Spark 101 Lesson Plan
Video Presentation Title:
How Teachers Motivate Their Students to Succeed
Assessment/Demonstration of Learning:
SWBAT:
Design a lesson plan that incorporates research-based factors that increase students’ motivation to learn.
Unit of Instruction:
Motivation and Emotion
Subject/Course:
AP Psychology
Standards
Objective(s):
Advanced Placement
The student will be able to answer the following questions:
In this part of the course, students explore biological and social factors
that motivate behavior and biological and cultural factors that influence
emotion. AP students in psychology should be able to do the following:
• Identify and apply basic motivational concepts to understand
the behavior of humans and other animals (e.g., instincts,
incentives, intrinsic versus extrinsic motivation).
www.collegeboard.org




Resources Needed:





© 2016 Spark 101
What are the major cognitive and biological theories of
motivation
What is the humanist theory of motivation?
What factors motivate achievement?
What are the biological, behavioral, and cognitive components of
emotion?
Chart paper and markers
Spark 101 Student Engagement Resource: Think/Pair/Share
Spark 101 Student Engagement Resource: Fishbone Problem
Solving
Spark 101 Student Engagement Resource: Paired Verbal Fluency
Spark 101 Student Resource Video: Motivation and Emotions
Lesson Plan by Susan Patterson & Francisco Estrada, Summit International Prep, Arlington, Texas
Page 1 of 5
Lesson Component
Activator
(Prior to showing the
video presentation)
Time Allotted
Time:
5 minutes
Grouping:
Teacher Procedure
Ask the scholars to independently complete the Think/Pair/Share template. In the “My
Own Thinking” boxes, scholars will answer survey-type question about what
motivational system guides their behavior. Once completed, pair students to share
answers (compare and contrast). Afterwards, randomly call on partners to share
perspectives with the class. Partners should reflect varied academic levels.
Independent
Pairs
Small groups (3-5)
Whole group
VOCABULARY: instincts, homeostasis, extrinsic and intrinsic motivation
Problem/Motivation
(Part I of video)
Problem Solving
Activity
(Describe process for
identifying possible
solution(s) to the problem
presented)
© 2016 Spark 101
Time:
2-5 minutes
Time:
15_ minutes
Grouping:
Independent
Pairs
Small groups (3-5)
Whole group
Show the first segment of the video to your students, letting them know that they will
be working on solving the real-world problem after viewing.
Using poster board, come to a consensus regarding the problem and its constraints.
PART 1: What is a hero?
In this section, we will first discuss the major cognitive and biological theories of
motivation. Intrinsic and extrinsic motivation should be discussed as well as instincts,
with regard to academics and then the definition of “a hero.”
Next discuss the biological, behavioral, and cognitive components of emotion. Theories
such include Two-Factor and Facial feedback.
Use a random method to place students into groups of four. Share the Characteristics of
a Hero rubric and a blank lesson template for each group to design a lesson
incorporating the motivation and emotional theories.
Lesson Plan by Susan Patterson & Francisco Estrada, Summit International Prep, Arlington, Texas
Page 2 of 5
To develop the lesson plan, we suggest the Spark 101 Student Engagement Resource:
Fishbone Problem Solving. Students can put the objective of the lesson in the Topic
section and the learning outcome in the Effect of Future Plans section. Each “fin” of the
diagram can be used to develop each section of the lesson plan, incorporating biological,
behavioral and cognitive components of motivation and emotion of a “hero.”
Checks for Understanding
1. What biological factors influence the expression and experience of a hero?
2. What facial expressions provide feedback of heroism (emotion)?
Solving the Problem
(Part II of video)
Time:
2-10 minutes
The teacher will play segment 2 of the case study video to learn the teacher’s solution to
the presented problem.
Grouping:
Independent
Pairs
Small groups (3-5)
Whole group
Comparing Solutions and
Meaning
Time:
10 minutes
Grouping:
Independent
Pairs
Small groups (3-5)
Whole group
(Describe process for identifying
possible solution(s) to the problem
presented)
After the second part of the case study video is shown, pass out the lesson plan “Unsung
Hero Self-Portrait”. Give each group ample time to compare and contrast their plans
with this one, discussing and writing information on poster paper. Also, allow groups
to use rubric to score lesson plan.
Once groups have completed their analyses, allow them to present their lesson plan and
comparison with the teacher’s lesson plan.
Checks for Understanding


© 2016 Spark 101
Did your group incorporate motivation and emotion to engage students
during the lesson?
Using the rubric, score your lesson plan.
Lesson Plan by Susan Patterson & Francisco Estrada, Summit International Prep, Arlington, Texas
Page 3 of 5
Future Impact and
Meaning
(Part III of video)
Future Impact and Meaning
Time:
2-5 minutes
Time:
10 minutes
Grouping:
(Have students reflect on how
solving the problem might relate to
current or future goals)
Independent
Pairs
Small groups (3-5)
Whole group
Show this third and final segment of the video to your students, letting them know that
they will be reflecting on their thoughts related to pursing possible education pathways
and careers presented in the video.
The underlying theme of this case study is to investigate how teacher write lesson plans
to engage and motivate students to succeed.
Give each student a copy of the Spark 101 Student Engagement Resource: Paired Verbal
Fluency. Pair students with someone from a different group to complete this template.
This will allow students to find common ideas from the lesson and reinforce
understanding through terminology.
Checks for Understanding
What type of study/jobs/careers would directly impact this type of problem? What
types of jobs would support this work?
Write a job description that reflects your role in this project.
© 2016 Spark 101
Lesson Plan by Susan Patterson & Francisco Estrada, Summit International Prep, Arlington, Texas
Page 4 of 5
Summarizer/Closure
Time:
5 minutes
Discuss the importance of this lesson and what would make it better.
Assessment (if applicable)
Exit ticket: Allow scholars to write a summary of their paired reflection.
Additional Notes (if needed)
CK12 Connections (if available)
© 2016 Spark 101
Connections (if available)
Lesson Plan by Susan Patterson & Francisco Estrada, Summit International Prep, Arlington, Texas
Page 5 of 5