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Standard Area: Biological Bases of Behavior

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CONTENT STANDARDS

After concluding this unit, students understand:
1. Structure and function of the neuron
2. Organization of the nervous system
3. Hierarchical organization of the structure and function of the brain
4. Technologies and clinical methods for studying the brain
5. Specialized functions of the brain’s hemispheres
6. Structure and function of the endocrine system
7. How heredity interacts with the environment to influence behavior
8. How psychological mechanisms are influenced by evolution

Content Standards With Performance Standards and Suggested Performance Indicators
CONTENT STANDARD 1: Structure and function of the neuron

Students are able to (performance standards):

1.1 Identify the neuron as the basis for neural communication. Students may indicate this by (performance indicators):
• Using diagrams, models, and/or computer programs to identify the structure and function of different parts of a neuron
• Discussing how internal and external stimuli initiate the communication process in the neuron
• Describing the electrochemical process that propagates the neural impulse

1.2 Describe how information is transmitted and integrated in the nervous system.

Students may indicate this by (performance indicators):
• Describing the process of synaptic transmission
• Contrasting excitatory and inhibitory transmission

1.3 Analyze how the process of neurotransmission can be modified by heredity and environment.

Students may indicate this by (performance indicators):
• Comparing the effects of certain drugs or toxins with the effects of neurotransmitters in relation to synaptic transmission
• Discussing the role of neurotransmitters in Parkinson’s disease, hyperactivity, and/or multiple sclerosis

CONTENT STANDARD 2: Organization of the nervous system

Students are able to (performance standards):

2.1 Classify the major divisions and subdivisions of the nervous system. Students may indicate this by (performance indicators):
• Describing how views of the nervous system have evolved
• Identifying the central nervous system and its component parts
• Identifying the peripheral nervous system and its subdivisions

2.2 Differentiate the functions of the various subdivisions of the nervous system.

Students may indicate this by (performance indicators):
• Comparing the functions of the somatic and autonomic nervous systems
• Explaining the function of the sympathetic and the parasympathetic nervous systems on heart rate or other physiological responses in an emotional situation

CONTENT STANDARD 3: Hierarchical organization of the structure and function of the brain

Students are able to (performance standards):

3.1 Identify the structure and function of the major regions of the brain.
Students may indicate this by (performance indicators):
• Identifying the regions of the brain by using diagrams and/or computer-generated diagrams
• Summarizing the functions of the major brain regions

3.2 Recognize that specific functions are centered in specific lobes of the cerebral cortex.

Students may indicate this by (performance indicators):
• Describing the functions controlled by the frontal, parietal, occipital, and temporal lobes of the cerebral cortex
• Relating examples of research on cortical functioning

CONTENT STANDARD 4: Technologies and clinical methods for studying the brain

Students are able to (performance standards):

4.1 Explain how research and technology have provided methods to analyze brain behavior and disease.

Students may indicate this by (performance indicators):
• Describing how lesions and electrical stimulation in animal research provide information about brain functions
• Discussing how the use of the CAT scan, PET scan, MRI, and EEG provides information about the brain

CONTENT STANDARD 5: Specialized functions of the brain’s hemispheres

Students are able to (performance standards):

5.1 Compare and contrast the influence on brain function between the left and right hemispheres.

Students may indicate this by (performance indicators):
• Identifying the role of the corpus callosum in hemispheric communication
• Identifying how vision, motor, language, and other functions are regulated by each hemisphere
• Explaining the purpose and findings of split-brain research

CONTENT STANDARD 6: Structure and function of the endocrine system

Students are able to (performance standards):

6.1 Describe how the endocrine glands are linked to the nervous system.
Students may indicate this by (performance indicators):
• Discussing the effect of the hypothalamus on the endocrine system
• Identifying the influence of fetal hormones on sexual differentiation of the central nervous system
• Giving examples of how hormones are linked to behavior and behavioral problems

CONTENT STANDARD 7: How heredity interacts with environment to influence behavior

Students are able to (performance standards):

7.1 Assess the effects of heredity and environment on behavior.
Students may indicate this by (performance indicators):
• Identifying the relationships among DNA, genes, and chromosomes
• Differentiating between genotype and phenotype
• Explaining how chromosomal abnormalities can cause Down and/or Turner’s syndrome
• Using twin and adoption studies to assess the influence of heredity and environment on behavior
• Comparing results from inbred and outbred strains of rats and mice

CONTENT STANDARD 8: How psychological mechanisms are influenced by evolution

Students are able to (performance standards):

8.1 Explain how evolved tendencies interact with the present environment and culture to determine behavior.
Students may indicate this by (performance indicators):
• Describing how the environment selects traits and behaviors that increase the survival rate of organisms
• Providing examples of the interaction of evolutionary mechanisms with the environment in the areas of gender differences and aggression
• Comparing and contrasting mating behavior in animals and humans
• Discussing how cultures differ in their management of time