Lesson Plan
Behavior Measurement Blueprint
Students will learn to identify and record observable behaviors using basic functional assessment methods and practice collecting real-time behavior data to inform classroom interventions.
Understanding and tracking behaviors empowers students to reflect on their own actions, fosters self-awareness, and provides teachers with actionable data to tailor support, improving both the learning environment and individual outcomes.
Audience
6th Grade Class
Time
45 minutes
Approach
Interactive activities, guided practice, and reflective discussion.
Materials
- Tracking Behavior 101 Slide Deck, - Behavior Bingo Warm-Up Activity, - Why Data Matters Discussion Discussion Guide, and - Reflection Exit Ticket Form
Prep
Prepare Materials
10 minutes
- Review Tracking Behavior 101 to familiarize yourself with slides and embedded scenario prompts
- Print enough copies of the Behavior Bingo Warm-Up cards for each student
- Organize discussion questions and prompts in the Why Data Matters Discussion
- Print or set up digital access for the Reflection Exit Ticket
Step 1
Behavior Bingo Warm-Up
5 minutes
- Distribute one bingo card from Behavior Bingo Warm-Up to each student
- Call out real or hypothetical behaviors (e.g., "raising your hand to ask a question")
- Students mark matching behaviors on their cards
- First three students to get bingo share one behavior they marked and why it matters
Step 2
Introduction to Behavior Tracking
15 minutes
- Present key concepts from Tracking Behavior 101
- Define Functional Behavior Assessments (FBA) and explain observable vs. inferred behaviors
- Demonstrate simple data-collection methods (tally, duration, frequency)
- Use built-in slide scenarios to show how to record data accurately
Step 3
Guided Practice with Scenarios
10 minutes
- Pair students and assign each pair a scenario from the slide deck
- Provide mini-tracker templates on the slide deck for hands-on recording
- Students observe or role-play the scenario and collect behavioral data
- Pairs share one key observation and discuss any challenges in tracking
Step 4
Why Data Matters Discussion
10 minutes
- Use the Why Data Matters Discussion to lead a whole-class conversation
- Prompt: "How can tracking our behaviors help us learn and grow?"
- Ask: "What changes might we make based on data?" and "How could teachers use this information?"
- Encourage students to connect to real-world examples (sports stats, health tracking)
Step 5
Reflection Exit Ticket
5 minutes
- Distribute the Reflection Exit Ticket
- Students answer: "One new thing I learned","One question I still have","One way I might use behavior tracking"
- Collect exit tickets to assess understanding and guide future lessons
Slide Deck
Tracking Behavior 101
In this mini-course, you will learn:
- What Functional Behavior Assessment (FBA) means
- How to distinguish observable versus inferred behaviors
- Three simple data-collection methods
- Practice recording behavior in real scenarios
Welcome everyone! Today we’ll explore how to track behaviors objectively so we can use data to help ourselves and others grow. Introduce the idea that behavior tracking is like keeping a record of what we do, much like coaches track game stats.
FBA Basics
• Definition: Functional Behavior Assessment (FBA) is a systematic way to observe and record behaviors to learn why they occur.
• Observable vs. Inferred Behaviors:
- Observable: Actions you can see or hear (e.g., raising hand, calling out)
- Inferred: Assumptions about thoughts or feelings (e.g., “She’s bored,” “He’s frustrated”)
Explain that Functional Behavior Assessment (FBA) is a process for understanding why someone does a behavior by focusing on what we can see. Emphasize the importance of observable actions rather than guessing thoughts or feelings.
Data-Collection Methods
-
Tally Counts
- Put a mark each time the behavior happens.
-
Frequency Recording
- Keep a running total of occurrences during a set time.
-
Duration Recording
- Measure how long the behavior lasts from start to finish.
Introduce each method with a quick demonstration or drawing on the board. Show how tally marks work, then how you could time a behavior for duration, or simply count how many times it happens (frequency).
Example: Counting Hand-Raises
Behavior: Raising hand to answer a question
Time Period: 10 minutes
Tally Chart:
- | | | | |
Frequency Table:
- Occurrences: 5
- Duration: N/A
Walk through this example: Sarah raises her hand five times in ten minutes. Show how it looks as tally marks and a simple table. Point out how clear data can guide a teacher to praise participation or prompt more questions.
Practice Scenarios
Scenario A: Tom talks out of turn 4 times in 5 minutes.
- Which method would you use? Why?
Scenario B: Maria works quietly on her test for 8 out of 10 minutes.
- Which method fits best? How would you record it?
Present two short scenarios and ask students to choose a method and record data for each. Encourage them to think about which method gives the clearest information.
Next Steps
• Remember:
- Focus on what you can see or hear.
- Choose the method that best captures the behavior.
• Coming Up: - Guided practice in pairs
- Whole-class discussion on why data matters
Summarize the key points and remind students that in our guided practice they will role-play scenarios and collect real data in pairs. Encourage them to ask questions if anything is unclear.
Activity
Behavior Bingo Warm-Up
Overview:
This fast-paced bingo game introduces students to common classroom behaviors. As behaviors are called out, students mark them on their cards. It encourages active listening and sparks discussion about why these behaviors matter.
Materials:
- Printed Bingo cards (5×5 grids) with different classroom behaviors in each square
- Markers, chips, or pencils for covering spaces
Behavior Squares (sample list):
- Raising hand before speaking
- Listening quietly
- Sharing materials
- Staying on task
- Working cooperatively
- Following directions
- Asking for help politely
- Respecting personal space
- Taking turns
- Using an appropriate voice level
- Cleaning up area
- Waiting patiently
- Checking work carefully
- Using kind words
- Keeping eyes on speaker
- Sitting in assigned seat
- Contributing ideas
- Offering encouragement
- Using time wisely
- Keeping hands to yourself
Instructions:
- Distribute one unique bingo card and markers to each student.
- Explain the rules: when you call out a behavior, students cover it if it appears on their card.
- Call out behaviors one at a time, using the sample list or adding your own.
- The first student to cover an entire row, column, or diagonal shouts “Bingo!” and shares three behaviors they marked and why each is important.
- Continue playing until three winners are recognized or time is up.
Debrief Questions:
- Which behaviors were easiest to recognize? Why?
- How do these behaviors help everyone learn?
- What behavior will you try to practice today?
Return to Behavior Measurement Blueprint for next steps!
Discussion
Why Data Matters Discussion Guide
Purpose
Help students understand the value of collecting behavior data and how it can guide personal growth and classroom support.
Objectives
- Explain two reasons why tracking behavior is helpful.
- Describe at least one change you might make using behavior data.
- Connect behavior tracking to real-world examples.
Discussion Prompts
1. How can tracking our behaviors help us learn and grow?
- Prompt students to think about self-awareness and progress monitoring.
- Possible ideas: noticing when we get off task, celebrating small wins, setting personal goals.
Student Response:
Follow‐Up Questions:
- Can you share a time when you tracked something (like steps or game scores)? How did that help?
- What might happen if we never looked at our behavior data?
2. What changes might we make based on our behavior data?
- Encourage students to suggest adjustments (e.g., taking more breaks, asking for help sooner, praising peers).
Student Response:
Follow-Up Questions:
- How would you decide which data point to focus on?
- How can small changes add up over time?
3. How could teachers use behavior data to support students?
- Guide students to see data as a tool for planning lessons, giving feedback, and offering extra help.
Student Response:
Follow-Up Questions:
- What might a teacher notice if they see lots of “off-task” marks at the same time each day?
- How could a teacher use positive data (e.g., high on-task behavior) to encourage others?
Real-World Connection
- Compare behavior tracking to sports statistics (points scored, minutes played) or health data (steps walked, hours slept).
- Ask: What would a coach or doctor do with that data?
Student Response:
Reflection
- Invite each student to share one big takeaway.
- Close by asking: “What is one new way you want to use behavior data this week?”
Student Response:
Cool Down
Reflection Exit Ticket
Name: ____________________________ Date: __________
-
One new thing I learned about behavior tracking:
-
One question I still have:
-
One way I might use behavior tracking this week:
-
Rate your understanding of tracking behaviors (circle one):
- Not sure - A little confident - Very confident