Farcas MEMORY Lesson Plan
Farcas MEMORY Lesson Plan
The structure of the lesson plan (C.H.A.C.E.R.) and some activities are adapted from Dixon (2019).
Memory Test
Hook Students take this memory test.
Think-Pair-Share
Students answer this question: What were they doing cognitively in order to try to remember the information?
Back-to-Back Activity (see page 8-9)
Activity Students work in pairs and they sit back-to-back on two chairs. One partner is the artist and they are given a blank
piece of paper. The other partner is given a written description of the multi-store model of memory. They have to
explain the model and the other partner has to draw it. Without showing the drawing, once one partner has finished,
they can swap roles. Once both have had a try, they can compare their answers with the model posted on the second
page of the activity.
Why Are We Learning About Memory Formation and how can we improve it?
Reflect Students reflect on the potential value in learning about how memories are made. They also think about the
different ways of improving they memory and may watch this TED Talk: Feats of Memory Anyone Can Do
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Hook
Distinguish between implicit and explicit memory
Activity Students take notes on a mini lecture about implicit and explicit memory, based on the information presented
here.
“What Type of Memory is it?” Worksheet (see page 18)
Check-in Students complete the worksheet to identify the types of memory discussed.
Assessing Understanding
Reflect Students revisit the Key Terms Traffic Light Activity (see page 7) and assess their understanding of the concepts
covered in these two lessons. They may be encouraged to make flash cards for each key word. This way, the
consolidation activity for the next lesson can be playing “heads up” in pairs. One student holds up to their
forehead the flash card with the key word being shown to their partner, who has to give them clues about the
key word (e.g. definition).
Dixon, T. (2017, February 20). C.H.A.C.E.R.: The Themantic Lesson Plan. Themantic Education. https://www.themantic-
education.com/ibpsych/2017/02/20/c-h-a-c-e-r-the-themantic-lesson-plan/
How What Why – Quizzes, Tests & Riddles (2015, September 12). Memory Test: How Good is Your Memory? [Video]. Youtube.
https://www.youtube.com/watch?app=desktop&v=YZUiJLi7zow
Peterson, L., & Peterson, M. J. (1959). Short-term retention of individual verbal items. Journal of Experimental Psychology, 58(3), 193–
198. https://doi.org/10.1037/h0049234
Psychology Unlocked. (2016, November 27). Atkinson and Shiffrin’s Multi-Store Model of Memory. [Video]. Youtube.
https://www.youtube.com/watch?app=desktop&v=7G9IK_mUmRE
Prera, A (2020, October 26). Implicit and explicit memory. Simply Psychology. www.simplypsychology.org/implicit-versus-explicit-
memory.html
Ted (2012, May 10). Feats of memory anyone can do. [Video]. Youtube.
https://www.youtube.com/watch?app=desktop&v=U6PoUg7jXsA
TED-Ed. (2014, August 26). What happens when you remove the hippocampus? [Video]. Youtube.
https://www.youtube.com/watch?app=desktop&v=KkaXNvzE4pk
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Use colored pencils or highlighters. Color the boxes below based on how well you know the key term.
Memory
Registration (encoding)
Storage
Retrieval
Sensory memory (store)
Short-term memory (store)
Long-term memory (store)
Rehearsal
Transfer
Attention
Control processes
Multi-store Model of Memory
Declarative (explicit) memory
Procedural (implicit) memory
Back-to-back Activity
PARTNER 1 (THE ARTIST)
Pay attention to the instructions given by your partner. Your goal is to draw how memories are formed
using 8 key-terms (including a title).
You need to explain the following information to your partner so they can diagram how memories are
formed. Your partner has to diagram the multi-store model using only 8 key terms (including a title).
Our memories aren’t all located in one single space in our minds – we store our memories in three distinct stores.
These are the sensory store, the short-term store and the long-term store.
The sensory store is where we keep information from our senses (sights, sounds, smells, tastes, etc.) If we pay
attention to information that enters our sensory store, it will move into our short-term store. Attention is one of
the control processes that is responsible for the transfer of memory from one store to another.
Once information is in our short-term store, it will only be transferred to our long-term store if we rehearse the
information over and over. If we rehearse the information, it will transfer to the long-term store.
We can bring information back from our long-term store into our short-term store through a process called
retrieval. This is how we recall information when we need it.
What are some similarities and differences between your drawing and this model?
The MSM aims to illustrate how memories are formed through the interaction of memory stores and
control processes (cognitive processes that control the flow of information from one store to another, i.e.
attention, rehearsal, transfer, and retrieval)
Dixon (2019)
12
Video Activity
Watch this video and answer the following questions:
2. What are the three commonly agreed processes of memory? Define each one of them.
1.
2.
3.
Duration Capacity
Sensory memory
Short-term memory
Long-term memory
Strengths Weaknesses
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Procedure
• 24 psychology students were asked to recall trigrams (meaningless three-consonant syllables), such
as TGH, CLS.
• The trigrams were presented one at a time and had to be recalled after intervals of 3, 6, 9, 12, 15 or
18 seconds respectively for each trial. No two successive trigrams contained any of the same letters.
• After hearing a trigram, participants were asked to count backwards in threes or fours from a specified
random number until they saw a red light appear (then they recalled the trigram). The purpose was
to prevent rehearsal.
Findings
• The results showed that the longer each student had to count backwards, the less well they were able
to recall the trigram accurately.
• After 3 seconds 80% of the trigrams were recalled correctly.
• After 6 seconds this fell to 50%.
• After 18 seconds less than 10% of the trigrams were recalled correctly.
Conclusion
Short-term memory has a limited duration (of about 18 seconds) when rehearsal is prevented. It is
thought that this information is lost from short-term memory from trace decay.
Questions
Must have an answer to this question: How do the findings of this study compare to the results you
obtained in the replication of the study?
Amazing if you can answer these questions:
1. Why is the backwards counting necessary to test short-term duration?
2. How did Peterson and Peterson show the duration of the short-term store?
3. What is the research method of the study conducted by Peterson and Peterson?
4. What are some strengths and weaknesses of the study conducted by Peterson and Peterson?
Use the MSM claims and word bank provided to fill in the blanks:
While explaining PTSD, I tell you that next class there will be a quiz on it. Therefore, you pay
__________________. The explained information (what you see projected and what you hear me say) goes
into the__________ store. By paying attention to the information, it is transferred to the _________store. You
write down the information in your notes. This could be the _____________ since you are going over the
information again. You participate in an activity where you need to help a classmate understand what PTSD
means. So, you are likely to ________ the information from the ______________________ to
________________________. By explaining, you are ______________ the information again. The more times
you repeat the retrieval-rehearsal process, the stronger your ______________will be, and the better you will
Complete the following crossword based on the clues gathered from each station. Your goal is to find
the topic of today’s lesson (14 across).
3
8
4 11
5 6 13
7 9
1 10 12
14
18
STATION ONE
STATION TWO
Unscramble the letters and figure out his first and last name.
Add it to the crossword (2 down).
STATION THREE Play this quizizz and keep track of all the correct answers. You’ll
need them to complete the following places in the crossword:
3.
4.
5.
6.
7.
8.
10.
12.
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STATION FOUR
Label the first store and the two control processes that are missing in the diagram. Then, complete the
following places in the crossword 9, 11 and 13.
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1. Susie is baking blueberry muffins and goes through the following steps: she preheats the oven, mixes
all the ingredients in the order in which they are presented, greases the muffin pan, places the batter
in separate cups, places the pan in the oven and then sets the timer.
2. In school, John is asked to name the first president of the United States and he answers, “George
Washington”.
3. Johanna is giving a speech in her Speech class about her most memorable birthday, which was her
Sweet 16 birthday party.
4. Rebecca goes into a restaurant with her 5-year-old niece and sits down. The niece seems fidgety and
wants to eat because she is so hungry. Rebecca explains to her that they need to wait to order. She
knows since this is a not a fast-food restaurant that they must wait first for the server to bring them
some menus. Next, they have to give a drink order and then when the server comes back, they need
to give him/her their dinner order. Salads will be brought out, and when they are finished with the
salads, their dinners will be brought to the table. Finally, they will finish their meal with dessert.