expressive behaviour and emotion. Students
pick a subject of interest to them and either work individually or in pairs to
record a response to share with the class on Thursday.

Wednesday Students continue to work on their RAFT remind them this will be presented
Lesson 3 to the class at the beginning of next lesson.
The 7es
EXTEND
Thursday Students present their RAFT tasks to the class. While each group is
Lesson 1+2 presenting, students are expected to record notes of interest in their books
this includes at least 3 dot points of interesting points/concepts.

Introduce idea of physiological features of emotion. Provide students with a

definition for their glossarys:

Each experience of an emotion has an associated physiological

component. The physiological responses associated with an emotional
refer to the changes in our bodies that occur when we experience an
emotion. These are the mechanisms that work to keep the human
body alive and functioning and generally occur automatically.

Present an example of physiological responses (textbook) (project on the

board);
Youre walking down the street at night and hear brisk steps getting
closer towards you from behind. You begin to feel fear.
1. Your bodys metabolism speeds up and the glucose in the
bloodstream and fats in the tissues of our body burn at a faster rate.
2. Your liver produces extra glucose which is quickly released into the
blood stream. This extra glucose provides the body with extra
energy which picks the breathing rate up to supply the necessary
oxygen to pump the blood.
3. Digestion slows down so that the blood that would have been used
for this can be redirected to muscles which become tense as blood
vessels fill with blood
4. Your pupils dilate allowing more light to be received by the retina
(increasing visual sensitivity enabling you take in more visual
information quickly).
5. Salivary glands become active causing dryness in mouth.
6. Sweat glands increase activity to provide a cooling effect on the
skin, which increases the skins electrical conductivity. The skins
Galvanic Skin Response (GSR) refers to the electrical conductivity
of the skin.
7. Muscles begin to contract causing hairs to stand up; causing goose
bumps.

Link this example to the idea of fight or flight. Provide students with an example of
fight or flight response for their glossarys:

The fight or flight response is a state of physiological arousal or alertness

that prepares the body to deal with sudden threats by either confronting
them (fight) or running away to safety (flight). This is an adaptive response
which occurs automatically to maximise the chances of survival in a
threatening situation.

Ask students;
Why is the fight or flight response considered to be adaptive?
What are some examples of some other environments/scenarios where
fight or flight response may become activated?
The 7es
EXPLORE Introduce students to the idea of the autonomic nervous system (see Appendix 7
ELABORATE and 8);
Students record diagram from second video while watching.
Students get into pairs. One student will be the parasympathetic functions,
 while the other student will be the sympathetic nervous system.
Provide students with examples where the autonomic nervous system may
be activated.
1. Youre about to present a speech in front of a large crowd and you feel
nervous and unprepared.
2. Youre on the field, as the grand final is about to start. You feel
nervous, but also energised as the ball bounces and the game begins.
3. Youre driving late at night on a country road. All of a sudden a
kangaroo jumps out of nowhere directly into your path.
Students pick two responses from their designated nervous system that would
most likely occur and record how this occurs in the body, and what effect it
has on our ability to react/perform.
Overview of a Polygraph machine.

Monday (On going assessment) Concept test students complete a concept test
Lesson 6+7 outlining concepts of expressive behaviour:
o Which of the statements are true?
a) Facial expressions and gestures are universal; meaning
people from different cultures can identify them across
The 7es cultures.
ELICIT b) Men and women experience the same intensity of emotions,
but a different range of emotions.
c) Emotions are generally not expressed as intensely or as
often in Eastern cultures.
d) Display rules are similar amongst cultures.

Ask students if there was a question they had particular difficulty with/want to
revisit the concepts of.

Advertising and its effects on emotion. students read article on the

activation of parts of the brain during emotional advertising (Brands on the
Brain; Neuro-Images of Advertising See appendix 9).
Students are split into groups of 4/5. Each group is assigned a section of
the article and will read and take notes of its major points.
Each group presents their findings to the class. The notes are collated and
added to the Google Classroom page for reference during revision.
Show students the video of Phineas Gage (see Appendix 10) Areas of the
brain associated with regulating emotions and social behaviour (especially
the frontal lobe).
The 7es Students are asked to design an experiment either investigating the effects
EXTEND of advertising on emotion/use of emotional advertisements (lower levels of
EVALUATE readiness), or the influence of certain areas of the brain on emotion
(extension). They are encouraged to consider the measures examined
relating to subjective feelings, expressive behaviour and physiological
reactions and incorporate these into their experiments. Students write a
proposal outlining their experiment and the results they think they will
obtain. Students are also asked to write about ethical considerations of the
experiment.
Students are informed there will be a kahoot quiz next lesson (formative).

Wednesday Students complete a kahoot quiz on subjective, behavioural and

Lesson 3 physiological components of emotion (ongoing assessment). Winners
receive a prize? Areas that need revision can be looked at Monday Week
The 7es 4.
ELICIT Theories of emotion (James-Lange, Cannon-Bard and Schacter-Singer)
 are summarised, for students to add to their glossarys.

James-Lange; We become aware of how we are feeling and only then do we

The 7es experience an emotion.
EXPLORE Cannon-Bard: A stimulus triggers our physical and psychological experience of
EXPLAIN emotion at the same time.
Schacter-Singer: An emotion can only be experienced once we are
physiologically aroused by something AND we cognitively label that emotion.

Students are assigned a theory (James-Lange lower readiness, Cannon-

Bard and Schacter-Singer higher readiness) that they will research next
lesson.
Students begin research.

Thursday Students use first lesson to continue their research. During the second
Lesson 1+2 lesson they are then split into 3 large groups, pertaining to the theories
they were assigned. Each group are given a large piece of butchers
The 7es paper, where they will write the major points and ideas of their given
ELABORATE theory. Each group presents their ideas to the class. Each of the butchers
paper posters are photographed and added to the google classroom.
Class discussion of the application of these theories to the same scenarios
regarding emotion. Applied to emotional advertising.

Monday This lesson is available for any final revision of concepts or ideas that need
Lesson 6+7 to be revisited. Otherwise students may be introduced to the assessment
(see appendix 11) and begin working on it this lesson. If required students
may also want to use this lesson as a self-directed revision lesson,
focusing on areas they would like to revisit.

Wednesday Summarise the content of the previous lesson. Introduce the Inside Out
Lesson 3 Assignment. Students have already watched the film (during the holidays
firstly, and also have the option to rewatch it on clickview students whom
The 7es dont have access to internet at home will be given a copy on USB).
EXTEND Provisions made for students with special needs including scaffolded
EVALUATE character profiles to follow
Thursday Handout task sheet to students and run through each part of the assignment,
Lesson 1+2 and the assignment rubric. Ask students for any questions. Students will have
the rest of the week to work on the assignment, and will hand it up the
following Friday.