Intelligence

UNIT LOGISTICS
Teaching Details
● Grade Level: 11-12th
● Course: Psychology B
● Unit Duration: April 16th-25th

UNIT OVERVIEW
UNIT Overarching Problem UNIT Objective(s) UNIT Summative Assessment(s)

Can intelligence be accurately SWBAT… Creating their own intelligence test

measured? If so, how? If not, why with 5-10 questions, along with
not? - Assess the problems and benefits follow up questions on their decision
of the IQ test. making.
- Judge the reliability of an
intelligence test
- Summarize different intelligencies
- Analyze their own emotional
intelligence.
- Describe what intelligence is and
where it comes from

Problem Space Key Concept(s) Procedural Knowledge Focus

What is the difference between  Intelligence Quotient Test Creating Questions

reliability and validity?  Emotional Intelligence
Is intelligence inherited or is it a skill  Multiple Intelligences
learned?  Test-Reliability
Are there different types of  Test-Validity
intelligences?  Cultural Bias
Why do people keep making  Creativity
intelligence tests?  Nature vs. Nuture

UNIT STANDARDS:

(From Michigan’s Social Studies Skills Standards)

P1.2 Interpret primary and secondary source documentsfor point of view, context, bias and frame
ofreference or perspective.

UNIT STRUCTURE
L1 Problem How does the Intelligence Quotient Test measure intelligence?

Objective SWBAT discuss the legitimacy of an IQ test

 Assessment Reflection worksheet on the IQ test they took

Primary Taking an IQ test and reflecting on it

Instructional
Activity

L2 Problem Is the IQ test a reliable test? Is it valid?

Objective SWBAT assess the validity and reliability of an IQ test

Assessment Creating 1-3 questions they would add to an IQ test

Primary Have a discussion on the legitimacy of the IQ test. Teach Reliability vs. Validity and
Instructional continue the discussion. Bring in Nature vs. Nurture debate. Students will finish class by
Activity making their own questions

L3 Problem How does bias show in intelligence tests?

Objective SWBAT compare and contrast the bias of different tests

Assessment Compare and contrast of a classic IQ test and a “culturally aware” test

Primary Students will take two tests, a classic IQ test, and a “culturally aware” IQ test. Will discuss
Instructional the similarities and differences in small groups. Students will then look at their own
Activity questions from the day before and assess their cultural bias.

L4 Problem How else can intelligence be measured?

Objective SWBAT identify different types of intelligences

Assessment Graphic Organizer on multiple intelligences

Primary Lecture on Howard Garner and different kinds of intelligences. Emotional Intelligence
Instructional Test. Discussion on its reliability and validity
Activity

L5 Problem Are multiple intelligences a fallacy?

Objective SWBAT take a stance and argue for or against multiple intelligences

Assessment Writing down a claim and evidence

Primary Students will take a Multiple Intelligences test. Then we will watch a video arguing
Instructional intelligences are a fallacy and students will think-pair-share their beliefs
Activity

L6 Problem Can intelligence be measured?

 Objective SWBAT create their own intelligence test

Assessment Creating their own intelligence test with 5-10 questions. Must complete a subsequent
question sheet

Primary Students will have time to create their own intelligence test, keeping in mind validity,
Instructional reliability, biases, etc.
Activity

L7 Problem Can intelligence be measured?

Objective SWBAT assess different intelligence tests

Assessment Creating their own intelligence test with 5-10 questions. Must complete a subsequent
question sheet

Primary Time to finish tests if needed. Once finished, students will take turns taking each other’s
Instructional tests and giving feedback/advice.
Activity
DAILY LESSON PLANS

LESSON 1: DATE(S)
LESSON Overarching Problem LESSON Objective LESSON Assessment

How does the Intelligence Quotient SWBAT discuss the legitimacy of an Reflection worksheet on the IQ test
Test measure intelligence? IQ test they took

LESSON STANDARDS (include full text of standards):

P1.2 Interpret primary and secondary source documents for point of view, context, bias and frame of
reference or perspective.

Resources:
- Chromebook Cart
- Classic IQ Test:
http://www.testq.com/education/quizzes/121-the-classic-iq-test

Lesson Sequence:

Instructional Teacher will... Students will...

Activity (Timing)

Warm-Up ● Remind students to do their bell ● Write down their answers on their bell
Question (5 work. (Question will be “What is work sheet
minutes) intelligence?”) ● A few students will report out
● 2-3 minutes into class will ask to
share some answers

Intelligence ● Ask students to pull out a piece of ● Write down their answers to the questions
Reflection (10 paper. on their own piece of paper and turn it in
minutes) ● Ask students to answer these the back
questions:
● “How would you rate your own
intelligence?”
● “How did you measure your own
intelligence?”
● “Are there more than one ways to
measure intelligence?”
● *Note to students they will not have
to share with the class, but I do want
to collect their work

Quick Lecture on ● Quick lecture on how intelligence is ● Should be listening, but do not have to take
Intelligence (10 defined, and a quick history of how notes
minutes) it was measured.

Take an IQ test ● Tell students to grab a Chromebook. ● Will grab their Chromebook, log in, go to
and On Google Classroom there will be a Google Classroom, take the Intelligence
reflect/prepare link to a classic Intelligence Quotient Quotient Test, and answer the subsequent
for discussion Test along with a Google Doc with questions
(Rest of Class reflecting questions. Tell students
~35 minutes) they should complete the test and
answer the questions and turn it in.
We will have a discussion tomorrow