Lesson Plan
Conditioning Chronicles
Students will be able to identify and describe key classical and operant conditioning experiments, analyze their components (who, what, when, results), and present their findings clearly in a slide deck.
Understanding classical and operant conditioning helps students grasp fundamental principles of learning and behavior, which are essential for understanding human and animal psychology. This project also develops research and presentation skills.
Audience
8th Grade
Time
45 minutes
Approach
Research, analyze, present.
Materials
Project Guide: Conditioning Chronicles, Slide Deck: Conditioning Chronicles Presentation, Rubric: Conditioning Chronicles Project, Computers/Tablets with internet access, and Presentation software (e.g., Google Slides, PowerPoint)
Prep
Teacher Preparation
15 minutes
- Review the Project Guide: Conditioning Chronicles, Slide Deck: Conditioning Chronicles Presentation, and Rubric: Conditioning Chronicles Project.
- Ensure access to computers/tablets and presentation software.
- (Optional) Prepare an example slide or discuss one of the listed experiments briefly to model expectations.
Step 1
Introduction to Conditioning
10 minutes
- Warm-Up & Hook: Begin by asking students about how habits are formed or how animals learn tricks. Introduce the concepts of learning and conditioning.
2. Introduce Classical & Operant Conditioning: Briefly explain both types of conditioning using simple, relatable examples (e.g., Pavlov's dogs for classical, training a pet for operant). Use the first few slides of the Slide Deck: Conditioning Chronicles Presentation to guide this discussion.
3. Project Overview: Introduce the 'Conditioning Chronicles' project. Explain that students will become 'psychology detectives' to research famous experiments.
Step 2
Research & Planning
20 minutes
- Distribute Project Guide: Hand out the Project Guide: Conditioning Chronicles and review the instructions and list of experiments. Emphasize that students should choose 1-2 experiments (either all classical, all operant, or one of each).
2. Form Groups (Optional) / Individual Work: Students can work individually or in small groups (teacher's discretion).
3. Guided Research: Students begin researching their chosen experiment(s). Circulate to assist students in finding reliable information and understanding the key components of each experiment (when, who, what, type, results).
Step 3
Presentation Creation
10 minutes
- Slide Deck Setup: Guide students to start creating their presentation slides using their chosen software. Remind them to follow the structure outlined in the Project Guide: Conditioning Chronicles and refer to the Rubric: Conditioning Chronicles Project for grading criteria.
2. Check-in: Briefly check in with each student or group to ensure they are on track and understand the expectations for their slides.
3. Wrap-Up & Next Steps: Explain that the presentations will be completed and shared in a follow-up session or for homework. Collect any initial planning notes or drafts if desired.
Step 4
Cool Down
5 minutes
- Exit Ticket: Ask students to write down one interesting fact they learned or one question they still have about classical or operant conditioning on an exit ticket. (Consider creating a Cool Down: Conditioning Reflections material for this).
use Lenny to create lessons.
No credit card needed
Slide Deck
Conditioning Chronicles
Unlocking the Secrets of How We Learn!
Welcome students and introduce the idea of how we learn and form habits. Ask guiding questions to activate prior knowledge.
What is Learning?
Learning is how we acquire new knowledge, behaviors, and skills.
But how do we really learn?
Today, we're becoming psychology detectives to find out!
Explain that learning isn't just about school; it's how we adapt to the world. Introduce the concept of 'conditioning' as a type of learning.
Classical Conditioning: The Reflex Fixer
Learning to associate an involuntary response with a new stimulus.
Think: Reflexes and automatic reactions!
Example: Your mouth watering when you smell your favorite food.
Introduce Classical Conditioning with a simple definition and a very brief, relatable example before diving into Pavlov. Highlight the involuntary nature.
Operant Conditioning: Choices & Consequences
Learning to associate a voluntary behavior with its consequences.
Think: Rewards and punishments shaping your actions!
Example: Studying hard for a good grade.
Introduce Operant Conditioning with a simple definition and a brief, relatable example before diving into Skinner. Highlight the voluntary nature and consequences.
Your Mission: Psychology Detectives!
You will investigate famous conditioning experiments!
Your goal: Understand the experiment, who was involved, and what we learned from it.
Get ready to uncover some amazing scientific discoveries!
Introduce the project. Explain that students will be researching famous experiments and creating their own mini-presentations. Set the stage for their role as 'psychology detectives'.
Project Guide
Conditioning Chronicles: Psychology Detective Project
Your Mission
Welcome, Psychology Detectives! Your mission is to research one or two famous experiments related to either classical or operant conditioning. You will then create a short slide presentation (3-5 slides per experiment) to share your findings with the class.
This project will help you understand how psychologists have studied learning and behavior, and how these principles apply to real life.
Project Requirements
For each experiment you choose, your presentation must include:
Slide 1: Experiment Overview
- Experiment Name: The name of the famous experiment.
- When it Happened: The approximate year or period the experiment took place.
- Who Was Involved: The key psychologist(s) who conducted the experiment.
Slide 2: What Happened?
- Experiment Entailed: Describe in detail what happened during the experiment. What materials were used? Who or what were the subjects?
Slide 3: What Type of Conditioning?
- Type of Conditioning: Clearly state whether it was Classical Conditioning or Operant Conditioning.
- Why? Explain why it fits that type of conditioning. What evidence from the experiment supports your claim? (e.g., Was it an involuntary response? Was a voluntary behavior reinforced or punished?)
Slide 4 (Optional): The Big Reveal
- Results & Conclusion: What were the major findings or results of the study? What did we learn about learning or behavior from this experiment?
Slide 5 (Optional): Your Takeaway
- Your Reflection: What did you find most interesting or surprising about this experiment? How does it connect to something you observe in daily life?
Choosing Your Experiment(s)
Select one or two experiments from the lists below. You can choose two classical, two operant, or one of each.
Classical Conditioning Experiments:
- Ivan Pavlov's Dog Experiment (the most famous!)
- John B. Watson's "Little Albert" Experiment
- Mary Cover Jones's "Little Peter" Experiment (counter-conditioning)
- Shepard Siegel's Drug Tolerance Studies (conditioned compensatory response)
Operant Conditioning Experiments:
- B.F. Skinner's Skinner Box Experiments (rats/pigeons)
- Edward Thorndike's Puzzle Box Experiments (cats)
- Albert Bandura's Bobo Doll Experiment (though more observational learning, it demonstrates learning from consequences - use with caution or as an advanced option)
- Wolfgang Kohler's Chimpanzee Studies (insight learning, but can be framed to discuss reinforcement of problem-solving behavior)
Presentation Tips
- Keep your slides clear and concise.
- Use images or diagrams to help explain the experiment.
- Practice presenting your information!
Good luck, detectives!
Rubric
Conditioning Chronicles Project Rubric
Student Name: _________________________ Date: _________
Experiment(s) Researched: __________________________________________________
| Criteria | 4 - Exceeds Expectations | 3 - Meets Expectations | 2 - Approaches Expectations | 1 - Needs Improvement | Score |
|---|---|---|---|---|---|
| Experiment Overview | Clearly and comprehensively identifies experiment, dates, and key individuals. | Accurately identifies experiment, dates, and key individuals. | Identifies most information but may have minor inaccuracies or omissions. | Significant inaccuracies or missing information regarding the experiment overview. | |
| Experiment Details | Provides a thorough, accurate, and detailed description of the experiment process. | Accurately describes the main steps and components of the experiment. | Provides a basic description but lacks detail or has some inaccuracies. | Description is vague, inaccurate, or missing crucial details. | |
| Type of Conditioning | Clearly and accurately identifies the type of conditioning and provides a strong, logical explanation with evidence from the experiment. | Correctly identifies the type of conditioning and provides a reasonable explanation. | Identifies the type of conditioning but the explanation is weak or partially incorrect. | Incorrectly identifies the type of conditioning or provides no explanation. | |
| Results & Conclusion | Clearly and accurately states the experiment's results and draws insightful conclusions about learning/behavior. | Accurately states the results and draws reasonable conclusions. | States results with some accuracy but conclusions are vague or incomplete. | Results are unclear, inaccurate, or conclusions are absent/incorrect. | |
| Presentation Clarity | Slides are exceptionally well-organized, visually engaging, and easy to understand. | Slides are organized, clear, and generally easy to understand. | Slides are somewhat organized but may have minor clarity issues or be less engaging. | Slides are disorganized, difficult to read, or lack visual appeal. | |
| Oral Presentation | Presents confidently, articulately, and demonstrates a deep understanding of the topic. | Presents clearly and articulately, demonstrating good understanding of the topic. | Presentation is somewhat clear but may lack confidence or full understanding. | Presentation is unclear, hesitant, or demonstrates a lack of understanding. | |
| Research Effort | Demonstrates extensive research beyond basic requirements; includes rich details. | Adequately addresses all research requirements as outlined in the project guide. | Addresses most research requirements, but some areas may be underdeveloped. | Minimal research evident; fails to address several key requirements. | |
| Total Score |
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