EDST 3000 Psychology—Classical Conditioning

Name:

Amy Cox

Grade

level: 11

Expected Duration of Lesson

(hours, minutes, days): One class

period or 50 minutes.

Date:

3/12/2015

Lesson Topic/Title/Essential Question

Psychology: Classical Conditioning

Classical Conditioning: Pavlov’s Dogs

How can Classical Conditioning effect people in everyday life?

Standards/Benchmarks Addressed (use practicum district’s or Common Core curriculum

standards AND Discipline specific standards from relevant professional organization):

Source Content Area Standard (write it out)

2014

Wyoming

Social

Studies

Content &

Performance

Standards

SS12.2.2

Culture and Cultural

Diversity

SS12.2.2 Analyze human experience and

cultural expression (e.g., language,

literature, arts, traditions, beliefs,

spirituality, values, and behavior) and

illustrate integrated views of a specific

culture.

2014

Wyoming

Social

Studies

Content &

Performance

Standards

SS12.4.1

Time, Continuity, and

Change

SS12.4.1 Describe patterns of change

(cause and effect) and evaluate how past

events impacted future events and the

modern world.

2014

Wyoming

Social

Studies

Content &

Performance

Standards

SS12.6.3

Technology, Literacy,

and Global

SS12.6.3 Use digital tools to research,

design, and present social studies concepts

(e.g., understand how individual

responsibility applies in usage of digital

media).

https://www.iste.org/standards/nets-for-

students

Lesson Objectives: Students will be able to:

At the conclusion of this lesson, students will be able to explain and identify instances of

classical conditioning. In addition, students will be able to explain the workings and the reason

behind the experiment known as Pavlov’s Dogs.

Academic Language Objective: Based on the language demands of this lesson, how does this

lesson develop student abilities to understand and/or produce the academic language (e.g.

relevant genresi, key vocabulary or phrases, and/or linguistic features of the relevant genre) that

is part of this lesson? Please see the appendix of your TPAC content level material for a list of

genres, linguistic features, connector words, and/or text organization specific to your field.

Evaluation/Assessment: (Include Samples w criteria in Appendix)

Step by Step Procedures:

Language students will learn:

Classical Conditioning

Pavlov’s Dogs

Language students need to already know:

Stimuli

Informal/Formative:

Students will be monitored while they

conduct the Heartrate experiment to

check for understanding. At the

conclusion of class, students will turn

in their findings and understanding of

this lesson.

Formal/Summative:

Students will be asked to create a

testable example of classical

conditioning and will be asked to

monitor the results. It is a requirement

that those who they use to test their

experiment sign a release form saying

that they gave the student permission

to test their experiment.

Primary Instructional Model(s) used:

Cooperative

Direct Instruction

Presentation

Materials and Equipment Needed

Computer

Projector

Ruler

“Create an experiment” worksheet and

wavier form.

Poster board/paper

Markers

Expected

time

frame

What are you teaching? What is the

content? What is happening? (include

guiding questions and their purposes)

Standard(s) being met

Lesson

Opening

Aprox. 5

mins.

Teacher will start the class by playing a clip

from Woman in Black.

https://www.youtube.com/watch?v=7lReemW

mO5o During the clip, the teacher will

monitor student’s behaviors as the music

becomes more intense. The teacher will point

out if students act frightened by the music and

cover their eyes, ect. The teacher will point

out that the students have done this because

they have been classically conditioned to be

frightened and to expect something bad to

happen when the music gets more intense.

Explain that other—depending on their

upbringing will have a different response to

the stimuli.

Q: Would someone from the 1200’s have

the same reaction to this movie?

A: No, because they have not had the same

experiences as people today have had with

horror movies.

A: Maybe, music in some instances can be

universal.

*Other answers are accepted. Above are just a

couple answers that commonly come up.

SS12.2.2 Analyze human

experience and cultural

expression (e.g., language,

literature, arts, traditions,

beliefs, spirituality,

values, and behavior) and

illustrate integrated views

of a specific culture.

Transition

Aprox. 7

mins.

Together, the teacher and the students will

come up with approximately five (5) real-life

examples of when they have experienced

classical conditioning. Ie. After missing a

serve in volleyball, one runs or does push-ups.

When the front door shuts, you get excited

because your father is home from work.

(Write on white board. Let students get out of

their seats and help with this.)

Body of

Lesson

(note

important

transitions)

Aprox. 2

mins.

The teacher will play the following

clip from The Office which explains

Pavlov’s Dogs in a more humorous

manner.

https://www.youtube.com/watch?v=nE

8pFWP5QDM

SS12.4.1 Describe

patterns of change (cause

and effect) and evaluate

Aprox.

10 mins.

Aprox.

10 mins.

Aprox. 3

mins.

Aprox.

10 mins.

Students will read a short article

describing Pavlov’s Dogs.

In groups of two or three, students will

make a poster that explains Pavlov’s

experiment.

Once students have finished making

the posters, the will share in two group

what they have written. From here, the

teacher will ask for a volunteer to show

an example of classical conditioning.

The student who volunteers will sit in

the front of the classroom so that the

other students can observer the

student’s reaction to the stimuli. The

experiment will work as follows: The

teacher will tap the student’s desk

three times with a ruler; then, the

teacher will tap the student on the head

with the ruler. The teacher will repeat

this sequence three complete times. On

the fourth time, the teacher will tap the

desk all four times, but the student will

most likely still act as though he or she

is expecting to be tapped on the head.

Students will note his or her reaction.

Students will now conduct an

experiment in groups of two. Student

A will rest for one minute and then

take their resting heartrate. Student B

will then tap the desk with a pencil

three times. At the conclusion of the

taps, Student A will jump on one foot

for thirty seconds. Student A will then

take and record his or her heart rate.

This sequence will repeat four times.

Each time, Student A’s heartrate must

return to their resting heart rate.

Student B will then tap the desk 3

times and Student A will take his or

her pulse to see if their heartrate

increases without any additional

stimuli.

how past events impacted

future events and the

modern world.

Lesson

Closure

Students will use the remainder of the class

period trying to create an example of classical

SS12.6.3 Use digital tools

to research, design, and

present social studies

concepts

Aprox. 3-

5 mins.

condition which they could test. The results of

this experiment will be due in one week.

Students are excused when the bell rings.

Students are welcome to use personal devices

to research this.

(e.g., understand how

individual responsibility

applies in usage of digital

media).

https://www.iste.org/stand

ards/nets-for-students

Classroom Management and Organizational

Considerations: Note any concerns about room

arrangement, behavioral expectations, possible

problematic behaviors, materials handling, and

significant transitions.

For this lesson, student’s desks will be

placed in a “U” shape where they will be

able to see me and see one another.

Several students are hyper active—there is a

squishy stress-ball in the back closet for

these students to squeeze while the lesson is

presented. They know where the balls are

and will grab it when they enter the class

room. If other students would like to use a

stress-ball, there is a basket full in the back

closet.

There is a basket of fruit snacks, granola

bars, apples, and bread on the back table.

This food is open to my students and they are

welcome to help themselves to food before

and after class.

Differentiation/Special Consideration:

Describe specific strategies designed to

support students with specific learning needs

(varied learning styles/preferences,

exceptionalities/disabilities, family situations,

giftedness).

One student’s father has just passed

away. I am careful not to bring up the

subject and monitor her behavior. At

times, she needs to leave the classroom

and walk around in the hall for a few

minutes. I can tell if she is close to this

point by monitoring her facial

expressions and body language. She

knows that she can talk to me at any

time and she has permission to leave

my class and walk to the councilor’s

office when she feels in need of a

professional help.

Diversity/Cultural Considerations: For example,

does your lesson include multiple perspectives?

Does it provide a bridge between students’ home

cultures and the content? If you have English

language learners, what SDAIE strategies are you

using?

Three students are in the process of learning

English. Two are very fluent but sometimes I

need to slow down and avoid American

idioms to insure that they comprehends what

is being said. The third students is allowed to

use a tablet to translate things that he does

not understand. The Directions to the

Enrichment Activity: What activities will you

use if some/all students finish early and/or

master the presented content easily? Why will

you use these as enrichment activities? How

do these activities: a) extend student learning?

b) Reinforce ideas or skills? c) Introduce the

next topic?

Students should not finish the course

work early. However, if the discussion

takes less time than usual, students may

partner up with a set of flash cards and

quiz one another in preparation for the

upcoming exam.

Classical Conditioning Field Study has been

translated to Somalian for him.

Rationale/Reflection: Why is this teaching model appropriate for this lesson? How does it fit with the

curriculum? Indicate how specific research/theory guided your selection of specific strategies and

materials to help your students develop the factual knowledge, conceptual understandings, and skills

needed to meet learning objectives. Cite sources.

Students (this group in particular) have a tendency to remember material better and recall the

material more quickly when they can actively engage in the material especially since this group of

students has a high percentage of active learners. This lesson fits into the curriculum because it allows

students to use technology to research ways in which they plan to conduct their own experiment and it

also addresses the fact that people with different backgrounds will not have the same conditioned

response as the students in my class. The students may even differ in some of the things that they have

been conditioned for.

The idea of Classical Conditioning is fairly straight forward, when researching this topic, I

found some great activities from livestrong.com (http://www.livestrong.com/article/349928-classical-

conditioning-classroom-exercises) two of which I used in this lesson plan. This lesson is important

because classical conditioning is something that students should be aware of and understand how and

why it happens.

Valuable Sources

Classical Conditioning Classroom Exercises. (2015, January 28). Retrieved March 2, 2015, from

http://www.livestrong.com/article/349928-classical-conditioning-classroom-exercises.

Pavlov's Dogs | Simply Psychology. (n.d.). Retrieved March 11, 2015, from

http://www.simplypsychology.org/pavlov.html.

Pavlov Theory. (n.d.). Retrieved March 1, 2015, from

https://www.youtube.com/watch?v=nE8pFWP5QDM.

The Woman In Black - Official Trailer [HD]. (n.d.). Retrieved March 1, 2015, from

https://www.youtube.com/watch?v=7lReemWmO5o.

Pavlov's Dogs by Saul McLeod published 2007, updated 2013

Like many great scientific advances, classical conditioning was discovered accidentally.

During the 1890s Russian physiologist Ivan Pavlov was looking at salivation in dogs in

response to being fed, when he noticed that his dogs would begin to salivate whenever he

entered the room, even when he was not bringing them food. At first this was something of

a nuisance (not to mention messy!).

Pavlovian Conditioning Pavlov (1902) started from the idea that there are some things that a dog does not need to

learn. For example, dogs don’t learn to salivate whenever they see food. This reflex is ‘hard

wired’ into the dog. In behaviorist terms, it is an unconditioned response (i.e. a stimulus-

response connection that required no learning). In behaviorist terms, we write:

Unconditioned Stimulus (Food) > Unconditioned Response (Salivate)

Pavlov showed the existence of the unconditioned response by presenting a dog with a

bowl of food and the measuring its salivary secretions (see image below).

However, when Pavlov discovered that any object or event which the dogs learnt to

associate with food (such as the lab assistant) would trigger the same response, he

realized that he had made an important scientific discovery. Accordingly, he devoted the

rest of his career to studying this type of learning.

Pavlov knew that somehow, the dogs in his lab had learned to associate food with his lab

assistant. This must have been learned, because at one point the dogs did not do it, and

there came a point where they started, so their behavior had changed. A change in

behavior of this type must be the result of learning.

In behaviorist terms, the lab assistant was originally a neutral stimulus. It is called neutral

because it produces no response. What had happened was that the neutral stimulus (the

lab assistant) had become associated with an unconditioned stimulus (food).

In his experiment, Pavlov used a bell as his neutral stimulus. Whenever he gave food to his

dogs, he also rang a bell. After a number of repeats of this procedure, he tried the bell on its

own. As you might expect, the bell on its own now caused an increase in salivation.

So the dog had learned an association between the bell and the food and a new behavior

had been learnt. Because this response was learned (or conditioned), it is called a

conditioned response. The neutral stimulus has become a conditioned stimulus.

Pavlov found that for associations to be made, the two stimuli had to be presented close

together in time. He called this the law of temporal contiguity. If the time between the

conditioned stimulus (bell) and unconditioned stimulus (food) is too great, then learning will

not occur.

Pavlov and his studies of classical conditioning have become famous since his early work

between 1890-1930. Classical conditioning is "classical" in that it is the first systematic

study of basic laws of learning / conditioning.

Summary To summarize, classical conditioning (later developed by John Watson) involves learning to

associate an unconditioned stimulus that already brings about a particular response (i.e. a

reflex) with a new (conditioned) stimulus, so that the new stimulus brings about the same

response.

Pavlov developed some rather unfriendly technical terms to describe this process. The

unconditioned stimulus (or UCS) is the object or event that originally produces the reflexive /

natural response.

The response to this is called the unconditioned response (or UCR). The neutral stimulus

(NS) is a new stimulus that does not produce a response.

Once the neutral stimulus has become associated with the unconditioned stimulus, it

becomes a conditioned stimulus (CS). The conditioned response (CR) is the response to

the conditioned stimulus.

Name________________________

Please answer the following questions in complete sentences and provide specific examples

in your answers where appropriate.

1. What were your results of the Heart Rate experiment? Were you the participant or the

recorder?

2. What did these results demonstrate?

3. Can you think of anything in your life that has conditioned you to respond a certain way to

stimuli?

(Participant’s Name)

(Participant’s Signature)

(Student’s Name)

Classical Conditioning Field Study

Classical Conditioning happens on a daily basis and in most instances we are not even aware that

it is happening. Whether we are the conditioner or conditionee, we are most likely unaware that a

connection is being made to a given stimuli. For this assessment, you will need to design and experiment

of harmless classical conditioning. Please note that ANY EXPERIMENT THAT HARMS ANOTHER

PERSON OR ANIMAL WILL RECIVE A FAILING GRADE. Over the course of one week you will

perform your experiment and record the results. At the conclusion of your experiment please put your

results in writing and present a 4-8 page paper on your experiment on March 18th, 2015.

In your paper please address the following:

1. What is your experiment?

2. How will your experiment be conducted?

3. What stimuli was used to elicit the desired response?

4. What do you hypothesize will happen to your test subject?

5. Did your test subject respond in the way you predicted?

a. If not, how would you redesign your experiment?

In order for your assignment to receive a passing grade, you MUST have your participant sign the

waiver below. Projects without a waiver WILL NOT be graded. Please attach the waiver to your paper

and your experiment results.

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Participation Waiver

I _____________________ consent to participate in an experiment conducted by __________________.

________________________________

(Participant’s Name)

(Participant’s Signature)

(Student’s Name)

Qadiimiga ah qaboojiyaha Field Study

Qadiimiga ah qaboojiyaha dhaca si maalinle ah, iyo xaaladaha intooda badan ma nihin xitaa

ogaadaan in waxa dhacaya. Waxaan nahay In conditioner ama conditionee, waxaan u badan tahay ogayn

in xiriir ah ayaa la sameeyey si ay u wacyi gelin la siiyo. Wixii qiimeyntan, waxaad u baahan doontaa si

aad ugu qorshayso oo tijaabo ah conditioning classical aan dhib lahayn. Fadlan la soco in tijaabo kasta oo

dhaawaco qof kale ama xayawaan RECIVE fasalka ku guuldareystay A. Oo kooxdii ah hal todobaad oo

aad fulin doonaa tijaabo iyo natiijooyinka. Ugu danbayntii waxa ka mid ah tijaabo fadlan saaray

natiijooyin aad qoraal ahaan iyo bandhigaan warqad 4-8 bogga ku saabsan tijaabo on March 18-keedii,

2015-ka.

In aad warqad fadlan wax looga qabto arrimaha soo socda:

1. Waa maxay tijaabo?

2. Sidee tijaabo lagu qaban doonaa?

3. Waa maxay wacyi gelin badan waxaa loo isticmaalay in lagu helo jawaabta la

doonayo?

4. Maxaad hypothesize ku dhici doono maadooyinka imtixaanka?

5. Ma imtixaanka jawaab maado ee habka aad u saadaaliyay?

a. Haddii aan, sida aad dib-uhabeynta lahayd tijaabo?

Si shaqo si aad u hesho aflaxaan, waa inaad haysataa aad ka qaybgale saxiixdid tanaasul hoose.

Mashaariicda aan ka dhaafid DOONA MA loo qiimeeynayo. Fadlan ku lifaaq kacafinta in aad warqad iyo

natiijada tijaabo.

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Participation Waiver

I _____________________ consent to participate in an experiment conducted by __________________.

________________________________