Summary
In this lesson, students first reflect on how they respond to stimuli in their environment. Next, students work to identify stimuli and responses to common scenarios. Students then summarize a reading and a video on Pavlov’s learning theory. Learning is extended by students through creating a classical conditioning example in groups. Finally, students illustrate their understanding of Pavlov’s learning theory by creating a meme about classical conditioning.
Essential Question(s)
How is behavior influenced?
Snapshot
Engage
Students reflect on how they behave when exposed to certain stimuli.
Explore
Students categorize stimuli and responses to certain scenarios.
Explain
Students summarize a video and a reading about classical conditioning.
Extend
Students create a classical conditioning scenario.
Evaluate
Students create a meme that demonstrates their understanding of classical conditioning.
Materials
Lesson Slides (attached)
Conditioning Scenarios handout (one scenario per group of three students; attached)
H-Chart handout (one per student; attached)
Pavlov Reading handout (one per student; attached)
Conditioning Chart handout (one per group of three students; attached)
Personal device with internet access
Notebook paper
Pen/pencil
Colored pencils/markers
Engage
10 Minute(s)
Use the attached Lesson Slides to guide the lesson. Have students take out a piece of notebook paper and display slide 3. Using the Think, Pair, Share strategy, ask students to write down their thoughts to the questions on slide 3. The questions ask about students to think about what they do when they hear their phone ring, when the bell rings at the end of class, and what they do when someone sneezes. When students have completed the first task, ask them to pair up and discuss what they have written down with their partners. Invite several students to share their thoughts to the class.
Move through slides 4 and 5 to review the essential question and lesson objectives with students.
Explore
15 Minute(s)
Place students into groups of three. Display slide 6 and review the definitions for an unconditioned stimulus, unconditioned response, conditioned stimulus, and conditioned response.
Provide each group with one of the Conditioning Scenarios and preview the activity with the students. Ask them to read over their given scenario, then work in their group to decide what the different stimuli and responses are for each part of the scenario.
Show slide 7, which has a scenario with the stimuli and responses designated. Share the example with students so they are clear on their task. Provide about ten minutes for students to break down their scenario in their groups.
Ask each group to share what they determined to be the stimuli and responses. Slides 8 and 9 have the solutions to all five scenarios. Share these with students, if necessary.
Explain
25 Minute(s)
Pass out the attached H-Chart handout and the Pavlov Reading handout to each student. Introduce the Paired Texts H-Chart strategy to students by explaining that the left side of the H-Chart will be a summary of a reading and the right side will be a summary of a video. Students will then combine what they have learned from the reading and video to answer the question in the middle of the H-Chart.
Display slide 10 and have students first read the Pavlov Reading individually. Afterwards, have them summarize the main points on the left side of the H-Chart. Next, play the “Pavlov’s Classical Conditional” video for students.
After the video, provide a few minutes for students to add a summary to the right side of the H-Chart. Have students pair up to write a response to the question in the center of the H-Chart: According to classical conditioning learning theory, how can behavior be influenced? Ask for several volunteers to share what they wrote as a response.
Extend
20 Minute(s)
Have students create the same groups of three from earlier in the lesson. Pass out the attached Conditioning Chart to each group and move to slide 11. Tell students to work together and develop their own classical conditioning example, one that has not been already presented. Have students write and illustrate their example on the Conditioning Chart. Use the example as a model. Consider displaying the completed charts in the classroom for students to view.
Evaluate
10 Minute(s)
Display slide 12 and use the What do you Meme? strategy to have students create a meme that represents classical conditioning. Students can individually create memes or make one in their group of three. Direct students to use their personal device to navigate to the meme generator website on slide 12. An example of a meme on classical conditioning is on the slide for students. Allow about ten minutes for students to create their meme. Have several students share their meme creations with the class.
Collect the completed H-Charts and Conditioning Charts to assess student understanding of the lesson content.
Resources
K20 Center. (n.d.). Google slides. Tech Tools. https://learn.k20center.ou.edu/tech-tool/2335
K20 Center. (n.d.). Padlet. Tech tools. https://learn.k20center.ou.edu/tech-tool/1077
K20 Center. (n.d.). Paired texts H-Chart. Strategies. https://learn.k20center.ou.edu/strategy/132
K20 Center. (n.d.). Think-pair-share. Strategies. https://learn.k20center.ou.edu/strategy/139
K20 Center. (n.d.). What do you meme? Strategies. https://learn.k20center.ou.edu/strategy/984
Sprouts (2020). Pavlov’s classical conditioning. [Video]. YouTube. Https://youtu.be/jd7Jdug5SRc