Lesson Plan : Sensing The World
Teacher Name: | Samuel Guy |
Grade: | Grade 11-12 |
Subject: | Other |
Topic: | Basic Principles of Sensation |
Content: | The content of this lesson will be on thresholds and sensory adaptation. We will begin by understanding how thresholds came to e known. Gustav Fechner, in 1850, wanted to show a consistent mathematical relationship between the magnitude of a stimulus and the intensity of a sensation that the simulus produces. Well, measuring the stimulus would be easy, however measuring the sensation would be very difficult, and he originally did not believe that he was going to be able to measure sensation because sensation is subjective to each individual. However, he realized that he might be able to do this indirectly by determining the smallest increase in stimulus strength that would be "Just Barely Noticeable" to the subject. "Just Barely Noticeable" meant the same thing at level of stimulation. This level could be measured against any increase in intensity, and theefore compared with the increase in the stimulus necessary to produced an awareness of the stimulus. This "Just Barely Noticeable" would become known as our Threshold. Then we need to understand what absolute threshold means, and that absolutely threshold deals with the perception side of a stimulus, and not the sensation side. Absolute threshold is a stimulus that is presented that the subject is aware of only 50% of the time, which means that 50% of the time, we are unconsciously aware of the stimuli's presence. This is where subliminal message comes into play. Then, "Just Noticeable Difference" is determined by presenting a stimulus, and then giving slight increases in intensity of the stimulus to see if the differences can be detected by the subject. Once the increase are made, and the detection is made, then the "Just Noticeable Difference" has been established. Understanding Webr's Law, which is that when the magnitude of a stimulus increases, then the noticeable differences grow. Explain that sensory adaptation allows our senses to basically ignore a stilumus that has been persistent over a period of time, without changing its intensity. For example, when a lady wears small earrings, after a short period of time of wearing them, she doesn't even notice that they are even there anymore. This is our body's desensitizing itself to prolonged stimuli that do not change. It is a defensive mechanism that also allows our olfactory bulb to be desensitized to unpleasant smells after a short prolonged exposure. Then, lets look ahead at the eye, and the involuntary eye movements that must occur to ensure that prolonged images do not disappear because of sensory adaptation. This will bring us to the priming for tomorrow's class when we will go over Vision, and the physical make up of the eye, and what has to happen for the perception of sight to occur. |
Goals: | The students will be able to perform at a mastery level of understanding on a lesson review quiz at the end of classs. |
Objectives: | The students will be able to differentiate between absolute threshold and difference threshold. Also, the student will be able to briefly describe recent research on subliminal stimulation. Also, each student will understand the concept of sensory adaptation, and be able to explain the reasons why sensory adaptation is an important defense mechanism that is completely involuntary. |
Materials: | Computer Smartboard Dry Erase Board Dry Erase Markers The Internet to bring up the website http://sbe.d.umn.edu/subliminal for a great look at research on subliminal messaging. 2 shoes, 3 quarters, and 2 enevelops to complete a demonstration of Weber's Law and Difference Threshold. |
Introduction: | When the students arrive to class, there will be the following vocabulary words listed on the dry erase board for them to define using their books. Threshold Absolute Threshold Difference Threshold Subliminal Messaging Sensory Adaptation Weber's Law |
Development: | Use the computer and smartboard to use a powerpoint that goes along with the lecture that will explain the information with great detail. |
Practice: | I will bring a few volunteers to the front of class to participate in a demonstration of difference threshold. There will be an two enevelops, on will have one quarter, and the other will have two quarter's. It will be easy for each student to be able to see the noticeable difference in weight of the individual enevelops. However, I will then take the quarter's and put them in two separate shoes. Two quarter's in one shoe, and one quarter in the other shoe. This will be much harder for them to be able to tell the just noticeable difference, in fact, this will be imperceivable. However, this little activity will allow the students to see first hand what thresholds are all about. |
Accommodations: | Printable powerpoint outline slides will be available for individuals to print off prior to coming into class. Also, copies will be avialable if students are not able to print them at home for any reason. Also, I will offer read aloud quizzes to those students who are in need. Also, differentiation for different learning styles include the following: Powerpoint Board work Lecture Reading Review Worksheet with the use of notes and their books Demonstrations through activites with volunteers Extended time for those in need on the completion of the worksheet. |
Checking For Understanding: | After the 12 minutes to complete the worksheet are up, we will review over the answers to the worksheet and explain the answers, and how we reached the answer. Then, present a 10 question quiz that reviews today's lesson, which reinforces the questions asked on the worksheet. |
Closure: | Briefly review the topics that we have discussed today. |
Evaluation: | Grade the quizzes, and record them. In the review of today's class, pass back the graded quizzes and review them with the class in tomorrow's class. |
Teacher Reflections: |
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