UNIT 3: HOW DOES EXPERIENCE

AFFECT BEHAVIOUR AND MENTAL

PROCESSES?
Area of Study 1
How does the nervous system enable
psychological functioning?

Outcome 1

GROUP MEMBERS :
AIMAN AIASHI / SARAH MAJOR
NERVOUS SYSTEM FUNCTIONING
ANITA ASHDOWN / SARAH MAJOR
STRESS AS AN EXAMPLE OF A PSYCHOLOGICAL PROCESS

1.

Area of Study; explanations and key terms.............................................................................................................................................................................. 1

2.

Rationale for Learning ............................................................................................................................................................................................................. 2

3.

Aims ......................................................................................................................................................................................................................................... 3

4.

Topics under study ................................................................................................................................................................................................................... 7

5.

Topics 1 3 Nervous System Functioning Aiman ............................................................................................................................................................ 8

6.

Topics 4 / 5 / 9 Nervous System Functioning & Stress Coping Strategies - Sarah ............................................................................................................ 11

7.

Topics 6 8 Physiological response to stress Anita ........................................................................................................................................................ 15

8.

Year 12 SAC: Unit 1, Outcome 1 .......................................................................................................................................................................................... 19

9.

Year 12 SAC Rubric .............................................................................................................................................................................................................. 21

Appendix 1: Key Terms .................................................................................................................................................................................................................. 22

Appendix 2: Formative Assessment Topic 1-3 -Aiman................................................................................................................................................................ 25
Appendix 3: Rubric Formative Assessment Topic 1-3 -Aiman .................................................................................................................................................... 27
Appendix 4: Flowchart Nervous System (Aiman) .......................................................................................................................................................................... 28
Appendix 5: Structure worksheet brain and spinal cord (Aiman) ................................................................................................................................................. 29
Appendix 6: Sympathetic vs Parasympathetic NS (Aiman) ............................................................................................................................................................ 30
Appendix 7: Autonomic vs Somatic NS (Aiman) ............................................................................................................................................................................ 31
Appendix 8: Structure and Function worksheet (Aiman) .............................................................................................................................................................. 32
Appendix 9: Neurotransmitters (Aiman) ....................................................................................................................................................................................... 33
Appendix 10: Formative Assessment Topic 4-5 & 9-Sarah ......................................................................................................................................................... 34
Appendix 11: Rubric Formative Assessment Topic 4-5 & 9 -Sarah .............................................................................................................................................. 35

Appendix 12: Coping Strategies (Sarah)......................................................................................................................................................................................... 36

Appendix 13: How do you feel? (Sarah .......................................................................................................................................................................................... 37
Appendix 14: Formative Assessment Topics 6-8 - Anita ............................................................................................................................................................. 39
Appendix 15: Rubric Formative Assessment Topics 6-8 - Anita .................................................................................................................................................. 41
Appendix 16: Stressful situation images worksheet (Anita) .......................................................................................................................................................... 42
Appendix 17: Stressor Ranking Activity (Anita) ............................................................................................................................................................................. 45
Appendix 18: Fight / Flight Responses (Anita) ............................................................................................................................................................................... 46
Appendix 19: Eustress / Distress Worksheet (Anita) ..................................................................................................................................................................... 51
Appendix 20: Identify Stress Worksheet........................................................................................................................................................................................ 52
Appendix 21: Stress Diary (Anita) .................................................................................................................................................................................................. 54
Appendix 22: Fight / Flight Response Labelling Task (Anita) ......................................................................................................................................................... 55
Appendix 23: General Adaptation Case Study (Anita) ................................................................................................................................................................... 56
Appendix 24: HPA Axis Fight / Flight Game (Anita) .................................................................................................................................................................... 57
Appendix 25: Lucky Dip (Anita) ...................................................................................................................................................................................................... 59
Appendix 26 Celebrity Head (Anita)............................................................................................................................................................................................... 60
Appendix 27: Presentation Slides Topic 4-6 Anita ......................................................................................................................................................................... 61
Appendix 28: Diagram body for labelling (Anita)........................................................................................................................................................................... 64
Appendix 29: Stress Venn Diagram biopsychosocial framework (Anita) ....................................................................................................................................... 65

Unit 3, AOS 1
Outcome 1

1. Area of Study; explanations and key terms

In this unit the students examine how the human nervous system enables a person to interact with the world around them. They consider the sources and
management of stress in relation to the affect it has on a persons psychological functioning. Through scrutiny of prior research, both contemporary and
classic, has aided in the understanding of the structure and function of the nervous system.

In response to internal and external sensory stimuli a person uses different branches of the nervous system. This Area of Study will explore how the nervous
system responds, organises and assimilates this neural information.

Neural information is transmitted via specialised structures and functions of neurons. In examination of this students will be able to evaluate a persons
nervous system function in relation to biological, psychological and social factors. In particular, the role of stress and its effect on the mind and body and how
this can be managed.

Unit 3, AOS 1
Outcome 1

2. Rationale for Learning

Focusing on the outcome, being the functioning of the nervous system and stress as an example of psychobiological process, the aim of the entire Area of
Study is to incorporate students prior key knowledge and skills and to build upon these towards additional higher-order-thinking learning strategies.
Regarding the functioning of the nervous system, students will be better able to understand and explain the processes behind the central and peripheral
nervous systems, the aspects, functioning and purpose of the CNS, PNS and neurons and the visible effects that changes to neurotransmitters can have in an
individual. Students will investigate and understand the mechanisms behind the biopsychosocial effects of stress and how this impacts on the human body. In
addition, students will be equipped with knowledge and skills to manage stress and understand different coping mechanisms and flexibilities. This AoS allows
students to extend their knowledge and skills beyond the classroom and empathise with real-life scenarios. Students will be expected to draw upon skills such
as those in complying with ethical guidelines and evaluate if studies are adhering to all ethical guidelines. Students will also be building on their
communication and explanation of scientific ideas throughout the unit, with the expectation that students not only understand and describe information, but
they can apply, analyse and critique data and information presented to them. Further, students will be expected to apply their knowledge of sound research
methodology and evaluate real-life studies; they will be able to collate and integrate scientific information in a meaningful way and discuss the outcomes indepth considering limitations and variables that exist. An ongoing task for students will be to keep a glossary with key terms, explanations and examples (in
their own words) in order to keep up with terminology and create study notes as they progress through the unit.

The topics will be approached through varied teaching pedagogy from teach-centred lecture style to hands-on interactive learning, peer-support/cooperative
learning and individual learning will be incorporated into these areas of study. Further, students will be able to utilise their varied learning techniques with
2

Unit 3, AOS 1
Outcome 1
opportunities for kinaesthetic learners, visual learning and auditory learners being catered to. In keeping teaching style varied it is the intention that learning
tasks will be engaging and allow creative students to participate to a high level while still extending them towards the SAC and final year exam.

3. Aims
Students will understand the roles of different divisions of the nervous system (central and peripheral nervous systems and their associated sub-divisions) in
responding to, and integrating and coordinating with, sensory stimuli received by the body by accurately completing a flow chart of each of sub-division. In
addition deeper understanding of the structure of the CNS and the areas of the spinal cord will be achieved by students creating life size structure of human
body and inserting the brain and spinal cord in blue colour.

Students will focus on the brain and its role in relation to receiving and processing stimuli from sensory receptors to different parts of the body. Students will
complete activities on website of the peripheral nervous system and sub-divisions. Students will draw the PNS on life size drawing and discuss the
subdivisions of PNS and insert information to flow chart.

Students will understand the distinction between conscious and unconscious responses by the nervous system to sensory stimuli, including the role of the
spinal reflex Students will role play and become the motor neuron, sensory neuron and inter-neuron and act out the transfer of information when reacting to a
stimuli using a ball. Students will understand the role of the neuron (dendrites, axon, myelin and axon terminals) as the primary cell involved in the reception

Unit 3, AOS 1
Outcome 1
and transmission of information across the synapse (excluding details related to signal transduction) with accurate completion of a flow chart and function and
structure worksheet.
By the conclusion of the sequence of lessons, students will be able to understand that role of neurotransmitters in transferring information between neurons.
This will be demonstrated by students being able to correctly label and annotate a diagram with the process including reference to glutamate and gamma
amino butyric acid (GABA) neurotransmitters. Students will be able to correctly identify the aspects of glutamate being an excitatory neurotransmitter;
and gamma amino butyric acid (an inhibitory neurotransmitter) through a quiz (Kahoot) and create their own characters to describe these types of
neurotransmitters. Students will be able to understand and describe the lock-and-key process of communication between neurons and that the neurotransmitter
must be received by the correct receptor in the post-synaptic neuron/dendrite.

In addition, students will be able to understand and explain that changes in the function of neurotransmitters can cause chronic changes in the function of the
nervous system as can be seen by those with Parkinsons disease. Students will be able to explain in a written response that a decrease in GABA, that has an
inhibitory effect, can cause an increase in tremors, and muscle spasms as typical in Parkinsons disease. Students will be able to explain that with the further
decrease in GABA there an associated increase in muscle spasms and tremors. Students will also be able to identify in written form that there is currently no
known cure for Parkinsons disease, though there are methods for keeping it under control for as long as possible students will be able to name and describe
at least two of these methods: exercising regularly and medical intervention through the use of drugs.

Unit 3, AOS 1
Outcome 1
By the end of the sequence of lessons on context-specific effectiveness of stress, students will be able to identify & describe stress in specific contexts i.e.
sporting arena, exams, work, peer-pressure, and coping flexibility in relation to stress as assessed by filling out worksheets. Students will be able to identify
and describe strategies for comping with stress (including exercise, approach & avoidance strategies), define and explain terms problem-focused coping,
emotion-focused coping and avoidance coping, identify which strategies have been used in scenarios and evaluate the effectiveness of them as
demonstrated in filling out a table. Not only will students be able to evaluate which coping strategies are most effective and most sound for mental health and
well-being, but students will also be given the opportunity to assess which coping strategies may be useful for them (as provided in a table). Further, students
will be able to assess their peers coping strategies under certain scenarios and agree/disagree with them via an interactive-student activity. In addition,
students will be able to consolidate information regarding stress coping strategies and create a brochure/website providing advice to VCE students on
effective stress-coping strategies.

Students will know the basic structural and functional knowledge from work conducted in Area of Study 1 and which is revisited in different
diagrams and worksheets during the unit.

Students will understand the difference the concept of eustress and distress by taking scenario and writing responses that would mirror a eustress
response to the stressor, a distress response or no response.

The students will learn the fight flight response and will further develop insight into an understanding of the biological, social and psychological
factors (biopsychosocial framework) that interact with stress and impact on physical and mental well-being. Students will do this through tasks that
ranks different stressors in daily life, identifying these as external and internal stressors and mapping the physiological response on flow charts and

Unit 3, AOS 1
Outcome 1
labelling the responses on body diagrams. Students will also maintain a diary for a 5 day period that records moments when they encounter stress and
their analysis of that.

The student will be able to look at the physiological response to a stressor that persists by using a flow chart and annotated diagram and playing a
competitive HPA vs fight / flight game.

Students will be able to identify the different social, cultural and environmental factors that intensify stress and what mediating responses to this are.

Students will understand the Selyes General Adaptation Syndrome through analysis of a case study, identifying strengths and limitations of the GAS
model and participating in a role playing scenario.

Students will learn the Richard Lazarus and Susan Folkmans transactional Model of stress and coping determinants and will be able to critically
analyse the strengths and limitations of this model.

Unit 3, AOS 1
Outcome 1

4. Topics under study

Nervous system functioning

the roles of different divisions of the nervous system (central and peripheral nervous systems and their associated sub-divisions) in responding to, and
integrating and coordinating with, sensory stimuli received by the body

the distinction between conscious and unconscious responses by the nervous system to sensory stimuli, including the role of the spinal reflex

the role of the neuron (dendrites, axon, myelin and axon terminals) as the primary cell involved in the reception and transmission of information across
the synapse (excluding details related to signal transduction)

the role of neurotransmitters in the transmission of neural information between neurons (lock-and-key process) produce excitatory effects (as with
glutamate) or inhibitory effects (as with gamma amino butyric acid [GABA])

the effects of chronic changes to the functioning of the nervous system due to interference to neurotransmitter function, illustrated by the role of GABA
in Parkinsons disease.

Stress as an example of a psychobiological process

sources of stress (eustress and distress) including daily pressures, life events, acculturative stress, major stress and catastrophes that disrupt whole
communities
models of stress as a biological process, with reference to Selyes General Adaptation Syndrome of alarm reaction (shock/counter shock), resistance and
exhaustion, including the fight-flight-freeze response and the role of cortisol
models of stress as a psychological process, with reference to Richard Lazarus and Susan Folkmans Transactional Model of Stress and Coping (stages of
primary and secondary appraisal)
context-specific effectiveness, coping flexibility and use of particular strategies (exercise and approach and avoidance strategies) for coping with stress.

Unit 3, AOS 1
Outcome 1

5. Topics 1 3 Nervous System Functioning Aiman

Topic
1.

Aims
Students will understand he
roles of different divisions
of the nervous system
(central and peripheral
nervous systems and their
associated sub-divisions) in
responding to, and
integrating and
coordinating with, sensory
stimuli received by the
body.

Content/Tasks/Activities

Diagnostic Assessment and introduction to Unit 3

AoS 1. Flow chart of Nervous System. Students
fill out flow chart as each area is covered.
Central Nervous System + Sub-divisions.
Students understand the structure of the CNS and
the areas of the spinal cord. Activity: Students
create life size structure of human body and insert
brain and spinal cord in blue colour.
Role: Brain and Spinal Cord. Students will focus
on the Brain and its role in relation to receiving
and processing stimuli from sensory receptors to
different parts of the body. Students complete
activities on website.
Peripheral Nervous System + Sub-divisions.
Structure: Students will draw on PNS on life size
drawing. Discuss subdivisions of PNS and insert
information to flow chart.

Resources/Activity

Assessment

Socrative Quiz

Diagnostic Assessment

Flow Chart of Nervous system. Students add to

the flow chart after each division of the nervous
system is studied (Appendix 4)
CNS:
- Structure worksheet. Brain and Spinal cord.
(Appendix 5)
- Interactive online CNS responding to stimuli
with questions
http://www.abpischools.org.uk/page/modules/ner
voussystem/nervous2.cfm?coSiteNavigation_all
Topic=1
- Structure of NS:
http://www.psychlotron.org.uk/newResources/bi
opsych/AS_AQB_biopsych_divisionsNS.pdf

Socrative quiz

Formative assessment.
Students complete flow
chart and structure
worksheet to apply
understanding of all
divisions of the NS.
-

Class discussion
Q/A

Worksheets

Online quiz

Peripheral Nervous system:

- Structure of PNS http://www.womens-healthadvice.com/assets/images /nervous-system.jpg
Subdivisions of PNS and definitions
http://antranik.org/wp-content/
uploads/2011/11/functional-organization-ofperipheral-nervous-system.jpg

Unit 3, AOS 1
Outcome 1
Topic
2

Aims
Understand the roles of
different divisions of the
nervous system (central and
peripheral nervous systems
and their associated subdivisions) in responding to,
and integrating and
coordinating with, sensory
stimuli received by the
body.
Students will understand
the distinction between
conscious and unconscious
responses by the nervous
system to sensory stimuli,
including the role of the
spinal reflex

Content/Tasks/Activities

Role of Somatic NS Identify the function and

difference between sensory neuron and motor
neurons.

Role of Autonomic NS Controls function of

internal organs needed for survival. Students
identify organs that do not require voluntary
control.

Autonomic NS Subdivisions Students focus on

the roles of the Parasympathetic NS &
Sympathetic NS and differentiate. Discuss
students bodily reactions to stimuli such as scary
video e.g heart rate increases (Sympathetic) then
slows (Parasympathetic). Role of the Spinal
Reflex and how it is different from Somatic NS
reaction
Role of all divisions of the nervous system and
conscious and unconscious responses when
reacting to a stimulus.

Activity:
Students become motor neuron, sensory neuron and
inter-neuron and act out the transfer of
information when reacting to a stimuli using a
ball.

Resources/Activity

Assessment

Somatic NS:
- Video overview of Somatic NS
http://study.com/academy/lesson/somaticnervous-system-definition-function-example.html

Formative assessment:
Students complete table
on Sympathetic and
Parasympathetic NS as
well as a scenario.
Scenario also will assist
with end of unit SAC.

- Motor vs Sensory Neuron video

http://study.com/academy/lesson/types-ofneurons-sensory-afferent-motor-efferentmore.html
- Diagram of Motor & Sensory neuron role in
movement
http://classes.midlandstech.edu/carterp/Courses/bi
o210/chap11/Slide1.JPG

Case study of
Karen Ann
Quinlan

Worksheet

Class discussion

Autonomic NS:
- Introduction case study/Research task: Karen
Ann Quinlan coma.
Sympathetic/Parasympathetic
- Introductory video & examples
https://www.youtube.com/watch?v=YFYRosjcVu
U
- Diagram of Sympathetic and Parasympathetic
nervous system http://ihperformance.com/wpcontent/uploads/2014/10/sympth_parasymth.gif
- Table worksheet. Parasympathetic vs Sympathetic
NS (Appendix 6)
- Structure of cross section of spinal cord
http://ged.free-ed.net/FREEed/Resources/PubServ/EMS/EMS%20Primer/pics
/FM823045.gif

Unit 3, AOS 1
Outcome 1
Topic

Aims

Content/Tasks/Activities

Resources/Activity

Assessment

- Spinal reflex Introduction video with diagrams

https://www.youtube.com/watch?v=_K68aKJoxD
Y

Students understand the role

of the neuron (dendrites, axon,
myelin and axon terminals) as
the primary cell involved in
the reception and transmission
of information across the
synapse (excluding details
related to signal transduction)

Comparison worksheet. Autonomic vs Somatic NS

(Appendix 7)
Anatomy of neuron - Diagram of Neuron
Anatomy of a Neuron- Detailed structure of the
http://sorensen.myweb.usf.edu/Projects/Dev.%20o
neuron and its function. Recap: Sensory, Motor,
f%20Tech%20based%20Inst/Images/Neuron%20S
Interneuron
tructure.gif
- Online quiz on structure
Roles of the individual parts of the neuron i.e
dendrites, axon, myelin and axon terminals. Recap http://www.getbodysmart.com/ap/nervoussystem/q
uizzes/neuron_structure/quiz.html
types of neurons; Sensory, Motor, Interneuron.
Firing of a neuron: Transmission of signals and
communication between neurons (Synapse).
Action potential: Pre-synaptic Post-synaptic
Resting Potential, Graded Potential and Action
potential in the transmission of information
between cells

Structure functions - Roles of parts of the neuron

http://www.ivyroses.com/HumanBody/Nerves/Neu
rons.php
- Online quiz on functions of parts of the neuron
https://faculty.washington.edu/chudler/revcell.html

Formative assessment is
in the form of a
worksheet testing
students knowledge on
the parts of the neuron
and the role.
-

Online Quiz

Class discussion

Firing of a neuron - Action potential

https://www.youtube.com/watch?v=p5zFgT4aofA
- https://www.youtube.com/watch?v=ZAmUjvgoO0
A
- Interactive online movie on the synapse
http://brainu.org/files/movies/synapse_pc.swf
- Neural and synaptic transmission flow chart
http://www.psychlotron.org.uk/newResources/biop
sych/AS_AQB_biopsych_neuronalSynapticTrans
mission.pdf
Structure and Function worksheet (Appendix 8)

10

Unit 3, AOS 1
Outcome 1

6. Topics 4 / 5 / 9 Nervous System Functioning & Stress Coping Strategies - Sarah

Topic
4

Aims

Content/Tasks/Activities

Understand and explain the

transmission of neural
information between
neurons (lock-and-key
process)

Students to revise information transmission process

between neurons; label and annotate diagram (Diagnostic
Assessment)

Understand and explain the

roles of neurotransmitters
(NT) in the lock-and-key
process glutamate &
GABA (gamma amino
butyric acid)

Activity (intro for transmission of neural info).

Split students across two sides of classroom. Some
students have cloud shaped sticky notes, others have
square shaped sticky notes. Facing away from each
other, students to get into character. Square = glutamate
= excited. Cloud = GABA = slow/lazy/inhibitory.
Students face each other. NT from post-synaptic
neuron walk over to pre-synaptic neuron trying to find
their match. Reverse it (and get students to switch their.
GABA/glutamate post-its around.
Lecture style
- Intricacies of the neural transmission of information
between neurons
- Glutamate/GABA characteristics & the
excitatory/inhibitory effects of the NT.
Videos
Worksheets & questions
Activity: Create/choose two characters!
Features to include those of Glutamate & GABA. Name
them. Draw them. Write a scenario about what theyve
done to reflect their characteristics (something exciting
for glutamate, something lazy for GABA).
Options: write about your characters, or draw them, label
and annotate them & then write the scenario)
Glossary:
Add terms and explanations to glossary (on-going task)

Resources
Textbook
Videos
Context for purpose in understanding
communication process between neurons
https://www.youtube.com/watch?v=nvXuq9jR
WKE
Synaptic Transmission:
https://www.youtube.com/watch?v=WhowH0
kb7n0
Importance of synapses and
neurotransmission:
https://www.youtube.com/watch?v=VitFvNvR
IIY
Neurotransmitters - GABA & Glutamate:
https://www.youtube.com/watch?v=DuGP6dOVnY

Assessment
Diagnostic:
Students to label &
annotate a diagram of
neurons information
between neurons (per
previous KK)
Formative Assessments:
Class discussions Q&A
Answered questions
collected.
Kahoot quiz (ICT based)

Diagrams of post-synaptic neuron & presynaptic neuron; questions sheets

Post-its for activity (2 different shapes)
Teacher Resources:
http://2012books.lardbucket.org/books/begi
nning-psychology/s07-01-the-neuron-is-thebuilding-blo.html

11

Unit 3, AOS 1
Outcome 1
Topic
5

Aims

Content/Tasks/Activities

Resources

Understand and explain that

interference with NT
function (e.g. GABA &
glutamate) can cause
chronic changes to the
functions of the NS.

Video:
Show the physical effects of someone with Parkinsons
Disease.
Students to brainstorm what a) what they observe b) name
the Disease (if they can) c) biological factors they think
may contribute. Follow with class discussion
Lecture style
Teacher to clear up uncertainties regarding Parkinsons.
Explain the changes in NT GABA & glutamate that
contribute to Parkinsons
Explain medical findings that can assist with Parkinsons.
Student activity: Answer worksheet
Read the article Drug reversed my Parkinsons symptoms
and let me read again. Consider the ethics of this study.
Care: Research care options including medications, and
practical things (e.g. exercise) that can be done to slow
the progression of Parkinsons disease.
Table worksheet: Table of NT dopamine, glutamate &
GABA. The effects of these NT. The influence of these
on Parkinsons.
Research: What is the latest research you can find?
Report back to class.

Textbook
Question sheets
Videos (examples below)
Gait demonstration of Parkinsons:
https://www.youtube.com/watch?v=ylHZW
O17W70&index=4&list=PL5994619A3FF9
39C4
Parkinsons Disease an overview pt 1
https://www.youtube.com/watch?v=pqeZDFn
pLpg
Pt2: https://www.youtube.com/watch?
v=6fFlx_hZpPo
Faces of Parkinsons
https://www.youtube.com/watch?v=CqEwP
qUO1Bw
Recent findings of potential genetic
contributor:
http://www.ndtv.com/health/scientists-findgene-linked-to-parkinsons-disease-1234196
Drug treatment, the assistance to patient,
ethical considerations for stopping drug
trial:
https://www.newscientist.com/article/dn2837
1-drug-reversed-my-parkinsons-symptomsand-let-me-read-again/
Teacher & Student Resources:
http://www.parkinsons.org.au/
http://www.parkinson.org/understandingparkinsons/what-is-parkinsons
https://www.michaeljfox.org/
http://en.hdbuzz.net/024

Understand the effects of

these changes such as those
experienced in Parkinsons
Disease.

Glossary: Add terms and explanations to glossary (ongoing task)

Assessment
Formative Assessment:
1 page profile of person
with Parkinsons.
Include: age, sex, name,
how old when diagnosed,
effects on their lives &
care regimes e.g.
medication they use (if
known). Include a
scientific section
explaining what
Parkinsons is and known
causes (with reference to
GABA).
Table worksheet of
neurotransmitters:
GABA, dopamine,
glutamate.

12

Unit 3, AOS 1
Outcome 1
Topic
9

Aims

Content/Tasks/Activities

Resources

Identify & describe stress in

specific contexts i.e.
sporting arena, exams,
work, peer-pressure

Lesson 1: Activities:
Students to re-visit sources of stress. A number of examples
given and they need to identify the context in which the
stress exists (individually).
Students brainstorm their own coping strategies for
scenarios provided by teacher. (Think-pair-share
pedagogy)

Textbook
Question sheets
Videos
Managing Stress and Pressure During Sports
Training
https://www.youtube.com/watch?v=EHtWS
W6OGyU

Lecture style
PowerPoint lecture introducing formal language for the
topic, ideas, context of stress. Key terms: problemfocused coping, emotion-focused coping, and avoidancefocused coping strategies.

The Psychology of Stress and Sports

Performance
https://www.youtube.com/watch?v=3ut4bqD
h2qI

Identify and describe

coping flexibility in relation
to stress.
Identify and describe
strategies for comping with
stress (including exercise,
approach & avoidance
strategies) and introduce
terms problem-focused
coping, emotion-focused
coping and avoidance
coping.
Evaluate which coping
strategies are most effective
and most sound for mental
health and well-being.

Glossary
Add terms and explanations to glossary (on-going task)
Activity
Watch 3 videos in class. In the table provided (see
appendix) identify the cause/s of stress, the positives of
the stress (if any), the negatives of the stress (if any), the
coping strategy used (identify & explain how it was
applied), and identify any additional coping strategies
you think would have been useful in the scenario.
Lesson 2: Activity
Effects of meditation & relaxation (Make sure students
are hyped up either after lunch/sport or small physical
activity with light stress). Guided relaxation/meditation
task. (See appendix How do you feel?)
Lecture style
PowerPoint lecture with student input regarding:
importance of physical exercise in managing stress;

Stress Management Strategies

https://www.youtube.com/watch?v=0fLpn80s-c
Mentos ad: Paint suit, traffic lights, ripped
dress (problem focused coping)
https://www.youtube.com/watch?v=bpp3yc
MvQd0
https://www.youtube.com/watch?v=yfp2Bg
6iUdY
https://www.youtube.com/watch?v=SpkCq_E
aU1c
https://www.youtube.com/watch?v=RLccCsT
GNP4
Stuck on an escalator (emotion focused
coping)
https://www.youtube.com/watch?v=VrSUe_m
19FY

Assessment
Diagnostic Assessment:
Prior knowledge of stress,
causes, types established.
Students given scenario:
they articulate the
stressor/s, identify their
management strategy.
Class discussion plus
individual writing.
Formative Assessment:
Chatterbox activity
articulating a stressor, an
approach to dealing with
the stressor, own example
using the
exercise/problemfocused/avoidance
strategy.
Next level: Assess your
cohorts coping strategy,
draw a star on their hand if
you evaluate it to be an
effective and appropriate
coping strategy.
Create information
brochure to hand out to
fellow VCE students
suffering from stress.

13

Unit 3, AOS 1
Outcome 1
Topic

Aims

Content/Tasks/Activities
importance of social support networks; the importance of
approaching the stressor/s as opposed to avoiding them.
Articulating times when it may be appropriate for
avoidance strategies.

Resources

Assessment

Chatterbox activity pre-cut square

paper required.

Activity
Stress-head! Chatterbox activity. Individual work & group
work with student-student interaction. (Formative
Assessment see appendix)
Lesson 3: Application taking coping mechanisms further
Working lesson application
Activity
Create a brochure/website providing advice to VCE
students on effective stress-coping strategies. Provide
links/contact details for associations that assist with metal
wellbeing.
Activity
Browse the internet for articles on social support strategies
for coping with stress. Evaluate the research undertaken.
- Outline the aim & hypothesis
- Participants numbers and populations
- Method & materials used for the experiment
- Conclusions of the study.
- Evaluate the research. Is it reliable? Can it be generalised
to a greater population? Were there any additional
extraneous variable or limitations?

14

Unit 3, AOS 1
Outcome 1

7. Topics 6 8 Physiological response to stress Anita

Topic
6

Aims

Content/Tasks/Activities

Resources

sources of stress (eustress

and distress) including
daily pressures, life events,
acculturative stress, major
stress and catastrophes that
disrupt whole communities

During this lesson students will identify stressors,

the stress response, and that stress can be mild,
acute or chronic. They will gain insight into the
cognitive processing of stressors and recognising
that stress is perceived differently for each
individual and the concept of eustress and distress.
Students will be able to identify eustress can be
performance enhancing and distress which can
have harmful effects, recognising that this varies
for individuals differences

Lecture style presentation of content (Appendix 27)

Worksheet pictures of stressful situations and questions
Worksheet ranking stressor 1 10 (Appendix 16)
Worksheet eustress / distress (Appendix 19)
Video why stress is good for you.- Instant egghead

models of stress as a
biological process, with
reference to Selyes
General Adaptation
Syndrome of alarm
reaction (shock/counter
shock), resistance and
exhaustion, including the
fight-flight-freeze
response and the role of
cortisol

Diagnostic
Images of stressful situations, summarise on
worksheet.
Activity
1. Look back at ranking of stressor and recall how
some ranked much differently. Ask students to
recall any items that there were substantially
different responses. What possible causes for
this. Lead into discussion of eustress and
distress.
2. Complete a worksheet giving scenarios of
eustress, distress and no stress accordingly.
Highlight same sheet for internal vs external
stressor.

https://www.youtube.com/watch?v=ZlAI_FN3r0k

Assessment
Diagnostic
o Picture descriptions
stressful situations
and accompanying
worksheet.
Formative
o Ranking activity
o Write example of
eustress / distress /
no stress responses
Homework
o Stress Diary
o Stressors for
different age
groups
o Chapter 12 pp 582584

Homework Activity

15

Unit 3, AOS 1
Outcome 1
Topic

Aims

Content/Tasks/Activities

Resources

Assessment

The homework tasks will be to collect a list of 10

stressors (or as many as possible) from parents or
older person and if possible a younger person.
Each student will be given a worksheet that will be
a stress diary that will run for the week and
students will record when and what was the
stressor and their reaction to it, both physically and
psychologically.
Glossary
Commence collecting key terms for glossary,
ongoing.

Student will learn the biological fight-flight-freeze

response (FFR) and HPA axis. Students will
analyse their own response to a FFR and responses
of individuals from a YouTube clip.
Diagnostic

Lecture style presentation of content (Appendix 27)

https://www.youtube.com/watch?v=-JCUZ8oQATE
YouTube worksheet (Appendix 18)
Post it notes to label diagram on board
Diagram of fight/flight and organs (Appendix 28)
HPA FFR game instructions (Appendix 24)
Venn Diagram biospyschosocial (Appendix 29)

Activity

Video Stress response in animation

1. Students annotate diagrams of the actual

physiological response.
2. Activities will include activity of responses to
YouTube and writing physiological responses
onto post-it notes and putting on a body
diagram..
3. Play game that involves the HPA vs FFR.

https://www.youtube.com/watch?v=BIfK0L8xDP0

Homework

Online quiz HPA Axis / Stress and FFR.

http://www.proprofs.com/quizschool/story.php?title=stress-and-adaption-quiz

Diagnostic
o Balloon pop
response
Formative
o Reactions YouTube
sheet activity
o Labelling activity
o HPA FFR game
o Case Study
worksheet
Homework
o Stress Diary
o Venn Diagram
biospyschosocial
stress response

16

Unit 3, AOS 1
Outcome 1
Topic

Aims

Content/Tasks/Activities

Resources

Crate biospyschosocial framework Venn Diagram,

start completing factors related to different
responses to stress physiological and biological
and social that have been covered.

Assessment
Reading
o Chapter 12 pp 585
587

Online quiz HPA Axis / Stress and FFR.

http://www.proprofs.com/quizschool/story.php?title=stress-and-adaption-quiz
Glossary
Collect key terms for glossary, ongoing.

Students will be able to describe the stages of the

General Adaptation Syndrome response model.
Diagnostic
Review physiological responses using Celebrity
Head game priming students with physiological
knowledge to prepare for next topic. ready.
Activity
1. Short answer to a case study utilising GAS
knowledge and completing a table of strengths
and weaknesses.
2. Students form groups and from a lucky dip take
a topic relating to GAS which discuss in group

o Celebrity Head cards (Appendix 26)

o A worksheet containing a case study and a advantages
and /disadvantages table for completion are used for the
GAS. (Appendix 23)
o Lucky dip cards (Appendix 25)

Diagnostic
o Celebrity head
physical responses
to stress (Appendix
26)
Formative
o Lucky dip
o Case study and
table
o Create a brochure
Homework
o Stress Diary

17

Unit 3, AOS 1
Outcome 1
Topic

Aims

Content/Tasks/Activities
and share information back to group for
feedback.

Resources

Assessment
o Venn Diagram
Reading

Glossary
Collect key terms for glossary, ongoing.

o Chapter 12 pp 588592

18

Unit 3, AOS 1
Outcome 1

8. Year 12 SAC: Unit 1, Outcome 1

Unit 3 AOS 1 How does Experience affect behaviour and mental processes?
Unit 3 AoS 1: How does the nervous system enable psychological functioning?
Outcome: On completion of this unit the student should be able to explain how the structure and function of the human nervous system enables a person to interact with
the external world and analyse the different ways in which stress can affect nervous system functioning (VCAA, 2016).
Key knowledge assessed:
Nervous system functioning
the roles of different divisions of the nervous system (central and peripheral nervous systems and their associated sub-divisions) in responding to, and integrating and
coordinating with, sensory stimuli received by the body
the distinction between conscious and unconscious responses by the nervous system to sensory stimuli
the neuron (dendrites, axon, myelin and axon terminals) as the primary cell involved in the reception and transmission of information

Stress as an example of a psychobiological process

models of stress as a biological process
models of stress as a psychological process
context-specific effectiveness, coping flexibility and use of particular strategies (exercise and approach and avoidance strategies) for coping with stress.

Instructions:
Sac Includes: Scenario, Diagrams, multiple choice & short answer questions.

Read the scenario located on the SAC paper and use it to answer the designated questions.

This will be a closed book assessment.

Time allocated: 50 minutes.

*If you run out of space, please use the back of your answer sheet

19

Unit 3, AOS 1
Outcome 1

20

Unit 3, AOS 1
Outcome 1

9. Year 12 SAC Rubric

Student Name: __________________________________Class: _____________________

CATEGORY

10-9
Clear and accurate identification
and explanation of the CNS & PNS
and their associated sub-divisions
with well articulated reference to a
scenario.

8-7
Clear and accurate identification
and explanation of the CNS & PNS
and their associated sub-divisions
with reference to a scenario.

6-5
Accurate identification and
explanation of the CNS & PNS
and their associated subdivisions with reference to a
scenario.

4-3
Identification and explanation of
some elements of the CNS & PNS
and their associated sub-divisions
with little reference to a scenario.

2-1
Weak identification and
explanation of some elements of
the CNS & PNS and their
associated sub-divisions with
little-no reference to a scenario.

The distinction between

conscious and unconscious
responses by the nervous
system to sensory stimuli,
including the role of the
spinal reflex

Clear identification and well

articulated explanation of the
unconscious responses by the
nervous system to sensory stimuli,
including the role of the spinal
reflex

Clear identification and explanation

of the unconscious responses by the
nervous system to sensory stimuli,
including the role of the spinal reflex

Identification and explanation of

the unconscious responses by
the nervous system to sensory
stimuli, including the role of the
spinal reflex

Identification of the unconscious

responses by the nervous system
to sensory stimuli, including the
role of the spinal reflex

Little/weak identification of the

unconscious responses by the
nervous system to sensory
stimuli, including the role of the
spinal reflex

Identification of the neuron

(dendrites, axon, myelin and
axon terminals, cell
body/nucleus)

Highly accurate identification of

the neuron and all the following
elements: dendrites, axon, myelin
and axon terminals, cell
body/nucleus

Accurate identification of the

neuron and 4/5 of the following
elements: dendrites, axon, myelin
and axon terminals, cell
body/nucleus

Accurate identification of the

neuron and 3/5 of the following
elements: dendrites, axon,
myelin and axon terminals, cell
body/nucleus

Accurate identification of the

neuron and 2/5 of the following
elements: dendrites, axon, myelin
and axon terminals, cell
body/nucleus

Accurate identification of the

neuron and 1/5 of the following
elements: dendrites, axon, myelin
and axon terminals, cell
body/nucleus

Identify & apply key

knowledge of models of
stress as a biopsychosocial
process to a given scenario

Correctly identify & accurately

apply key knowledge of models of
stress as a biopsychosocial process
to a given scenario to a very high
standard.

Correctly identify & accurately apply

key knowledge of models of stress
as a biopsychosocial process to a
given scenario to a high standard.

Correctly identify & accurately

apply most key knowledge of
models of stress as a
biopsychosocial process to a
given scenario.

Identify & accurately apply some

key knowledge of models of stress
as a biopsychosocial process to a
given scenario.

Identification & accurate

application of key knowledge of
models of stress as a
biopsychosocial process to a
given scenario very limited.

Identify, analyse, apply and

evaluate context-specific
effectiveness, coping
flexibility and use of
particular strategies

Correctly identify, analyse, apply

and evaluate context-specific
effectiveness, coping flexibility and
use of particular strategies to a
scenario to an extremely high
standard.

Correctly identify, analyse, apply

and evaluate context-specific
effectiveness, coping flexibility and
use of particular strategies to a
scenario to a high standard.

Correctly identify, analyse, apply

and evaluate context-specific
effectiveness, coping flexibility
and displays use of some coping
strategies.

Correctly identify, analyse, apply

and evaluate context-specific
effectiveness, coping flexibility
and displays use of few coping
strategies.

Identification, analysis,
application and evaluations of
context-specific effectiveness,
coping flexibility and coping
strategies is limited.

Identify and explain the

central and peripheral
nervous systems and their
associated sub-divisions with
reference to a scenario.

Feedback:

/50
Please note: Two assessment criteria have been created for this one assessment. The educator would only use one of these assessment methods, either the scoring system (on the SAC) or the rubric. Due to the type of assessment involved, it is
recommended that educators use the marking system as indicated on the SAC proper due to the simplicity in scoring, and the similarities with the final exams thereby preparing students for the intense exam conditions ahead.

21

Unit 3, AOS 1
Outcome 1

Appendix 1: Key Terms

KEY TERMS
Action Potential
Alarm reaction stage
Allostasis *
Allostatic load *
Autonomic nervous
system
Avoidance-focused
coping/strategy
Axon
Biofeedback
Biospsychosocial
feedback
Central nervous system
(CNS)
Cerebral cortex
Chronic change (to
nervous system)
Context-specific
effectiveness
(for coping with stress)
Coping flexibility
Dendrite
Emotion-focused coping*
Eustress
External stressor

A temporary shift in the polarity of the cell membrane, which leads to the firing of a neuron.
First stage of the General Adaptation Syndrome. Following initial exposure to a stress the body goes into temporary shock ,
then rebounds (countershock).
The bodys ability to maintain a stable physiological state by adjusting and changing to meet internal and external demands.
Stress endured by brain and body due to cumulative exposure to increased levels of stress hormones over a period of time
One of two subdivisions of the peripheral nervous system into sympathetic and parasympathetic nervous system. Provides
feedback between brain and internal organs and glands.
Actively avoiding dealing with the problem/stressor
Part of neuron that transmits information to other neurons.
Information received about state of one or more of physiological functions
How the biological, psychological and social factors combine and interact on a persons physical and psychological health.
Part of human nervous system comprising brain and spinal cord
Coiled outer layer of the cerebral hemispheres involved in information processing and control of voluntary body movements.
Prolonged/long-lasting change (to the nervous system)
Active efforts to reduce, master or tolerate demands created by stressors within specific situations. E.g. managing stress of
sports training and managing stress of the high-level competition
Being able to appropriately manage stress by discontinuing an ineffective coping strategy and instigating an alternative
coping strategy.
Thin branchlike extension of neuron that receives information from other neurons.
Utilised to manage feelings of distress rather than dealing with the problem/stressor directly.
Positive psychological response to a stressor
Stressor that originates outside the person, such as loud noise,
22

Unit 3, AOS 1
Outcome 1

KEY TERMS
Fight-flight response
Gamma amino butyric
acid (GABA)
Glutamate
Graded Potential
HPA Axis
Internal stressor
Lock-and-key process
Motor Neuron
Myelin Sheath
Neuron
Neurotransmitter
Noradrenaline
Parasympathetic nervous
system
Parkinsons disease

Problem-focused coping*
(Approach strategy)
Resting Potential
Secondary appraisal
Sensory Neuron
Sensory receptors
Somatic Nervous System

Involuntary reaction of the sympathetic nervous system resulting in physiological readiness to deal with immediate threat by
confronting (fight) or running away (flight) from it
An inhibitory neurotransmitter regulating anxiety and sleep/arousal. Regulates glutamate.
An excitatory neurotransmitter. (Involved in learning and memory)
Change in the neuron voltage when the neural membrane receives information
Chain of reaction in physiological response to stress involving the hypothalamus, pituitary gland and adrenal glands.
Stressor that originates from individual, physical pain concern about personal problem.
The process whereby neurotransmitters are received by the correct receptor of the post-synaptic neuron/dendrite. E.g.
glutamate received by a glutamate receptor
A neuron that transmits commands from the brain to the glands or musculature of the body, typically through the spinal cord,
also called the efferent neuron.
Tight coat of cells that insulate the Axon from chemical or physical stimuli that might interfere with the transmission.
cell in the nervous system specialized to receive, process, and/or transmit information to other cells
Chemical substance (such as glutamate and GABA) made by neurons to transmits message across synaptic gap between the
axon of one neuron and the dendrite of another, allows communication between neurons.
Neurotransmitter involved in attention, alertness and states of arousal and stress response
Division of autonomic nervous system. Restores body to state of cam by reversing direction of bodily changes activated by
sympathetic nervous system.
A neuro-degenerative disease that effects neurotransmitters (dopamine, GABA, glutamate) in the brain. There is no known
cure, and the causes are unclear. People with Parkinsons display visible signs of Parkinsonism mild to severe impaired
movement, muscle spasms and tremors are typical signs of Parkinsons disease.
Active methods of dealing with the problem/stressor directly.
Condition where the neuron is not transmitting information
Transactional model of stress and coping , the evaluation of coping resources in dealing with a stressor
Neuron that transmit information from sensory cells in the body to brain
Specialised cells in the Nervous System that transform energy in the environment into neural impulses that can be interpreted
to the brain.
Division of the Peripheral Nervous system that consists of sensory and motor neurons that communicate sensory information
and control actions.
23

Unit 3, AOS 1
Outcome 1

KEY TERMS
Stimuli
Stress

An object or event in the environment that elicits a response in an organism

The pattern of specific and nonspecific responses an organism makes to stimulus events that disturb its equilibrium and tax or
exceed its ability to cope.
Physiological and psychological change when confronted with a stressor
A stressor is the stimulus (or threat) that causes stress, e.g. exam, divorce, death of loved one, moving house, loss of job.
Part of the central nervous system that transmits sensory neurons to the brain and from the brain to motor neurons.
Protect the body from damaging stimuli.
Division of the autonomic nervous system that activates in times of stress and threat

Stress response
Stressor
Spinal Cord
Spinal Reflex
Sympathetic nervous
system
Tiny space between neuron and dendrite of a postsynaptic neuron
Synaptic gap
Structures at the end of the neuron that receives nerve impulses.
Terminal buttons
Model that proposes that the response to a stressor is mediated by the individuals perceived ability to cope with the stressor
Transactional model of
stress and coping
*refers to terminology not in the 2016 study design, however useful terminology to know

24

Unit 3, AOS 1
Outcome 1

Appendix 2: Formative Assessment Topic 1-3 -Aiman

Unit 3: How does experience affect behaviour and mental processes?
AOS: How does the nervous system enable psychological functioning?
Key knowledge assessed:
the roles of different divisions of the nervous system (central and peripheral nervous systems and their associated sub-divisions) in responding to, and
integrating and coordinating with, sensory stimuli received by the body
-

the distinction between conscious and unconscious responses by the nervous system to sensory stimuli, including the role of the spinal reflex

the role of the neuron (dendrites, axon, myelin and axon terminals) as the primary cell involved in the reception and transmission of information
across the synapse (excluding details related to signal transduction).
This formative assessment will test students knowledge of all areas covered in the unit so far. Students must read a scenario and explain the role of the
nervous system based on the events that occurred. In order for students to successfully respond to the scenario they must write a short essay that explains the
role of the nervous system and its divisions when responding to stimuli within the scenario.

25

Unit 3, AOS 1
Outcome 1
Scenario
John had been on the go the entire day. His busy schedule had included a Psychology exam in the morning, followed by a classroom presentation and to top it
off, a basketball Grand Final to play that night. Once home, John decided to practise shooting some hoops, he wanted to perfect the shot of the ball rolling
gently off his finger-tips. However, the longer he played the more he came to realise that the big game was only hours away. He could feel the nerves, his
stomach churning and his heart pounding. In order to relax, John decided he should take a break, sit down and listen to soothing music. As John sat down he
immediately screamed in pain and noticed a nail sticking out of the seat. Fortunately, he did not cause more damage to his body because he reacted before he
sat completely on the nail. John went on to win his basketball final and was pleased the day had finally come to an end. (20 marks)
In this short scenario involving Johns basketball practice, nerves and incident with the nail, explain the role the Nervous System had on his body.
Things to consider in your response:
-

Central Nervous System

Peripheral Nervous System including Somatic and Autonomic NS

Sensory & motor neurons

Sympathetic and Parasympathetic Nervous System/Body reactions

Spinal Reflex

26

Unit 3, AOS 1
Outcome 1

Appendix 3: Rubric Formative Assessment Topic 1-3 -Aiman

Criteria

Understanding of content;
Nervous System and
subdivisions.

Demonstrated a clear
understanding of the Nervous
System and its role

Good understanding of the

Nervous System and its role

Satisfactory understanding of
the Nervous System and its
role

Little understanding of the

nervous system and its role.

Response to scenario and link

to the roles of the Nervous
System

Correct and well answered

response with the ability to
link back to the scenario

Mostly correct answer with

good links to the scenario

Satisfactory response and link

to scenario

Poorly answered response

and little to no link to the
scenario.

Use of key terms in correct

context

Exceptional use of key terms

within the context of the
Nervous System.

Good use of key terms within

the context of the Nervous
System

Satisfactory use of key terms

within the context of the
Nervous System.

Some evidence of key terms

and use within the context of
the nervous system

Sentence Fluency

Demonstrated a clear and

coherent response to
scenario and flowing
sentences

Understandable responses
and well written sentences

Showed signs of a clear and

well written response with
little fluency

Unclear and poorly written

response

Grammar/spelling

Excellent use of grammar and

spelling

Good use of Grammar and

Spelling

27

Unit 3, AOS 1
Outcome 1

Appendix 4: Flowchart Nervous System (Aiman)

Nervous System

_________________

_________

_________________

_________

_________

_________

_________

_________
28

Unit 3, AOS 1
Outcome 1

Appendix 5: Structure worksheet brain and spinal cord (Aiman)

Central Nervous System
Task: Label each area (A-F) and identify the parts of the body they are associated with. HINT: The upper section is
responsible for communication between the brain and upper parts of the body.

29

Unit 3, AOS 1
Outcome 1

Appendix 6: Sympathetic vs Parasympathetic NS (Aiman)

Task: Complete the table
Bodily Organ

Bodily Function

Sympathetic nervous system action

Pupils

Parasympathetic nervous system

action
contracts

Salivary Glands

digestion

Heart

Pumping blood

Lungs

breathing

Stomach

Increases salivation
Accelerates heart rate
Contracts
Decreases contractions

Liver

Aids digestion and maintains blood sugar level

Gall bladder

Stores bile

Adrenal Glands

Secretes hormones such as adrenalin and

noradrenalin

Inhibits hormone secretion

Bladder
Intestine

digestion

Genitals

reproduction

Relaxes

Sweat glands

30

Unit 3, AOS 1
Outcome 1

Appendix 7: Autonomic vs Somatic NS (Aiman)

Task: Determine which nervous system is responsible for each action. Give reasons for your answer. Scenario
Scenario

Autonomic

Autonomic

Somatic

Somatic

Clenching your fists

Butterflies in your stomach
Crying from cutting onions
Picking up a pen
Blinking
Talking on the phone
Cooking dinner
Writing
Sweating

31

Unit 3, AOS 1
Outcome 1

Appendix 8: Structure and Function worksheet (Aiman)

Questions taken from
Penfield.edu,. (2015). Classwork and Homework Handouts. Retrieved 17 October 2015, from
http://www.penfield.edu/webpages/tabraham/resources.cfm?subpage=97362
Neurons (Penfield.edu, 2015)

Complete the table by filling in the missing information in each case.

Structure

Function

1.

carry impulses toward the brain and spinal cord

2. dendrites
3. motor neurons
4.

transmit impulses within the brain and spinal

cord

5.

carry impulses away from the neuron cells

bodies

32

Unit 3, AOS 1
Outcome 1

Appendix 9: Neurotransmitters (Aiman)

1. What would happen to your nervous system if the neurotransmitters in your body were suddenly blocked from passing into the synaptic spaces?

2. What do you think would happen if a lot of neurotransmitters were suddenly released throughout your nervous system?

33

Unit 3, AOS 1
Outcome 1

Appendix 10: Formative Assessment Topic 4-5 & 9-Sarah

Chatterbox Activity
1)
2)
3)
4)

Make a chatterbox (see image)

On the outside folds write a word that indicates a stressful situation e.g. exam
On the first fold inside, write a coping strategy.
On the inside fold write (or draw) an example how this coping strategy could be utilised.
*you will have 4 scenarios total, and they must be different. You may only repeat one coping
strategy (but your example must be different)*

Decorate your chatterbox.

Once complete, chatter with your Psych cohort as you would normally use a chatterbox. Once you have
shared your example with a peer, they are to evaluate the effectiveness of the strategy. If your peer
deems it to be an appropriate strategy, draw a star on their hand. Person with the most stars wins a prize!
(So the more people you talk to the more chance you have of winning!)

At the end of the class, please hand them in to your teacher.

NB: This is a hurdle activity and will be assessed for accuracy. You will also be judged on presentation and participation in the
class.
Have fun chatting!

34

Unit 3, AOS 1
Outcome 1

Appendix 11: Rubric Formative Assessment Topic 4-5 & 9 -Sarah

Stress-head! Chatterbox Task
Student Name:

________________________________________

CATEGORY
10-9
Identify sources of stress Student can accurately
identify four or more
sources of stress

8-7
Student can accurately
identify three sources of
stress

Students must receive 25+ in order to gain an 'S' for this hurdle task

6-5
Student can accurately
identify two sources of
stress

4-3
Student can accurately
identify one source of
stress

Student can accurately

identify two coping
strategies for the
management of stress.

2-1
Student cannot accurately
identify sources of stress

Accurate identification
of coping strategies

Student can accurately

identify three coping
strategies for the
management of stress.

Accurate and
appropriate application
of coping strategy to the
stressor/s; well
articulated example of
coping strategy for
situation/s.

Student can provide

accurate & appropriate
application of coping
strategy to the stressor/s;
very well articulated
example of coping strategy
for situation/s.

Student can provide

accurate & appropriate
application of coping
strategy to the stressor/s;
well articulated example
of coping strategy for
situation/s.

Student can provide

accurate & appropriate
application of coping
strategy to the
stressor/s; example of
coping strategy for
situation/s provided.

Student can provide

accurate & appropriate
application of coping
strategy to the stressor/s;
some examples of coping
strategy for situation/s
provided.

Student can provide

accurate application of
coping strategy to the
stressor/s; few examples
of coping strategy for
situation/s provided.

Participation in group
activity

Student displayed a high

level of participation and
enthusiasm to the task.

Student displayed a keen

level of participation and
enthusiasm to the task.

Student displayed some

interest and
participated a little in
the task.

Student displayed little

interest and participated a
little the task.

Student displayed very

little/no interest and
participated a very
little/not at all in the task.

Presentation of
chatterbox

Chatterbox presented to a
very high standard in a
clear and visually
appealing manner with
visible care taken.

Chatterbox presented to a
high standard in a clear
and visually appealing
manner with visible care
taken.

Chatterbox presented in Chatterbox presented in a

a clear and visually
somewhat visually
appealing manner.
appealing manner.

Source: Created with RubiStar (http://rubistar.4teachers.org )

Student can accurately

identify one coping
strategy for the
management of stress.

Chatterbox presented
with little visual appeal
and effort displayed.

35

Unit 3, AOS 1
Outcome 1

Appendix 12: Coping Strategies (Sarah)

Name: ___________________

Coping strategies
In the table below describe the video clip in class and fill in the table. Share your findings with the class.
Video clip

Cause of stressor/s

Positives/negatives of the
stress (if applicable)

Coping strategy used. Explain

how the coping strategy was
applied

What additional coping

strategies could have been
used in this scenario?

e.g. Stuck on an escalator

36

Unit 3, AOS 1
Outcome 1

Appendix 13: How do you feel? (Sarah

Name: ___________________

How do you feel?

1) Complete columns under A when directed by your teacher.
2) Complete the remaining columns (under B) when directed by your teacher.
A) What activity did you just complete?
Current pulse
Current excitement levels
(1 very low, 10 very high)

Class Results

Current stress levels

B) What activity did you just complete?

Current pulse
Current excitement levels

(1 very low, 10 very high)

(1 very low, 10 very high)

Current stress levels

(1 very low, 10 very high)

Class Results

3) As a class, collate your data together and discuss the results. Make your own notes on the results and class discussion below.

37

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How do you feel?

How do you feel?

4) What effect did the guided relaxation have on you? Reflect on this from a BSP perspective. What kind of coping strategy
was this?

5) Utilising the internet, research different relaxation and meditation techniques. Define and describe them. Present your findings to a group of 4 people
in a PowerPoint or Prezi. (Reference your websites! Use your research skills to evaluate if they are reliable sources of information.)

6) Evaluate the strengths and limitations of the relaxation procedure conducted in class. Assess if this is a useful coping strategy for you and explain
why/why not.

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Appendix 14: Formative Assessment Topics 6-8 - Anita

Unit 3: How does experience affect behaviour and mental processes?
AOS: How does the nervous system enable psychological functioning?
Key knowledge assessed:
-

sources of stress (eustress and distress) including daily pressures, life events, acculturative stress, major stress and catastrophes that disrupt whole
communities

models of stress as a biological process, with reference to Selyes General Adaptation Syndrome of alarm reaction (shock/counter shock), resistance
and exhaustion, including the fight-flight-freeze response and the role of cortisol

models of stress as a psychological process, with reference to Richard Lazarus and Susan Folkmans Transactional Model of Stress and Coping
(stages of primary and secondary appraisal)

Students will have one week of out of class time to design a brochure or poster on Understanding the signs and symptoms of Stress. Your guide to handle
stress in VCE.
The brochure is designed to help students understand what stress is, the signs and symptoms of stress. The brochure should be creative as possible, defining
stress and the impact is can have physically and psychologically. Students should use diagrams and flow charts where appropriate to explain stress and its
symptoms. The fight -flight , HPA Axis and the GAS model have to be included in the brochure. (20 marks).

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Example Brochure:

What is a stress
response?

What is really
happening
in my body?

Types of Stressors
Internal
Weight
Hair style

external
Argument with
friend
Dog is sick

GAS its not what

you think

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Appendix 15: Rubric Formative Assessment Topics 6-8 - Anita

Learning outcome and
criteria being assessed
A detailed accurate
explanation of all the
biological and
physiological
responses of the fight
flight response.
A detailed accurate
explanation of all the
biological and
physiological
responses of the HPA
Axis.
A detailed accurate
explanation of all the
stages of GAS NOT
including strengths
and limitations
Other criteria

Outstanding (5)

Very Good (4)

Good (3)

Satisfactory (2)

Unsatisfactory (0-1)

Accurate and thorough

description of the
Flight Fight Response

Accurate and detailed

description of the
Flight Fight Response

Clear description of
the Flight Fight
Response

Some description of
the Flight Fight
Response

Limited description of
the Flight Fight
Response

Accurate and thorough

description of the HPA
Axis

Accurate and detailed

description of the HPA
Axis

Clear description of
the HPA Axis

Some description of
the HPA Axis

Limited description of
the HPA Axis

Comprehensive and
accurate explanation
of the stages of GAS

Detailed and accurate

explanation of the
stages of GAS

Adequate explanation
of the stages of GAS

Limited explanation of
the stages of GAS

Very limited
explanation of the
stages of GAS

Assessment is
extremely well
structured and
succinct with no errors
of grammar or spelling

Assessment is well
structured and
succinct with few
errors of grammar or
spelling

Assessment is mostly
well structured and
succinct with some
errors of grammar or
spelling

Assessment is
reasonably well
structured and
succinct but with
errors of grammar or
spelling

Assessment is
extremely well
structured and
succinct with many
errors of grammar or
spelling

Comments/grade:

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Appendix 16: Stressful situation images worksheet (Anita)

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Describe what is happening in the picture?

Does it involve a problem? Could the problem of been avoided?

Describe what you think the person(s) might be thinking or feeling?

Is there anything that the situations have in common? Are they situations a person goes through in life that create feelings and reactions?

What did you feel like when you experienced a similar situation?

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Appendix 17: Stressor Ranking Activity (Anita)

1. Rank the following events in order of the amount of stress that you experience. Put the most stressful as 10 and the least stressful as 1.
2. Work with other members of your study group and find their results.
3. Find a group consensus for the final ranking of stress experienced by each of these events.
4. Using different colours, highlight what is an internal stressor and what is an external stressor.
You
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

All

Getting assessments in on time

Death of pet
Loss of mobile phone
Being told off by teacher/boss/lecturer
Arguing with family members
Social events such as parties
Examinations
Being late for an event
Getting up in the morning
Parents arguing

Discussion points
1. Do people find all life events equally stressful?
2. Is the stress experienced by each individual necessarily distress in each scenario?

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Appendix 18: Fight / Flight Responses (Anita)

You tube link for scary pranks. https://www.youtube.com/watch?v=-JCUZ8oQATE

In groups (3 or 4) you will be allocated 2-3 of the scenes to discuss. Things to discuss may include:

Describe what was happening

Describe what physical reactions you think might have been happening in their bodies
What do you believe they were thinking?
Did you have a similar reaction to any of the scenes?

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Briefly describe what happened

Describe the reaction / Did they all react

the same? What was similar? What was
different

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Briefly describe what happened

Describe the reaction / Did they all react

the same? What was similar? What was
different

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Briefly describe what happened

Describe the reaction / Did they all react

the same? What was similar? What was
different

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Unit 3, AOS 1
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Briefly describe what happened

Describe the reaction / Did they all react

the same? What was similar? What was
different

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Appendix 19: Eustress / Distress Worksheet (Anita)

For each of the following scenarios allocate the individuals a response as eustress, distress or no stress. Give an example of how different
scenarios could result in the being perceived as eustress, distress, or no stress.
SCENARIO
Eg. Anita is running late for class and her mobile has run
out of charge so she cannot contact anyone to let them
know.

EUSTRESS
Anita realises that the extra
time to get class means she
can now read the notes on
the train that she forgot to
read the night before.

DISTRESS
Anita hates being late and
her teacher is very strict.

NO STRESS
Anita has never been late before
and has a very good relationship
with her teacher.

Felicity enjoys surfing at her local beach ever weekend.

Last weekend when she arrived at the beach she saw
wavers higher than she has ever surfed them before.
Jack is at a friends place watching a football match he
doesnt support either of the teams playing so.
Debbie is driving in her car with her boyfriend and his
large dog in the back seat unrestrained.
John recently broke his arm when he fell of his bike. As a
result he is finding it difficult to take handwritten notes
in class, it is a week before the next Psychology
assessment task.
Chloe is on a school trip looking out the window at the
scenery. Some of her fellow students have become sick
due to the winding road.

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Appendix 20: Identify Stress Worksheet (Anita)

Your Psychology teacher is sitting at her desk and look tired. Her day has begun poorly. Her new car broke down on the way to work and she had to wait
two hours for the tow truck, in 35 degree heat. As a result she was late for school, hot, frustrated and rattled. She commenced marking assessment tasks
but was expecting a much higher standard. Other teachers began entering the office creating interruptions. A colleague started complaining to her about
the marking scheme she had devised and then a parent called to complain about their sons progress in Psychology. It is not even recess and your teacher is
experiencing feelings of stress. Her pulse is racing, she is sweating, feeling dizzy and she has a feeling of butterflies in her stomach.
1.

Define stress (2 marks)

2. Name three stressor your teacher is experiencing (3 marks).

3. For one of the above stressors, describe the nature, duration and intensity of the stressor (3).

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Unit 3, AOS 1
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4. Discuss how is stress affecting her physically (5)?

5. Discuss may the stress affect her psychologically (5)?

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Appendix 21: Stress Diary (Anita)

Date

Time

20/10/2015 8.00 am

Stressor

Reaction

Bus arrived late

Frustrated and annoyed

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Appendix 22: Fight / Flight Response Labelling Task (Anita)

Fight / Flight Response
Summarise using flow chart and diagram the physiological response to stress, using an example of a stressor.

STRESSOR:

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Appendix 23: General Adaptation Case Study (Anita)

One week before Gregs exams, he was up late every night studying and although he was feeling worn-out he gave the impression he was dealing with the
workload. Two nights before his first exam Greg saw his cat being hit by a car, which distressed him. On the morning of his exam, Greg woke up with a
headache, a sore throat aches and pains in his joints and constant sneezing.
Name and describe the GAS stage which Greg may be experiencing as a result of his current situation.

Outline the main strengths and limitations of GAS.

Strengths

Limitations

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Appendix 24: HPA Axis Fight / Flight Game (Anita)

Stressor

BRAIN
Brain

Fight
Flight

S
NS

P
G

A
M

A
C

Stress
Hormones

A
N

HPA
Axis

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Game Instructions
Two teams of five have to navigate from the brain to the final response.
1. First person from each team puts both feet on the H square. They have to say the
name of each square they are on (as does each subsequent person) before they
stand on the square.
2. One person must have a foot on each square until they reach the end. If a person
takes foot off the square then they must return to the start. So the person in front
of you cannot step on the next square until the person behind them has put a
food on their square.
3. First to finish wins.
4. Repeat swapping sides.

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Appendix 25: Lucky Dip (Anita)

General Adaptation Syndrome
Lucky Dip one person from each groups comes and selects a topic working in groups they have ten minutes to discuss their topic and then each person
reports back to the group their discussion other students are able to add information and give feedback.

RESISTANCE

EXHAUSTION

ALARM REACTION

COUNTERSHOCK

SHOCK

PHYSIOLOGICAL
AROUSAL

IMMUNE SYSTEM

PHYSICAL DISORDERS

STRENGTHS (GAS)

LIMITATIONS (GAS)

SEYLES EXPERIMENT

MENTAL DISORDERS

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Appendix 26 Celebrity Head (Anita)

Anita

Students faces opposite direction to class term is written on board they have to guess what word is by asking
class questions, they are only allowed to answer yes or no.

Pituitary Gland

Hypothalamus

Fight-flight response

HPA Axis

Cortisol

Adrenaline

Noradrenaline

Stressor

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Appendix 27: Presentation Slides Topic 4-6 Anita

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Appendix 28: Diagram body for labelling (Anita)

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Appendix 29: Stress Venn Diagram biopsychosocial framework (Anita)

Biological Factors
Fight - flight response

HPA Axis
general adaptaion syndrome
allostasis

Psychological Factors
Social Factors

transactional model of stress

and coping

major life events

biofeedback

culturals (eg acculturation)

coping stragegies (eg mediation

or relaxation, physical exercise,
social support

environmental (eg crowding)

65