Kayleigh Forlow
Secondary Principles
ED 360/361
Fall, 2013
Lesson Plan Template
NOTE: This template can be typed in and expanded as needed. If you have additional items that you’d
like to include, please list them in the Notes section near the bottom of the template.
Name
Lesson Number (Highlight)
Kayleigh Forlow
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2
3
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Highlight ALL the appropriate statements
 I wrote the lesson after observing my teacher deliver the lesson
 I planned the lesson after my mentor teacher gave me the topic, materials, and standards
 I revised a lesson from my teacher or the Internet
 I observed my teacher teach this lesson during one class, and I taught it during a consecutive class
 I taught this lesson independently in my field placement
 I was videotaped teaching this lesson
Subject
Grade
Unit
th
th
th
AP Psychology
10 , 11 , and 12
Learning
Lesson Topic
Learning and Conditioning Defined, Introduction to Classical Conditioning
Length of Lesson
60 Minutes
STAGE 1: DESIRED RESULTS
Content Standards
(GLCEs, HSCEs,
Common Core)
Essential Question(s)
-
Distinguish general differences between principles of classical
conditioning, operant conditioning, and observational learning (e .g .,
contingencies)
-
Describe basic classical conditioning phenomena, such as acquisition,
extinction, spontaneous recovery, generalization, discrimination, and
higher-order learning
-
Identify key contributors in the psychology of learning (e .g ., Albert
Bandura, John Garcia, Ivan Pavlov, Robert Rescorla, B . F . Skinner, Edward
Thorndike, Edward Tolman, John B . Watson)
(College Board AP Psychology Topics and Learning Objectives)
How do psychologists define learning and what are the major components of this
definition?
What aspects of psychologists’ definition of learning differentiate this process
from reflexes or other autonomic experiences?
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Who was Ivan Pavlov and how did his research, initially intended to study dog’s
digestive processes, lead to the discovery of classical conditioning? How are the
basic elements of classical conditioning present in his study?
What is classical conditioning and what are the basic elements of classical
conditioning (i.e. unconditioned stimulus, conditioned stimulus, unconditioned
response, conditioned response)? How are these elements and the processes
which lead these responses to develop examples of learning based on
psychologists’ definition of learning?
Understanding Goal(s) Students will understand…
- what the definition psychologists use of learning is and how learning differs from
reflexes or other autonomic processes based on this definition
- who Ivan Pavlor was and how his research contributed to the discovery of what
we now call classical conditioning
-how the basic elements of classical conditioning are present in Pavlov’s study
with the dogs
- what classical conditioning is and what the basic elements of classical
conditioning are (i.e. unconditioned stimulus, conditioned stimulus, unconditioned
response, conditioned response)
-how the basic elements and processes which lead to a classically conditioned
response are examples of psychologists’ definition of learning
-how to identify and apply the elements of classical conditioning in hypothetical
situations and the real world, based on the definitions of these terms given in
lecture
Student Learning
Students will…
Outcome(s)
- Explain what learning means to them based on their personal experiences
and background knowledge
- Define what learning means to psychologists, including in this definition
the major components of what learning is that are discussed in the video
shown in class (see below)
- Identify who Ivan Pavlov was and explain how his research on dogs’
digestive processes led to the discovery of classical conditioning
- Identify and define what an unconditioned stimulus, a conditioned
stimulus, an unconditioned response, and a conditioned response are
- Apply knowledge of basic elements of classical conditioning to identify in
the original example of classical conditioning, Pavlov’s research findings on
dogs’ salivation and ringing of a bell, what the unconditioned stimulus,
conditioned stimulus, unconditioned response, and conditioned response
are
- Apply knowledge of basic elements of classical conditioning to identify in a
video, cartoon, or a written hypothetical example of classical conditioning
created by a peer what the unconditioned stimulus, conditioned stimulus,
unconditioned response, and conditioned response are
- Apply knowledge of basic elements of classical conditioning to generate
their own hypothetical scenario where classical conditioning is occurring,
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based on the definitions provided in class, that implies the presence of the
four basic elements of classical conditioning; this scenario will be shared
with a peer, so the student will also need to be able to explain to this
person how classical conditioning and the four elements that lead to it are
present in this scenario (e.g. what the unconditioned stimulus is in their
scenario)
STAGE 2: ASSESSMENT EVIDENCE
Formative – Performance Tasks
Students will individually complete a quickwrite on
what the term ‘learning’ means to them that includes
at least two specific examples of this definition of
learning found in daily life. Teacher will collect and
read these after class.
Students meet in small groups to generate a
definition of learning based on information provided
by psychologist speaking in YouTube video noted
below, and two examples of this definition of
learning from everyday life. Students will report back
their definition and examples with the class. Teacher
will collect and read these after class.
Students participate in a whole-class activity where
they will identify and explain what they think is the
unconditioned stimulus, the conditioned stimulus,
the unconditioned response, and the conditioned
response were in Pavlov’s classic experiment.
Teacher will check students’ collective answers to
this exercise during the class time by comparing them
to the information the students watch about Pavlov’s
experiment in a YouTube video (included below).
Students in partners identify what the unconditioned
stimulus, the conditioned stimulus, the
unconditioned response, and the conditioned
response in the three pop culture scenarios where
classical conditioning is present that are listed on the
“Classical Conditioning Elements in Pop Culture”
worksheet and shown in class are. Teacher will go
over answers in class and have students self-correct
their answers to these items on the worksheet.
Teacher will collect and read these after class.
Students individually write their own classical
conditioning scenarios and identify in these scenarios
Formative – Other Evidence (observations,
questioning)
While students are writing, teacher looks at
freewrites, over the shoulder.
When students are meeting with partners to define
learning, teacher observes and eavesdrops on
conversations, taking notes on both what
information from the video that students are
discussing should be incorporated in their definition
and the examples from everyday life they generate
based on this definition of learning.
During the whole-class activity on identifying and
explaining what are the unconditioned stimulus,
the conditioned stimulus, the unconditioned
response, and the conditioned response in Pavlov’s
classic experiment, the teacher will ask specific
questions to focus students’ on application of the
definitions of these terms/model questioning need
to correctly identify the aspects of classical
conditioning discussed in lecture to different stimuli
and responses presented in Pavlov’s experiment to
help them identify how the aforementioned
concepts are present in this scenario.
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What object in Pavlov’s experiment causes
the dog to naturally respond in a certain
way? (Bloom’s Understanding/Application)
What object in Pavlov’s experiment must
continuously be exposed with another item
that elicits a response all on its own to
cause the same response to be elicited by
the first item? (Bloom’s
Understanding/Application)
What response in Pavlov’s experiment does
the dog naturally show without any
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what are the unconditioned stimulus, the
conditioned stimulus, the unconditioned response,
and the conditioned response. Teacher will collect
and read these after class.
Students meet with a partner and each reads his or
her conformity scenario and responds to the others
by identifying in his/her partner’s scenario what the
unconditioned stimulus the conditioned stimulus, the
unconditioned response, and the conditioned
response are. Teacher will collect and read these
after class.
-
intervention from the experimenter?
(Bloom’s Understanding/Application)
What response in Pavlov’s experiment does
the dog show only after the connection has
been made between an object that
naturally produces a certain response and
an object that only produces a certain
response after being paired with the first
object? (Bloom’s
Understanding/Application)
While students are writing, teacher looks at
responses to classical conditioning scenarios, over
their shoulders.
When students are meeting in pairs, teacher
observes and eavesdrops on conversations, taking
notes on their discussion of the correct responses
to the classical conditioning scenarios, the content
of their own classical condition scenarios, and
partners’ responses to scenarios identifying what
the UCS, CS, UCR, and CR are in these scenarios.
Summative
At the conclusion of this unit, students will complete a 50 question multiple choice
test on concepts, experiments, phenomena, and other material that fall under the
following broad categories related to learning: what is learning, classical
conditioning, operant conditioning, comparing operant and classical condition,
and cognitive learning.
STAGE 3: LEARNING PLAN
Time
7 minutes
Activity
Teacher asks students to individually complete a quickwrite activity on the prompt
“Based on your personal experiences, how would you define what ‘learning’
means to you? Provide at least two specific examples of learning that you or
someone else is likely to encounter in their daily life in order to illustrate the
definition of learning that you have generated.” Teacher asks for three to four
students to volunteer to paraphrase for the class their definitions of learning and
the examples they provided of learning that occurs in daily life. Teacher will create
a list on the whiteboard of common elements of conceptions of learning found
across these students’ definitions. After student volunteers have finished sharing
these definitions, teacher asks students to identify any aspects of what defines
learning in their minds that are not already a part of the aforementioned list, and
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10 minutes
10-12 minutes
10- 11 minutes
adds any additional suggestions that students come up with to the list. Teacher
collects this “Learning” quickwrite at the end of the period.
Teacher shows YouTube video on learning (minutes 0 to 2:23 of
http://www.youtube.com/watch?v=DUa_F2OJT0k) to students; based on content
presented in video, students work with the person sitting next to them, or in a
group of three with the people in front or behind them if there is a student who
does not sit next to anyone, to generate a version of what they think is
psychologists’ definition of learning and two examples of learning that occur in
daily life based on the content of this definition. All students will write down the
definition and examples they and their group members generated in either
sentence or bullet-point form on the same piece of paper on which they
completed their “Learning” quickwrite. Teacher asks one person from each pair to
read their definition aloud to the class and to explain how the two examples of
learning in daily life that they come up with fit the key components of the
definition he/she and his/her partner came up with for learning.
With students’ thinking about learning primed by several student-generated
definitions of learning, teacher segues into delivering lecture using a PowerPoint
(attached to email) on how psychologists define what learning is, how learning is
different from reflexes and other autonomic responses, who Ivan Pavlov was, how
Pavlov’s research on dogs’ digestive processes led to the discovery of classical
conditioning, and what the key elements of classical conditioning are (i.e.
unconditioned stimulus, conditioned stimulus, unconditioned response,
conditioned response). Before beginning this lecture, the teacher will ask students
to take out a writing utensil and paper/notebook to take notes on the lecture,
particularly information related to questions #1-3, and #5 in packet or that
correlates to topics noted in sections I and II in the Chapter 5 outline (both can be
found in the Chapter 5 Unit Packet).
Teacher reviews specific details of Pavlov’s experiment with dogs and salivation
(i.e. set out to make dogs salivate when food not present; created experiment
where sounded bell before brought food into room which is action not usually
make dogs salivate, paired bell ringing and immediate presentation of food
number of times, found over time that dogs began to salivate when just rang bell
and did not present food); teacher facilitates modeling and scaffolding of students’
understanding of how to identify elements of classical conditioning in an example
situation by working through as a whole class the elements of classical
conditioning in Pavlov’s experiment on whiteboard; teacher asks students to
define in own words the definitions of unconditioned stimulus (UCS), conditioned
stimulus (CS), unconditioned response(UCR), and conditioned response (CR) that
were presented in lecture. Teacher poses questions (see formative assessment
section above) asking students to apply each definition one at a time to the
scenario in Pavlov’s experiment to determine what stimuli and responses in the
scenario fit each of the four elements of conditioning and to explain why these
stimuli fit each category. Teacher writes down what students believe to be
stimulus or response for each of the four elements on the whiteboard, along with
a paraphrase of students’ reasoning why each stimulus or response fits the
element it has been identified as being.
Once teacher and class have worked through identifying the four key elements of
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10 Minutes
classical conditioning as they are present in Pavlov’s seminal experiment, the
teacher will show a video identifying and explaining what the actual UCS, CS, UCR,
and CR are in Pavlov’s experiment (http://educationportal.com/academy/lesson/classical-conditioning.html show minutes 0:46 to
2:15). As the video plays, the teacher will put check marks on board by the
correctly identified and explained classical conditioning elements, and “x’s” next
to incorrectly identified elements. Once the video ends, the teacher will note
which elements students correctly identified and explained on their own; the
teacher will also at this time clarify and elaborate upon those elements they
incorrectly identified or explained by referring back to definitions of the classical
conditioning elements presented in lecture and explanations of how these
definitions apply to Pavlov’s experiment given in the video and in lecture. Before
moving on to the next segment of the lesson, the teacher show students quickly
the “Pavlov’s Dogs Game” on Nobel Prize website and notes they access this
interactive resource on their own as a way to further understand classical
conditioning based on the premise and components of Pavlov’s classic study
(http://www.nobelprize.org/educational/medicine/pavlov/).
Now that the teacher has modeled for students/ scaffolded students’ application
as a class of the definitions of the four elements of classical conditioning for the
learning scenario presented in Pavlov’s classic experiment, the teacher will have
students work in partners to apply the definitions of these same four elements to
three novel visual examples (two images and one video, all three included or
linked to in the PowerPoint) of a situation in which classical conditioning occurs.
The teacher will at this time distribute the “Classical Conditioning Elements in Pop
Culture” worksheet (attached to lesson plan) to each student and note that they
will be turning in this worksheet to the teacher at the end of the period. Students
will view two cartoons and one video (all included on PowerPoint) and work with
the person sitting next to them to identify in the appropriate spaces on worksheet
what are the unconditioned stimulus (UCS), conditioned stimulus (CS),
unconditioned response(UCR), and conditioned response (CS) in each scenario
presented.
After students finish viewing each of these examples of classical conditioning and
responding to the items on the “Classical Conditioning Elements in Pop Culture”
worksheet, the teacher will ask students to take out pen of different color than
the writing utensil they used to answer the items on the worksheet in order to
self-correct their responses to these items. At this time the teacher will remind
students that they will be turning in this worksheet at the end of the period, while
also mentioning now that the worksheet will not be graded for correctness but
rather for completion. The teacher will stress that if students provided an
incorrect answer to an item that they should mark the items they answered
incorrectly and include what the correct answer to the item was. The teacher will
explain to students that the teacher will review students’ responses to these items
and use the general trends in which items students answered correctly and
incorrectly to decide what aspects of classical conditioning the teacher will need to
review in subsequent lessons. The teacher will then verbally review each scenario,
identifying what the UCS, CS, UCR, and CR are in each of the scenarios and
providing succinct explanations of why each aspect of the scenario identified as
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one of the four elements of classical conditioning fits the definition of that
element. As the teacher does so, the teacher will also project a copy of the
“Classical Conditioning Elements in Pop Culture” worksheet on the screen using
the document camera with the answer for each and a short rationale for why the
answer is correct provided in the appropriate area of the worksheet. Answers to
this exercise are in the “Notes” section of Lesson Plan.
The teacher asks students to generate their own classical conditioning scenarios
from everyday life, based on work of fiction, or any other source of inspiration and
write a short description (4-5 sentences) of this scenario in the appropriate place
on the “Classical Conditioning Elements in Pop Culture” worksheet. Students
should identify what the UCS, CS, UCR, and CR in the scenario are in corresponding
spaces provided for these items on this same worksheet. After students take
about 5 minutes to individually construct these scenarios and list the four
elements, the teacher will ask them to read their scenarios to the person sitting
next to them or, in the case of groups of three persons, sitting in front or behind
them. After hearing his or her partner’s scenario read aloud, students will attempt
to identify the UCS, CS, UCR, and CR in each other’s scenarios and write down
what they think to be the aspect of the scenario which corresponds to each of
these elements of classical conditioning in the appropriate spaces on the “Classical
Conditioning Elements in Pop Culture and Hypothetical Scenarios” worksheet.
After partners have listened to each other’s scenarios and answered the
designated items about the scenarios, partners will quickly switch papers and
check to see if his/ her partner correctly identified the UCS, CS, UCR, and CR from
his/her scenario. If his/her partner identified one or multiple of these elements
incorrectly, students should offer their partners a brief explanation of what the
correct answer(s) was/were based on the content of their scenario and the
definitions of what the UCS, CS, UCR, and CR are that were given during the
lecture portion of the lesson. At the end of the hour, the teacher reminds students
to turn in the “Classical Conditioning Elements in Pop Culture and Hypothetical
Scenarios” worksheet and “Learning” quickwrite, and announces the homework
for the next day.
10 Minutes
Homework (if assigned)
Read and take notes on pages 187-192 in Psychology: An Introduction by Morris and Maisto
Teacher
(include
prepara
tion
needed)
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-
Materials
PowerPoint on Learning and Student
Classical Conditioning
“Classical Conditioning
Elements in Pop Culture and
Hypothetical Scenarios”
worksheet (enough copies
for each student and the
teacher to have one)
Document camera
Computer
Projector
-
-
Paper (loose leaf or in notebook)
Notebook
Two writing utensil of different
colors
“Classical Conditioning Elements in
Pop Culture” worksheet (to be
handed out by teacher)
Unit 5 packet (for reference during
lecture)
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-
Extra colored writing utensils
(for correcting worksheet)
Clipboard, pencil, and paper
for anecdotal note-taking
Whiteboard (provided in
classroom)
Whiteboard marker
(provided in classroom)
Unit 5 packet (for reference
during lecture)
-Make sure all links to YouTube
videos/other websites included in
lesson work on classroom computer
so that they are all usable during
class.
-Make sure PowerPoint works on
classroom computer so that it is
usable during class.
Technology
Type
Computer and
Projector
Document Camera
Learning Styles
Rationale
Teacher will use to project PowerPoint that accompanies lecture and various
websites and videos incorporated in the lesson.
Teacher will use to project a copy of the “Classical Conditioning Elements in Pop
Culture” worksheet that she will fill in the answers to when reviewing the answers
for the items in “Part 1” of the worksheet that students have completed.
Accommodations
Throughout the lesson I have incorporated writing and speaking tasks that ask
students to apply the material to their own lives, which is meant appeal to and
engage students with high intrapersonal intelligence (i.e. solitary learning style)
in the learning process; this is because these students often learn best through
activities that lead them to relate their learning back to their own feelings,
interests, and experiences. The incorporation of visuals throughout the lesson
(e.g. the videos explaining and depicting learning, the visual version of Pavlov’s
experiment, the visual scenarios) will appeal to students and engage students
who are high in visual-spatial intelligence (i.e. visual learning style). The videos
are also likely to engage auditory learners, because they include verbalizations
of concepts presented in the lesson and examples of these concepts. Finally,
the use of partner work and full-class discussions throughout the lesson will
appeal to and engage both students who are auditory and interpersonal
learners, because these activities include not only include verbalizations of the
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content taught in the lesson by the teacher and their peers, but also working
collaboratively with others to construct knowledge and apply ideas and
concepts.
Gifted and Talented
Learning Disabilities
In one of the sections of AP Psych that I taught, there is a student who is
dyslexic. To accommodate her particular disability, I differentiated a number of
elements within the lesson for all students. For instance, I read aloud any
written directions for class activities, incorporated visual depiction (i.e. videos,
pictures) of key concepts throughout the lesson, and opted to use visual
depictions of classical conditioning for the pop culture scenarios. On the
“Classical Conditioning Elements in Pop Culture” I also minimized the amount
of writing students needed to perform in “Part I,” by having them only write
the abbreviated forms of the four terms used in classical conditioning. By
cutting down on the amount of reading and writing in sections where these
tasks did not add a dimension to instruction, as well as offering alternative
ways to written descriptions of terms and concepts for understanding the
content provided in lecture, I hoped to allow this student with dyslexia to focus
more on the content being presented than struggling to read the text or write
about the information being presented.
Emotional Impairments
ELL
Other
Notes (Optional)
Answers to Part 1
I.)
Peanuts Comic Scenario
UCS: supper (food)
CS: sound of can opener
UCR: hunger
CR: hunger
II.)
The Office Episode Scenario
UCS: Altoid
CS: “rebooting” sound
UCR: notice bad taste in mouth and want mint
CR: notice bad taste in mouth and want mint
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III.)
Miss Peach Comic Scenario
UCS: bad event (e.g. fractured rib)
CS: Ira
UCR: anger/unhappiness leads treat Ira meanly
CR: anger/unhappiness leads treat Ira meanly
IF you taught this lesson – complete the following…
What worked?
Given that much of the work
students usually do in AP
Psychology is individual notetaking
and application of theories and
phenomenon to real-work
situations on worksheets, students
in both of the classes I taught this
lesson to really enjoyed the
personal reflective work , as well as
the interactive and partner-work
(i.e. collaborative) elements of this
lesson. Furthermore, because this
was the first lesson of the unit on
learning many of the students has
never been exposed to the content
(especially classical conditioning)
that was discussed. Many of the
students noted that having
application of the classical
conditioning theories and
phenomena covered in lecture to
concrete situations
modeled/scaffolded for them as a
whole class, then having the
opportunity to undertake similar
application in a partner activity (i.e.
Pavlov’s experiment, items on
“Classical Conditioning and Pop
Culture” worksheet), and then
After the Lesson
What didn't work and why?
What will you teach in the next
lesson on this topic/skill? Why?
Given that I taught this lesson in In the next lesson students will
two periods back to back, I was
demonstrate their ability to
able to make may of the
apply the definitions of classical
adjustments in the second lesson conditioning and the four main
that both my mentor teacher
elements of classical
and I noted would be helpful
conditioning to seminal research
based on the first time teaching
studies which apply to human
the lesson. One of the most
learning and behavior. In
notable things that did not work particular, students will apply
well in my lesson was that many this information to the study of
of the students were unsure
Little Albert and the white rat
what information from my
carried out by John Watson (i.e.
lecture they were supposed to
Watson paired a loud noise and
record in their notes. Even
presentation of a rat to a little
though I noted at the beginning
boy named Albert, and using
of my lecture which items on
classical conditioning taught
their unit outlines and study
Albert to be afraid of the rat).
guides would be covered during
Students must understand the
the lecture. One of the reasons
foundational elements of
that students were confused
classical conditioning to
about what to write down was
comprehend this scenario, as
that many of the slides I
well as to understand extensions
prepared for my PowerPoint
of classical conditioning such as
visual were too text heavy,
the following: why generalization
which not only slowed down
and extinction of responses to
students writing down the
stimuli occur; why
important information on the
desensitization therapy works
slides but also sometimes led
and how Mary Cover Jones
them to be confused about what discovered it.
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reviewing the answers to these
application scenarios was
particularly helpful in solidifying
their understanding of the abstract
concepts and technical language
introduced in lecture. Students
particularly liked the mix of written
and visual depictions of the
scenarios we covered; the found
the example of classical
conditioning from The Office not
only engaging and memorable, but
because it showed visually how the
process of classical conditioning
occurs over time many students
found this scenario brought
together the various components
of classical conditioning in an easily
digestible way.
was the important information
on the slides. While I rectified
this for the second lesson by
working with my mentor teacher
during the passing period to trim
down the text on the wordiest
slides, creating slides with only
the text that is absolutely
necessary will be a skill for giving
lectures that I will need to work
diligently to hone.
Another aspect of my lecturing
the caused some confusion
about what information students
needed to include in their notes
was that I didn’t “signpost” what
was the more or less important
information on each slide. While
I was more active in verbally
indicating and emphasizing what
was important for my students
to record in their notes during
the second hour I taught this
lesson (after having conferred
with my mentor teacher and him
suggesting I do so), I need be
more conscious about either
using visual cues (e.g. different
font sizes/colors/ styles) or
verbal cues (e.g. saying “This
definition is really central to
understanding ‘x’, so please
make sure to write it down”) to
denote which information is
essential for students to include
in their notes and what is merely
contextual or background
information.
Students will also undertake a
similar application activity to
that conducted with the
“Classical Conditioning and Pop
Culture” worksheet after reading
a written report of Watson’s
study and learning about in
lecture the other extensions of
classical conditioning mentioned.
It is therefore essential that
students have had the
opportunities provided in the
previous lesson to have modeled
what kinds of questions they
must ask themselves in analyzing
classical conditioning scenarios
to identify the elements of
classical conditioning, as well as
the opportunity to practice
applying the concepts from
lecture and asking themselves
these questions on their own.
A final component of my lesson
that didn’t work out as planned
was the last assignment where
students were to create their
own classical conditioning
scenarios. Due to the fact that I
took more time in both hours
presenting and answering
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questions on the information
presented in lecture, as well as
review the scenarios worksheet,
we were unable to complete this
final activity. However, this
ended up working out all right
because my mentor teacher
simply used this in-class
formative assessment as a
homework assignment and the
sharing with partners as an inclass activity to formatively
assess students’ abilities to apply
the information about classical
conditioning.
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Name:___________________________
Hour:____________________________
Date:____________________________
Classical Conditioning Elements in Pop Culture and Hypothetical Scenarios
Directions for Part 1: Each of the following examples of classical conditioning that we will view as a class
are visual representations drawn from a pop culture source of a scenario in which classical conditioning
is occurring. For each scenario, identify in the appropriate space provided the following based on the
definitions of the four elements of classical conditioning presented in lecture:
1.) What is the unconditioned stimulus (UCS)?;
2.) What is the conditioned stimulus (CS)?;
3.) What is the unconditioned response (CR)?;
4.) What is the conditioned response(CR)?
You are to answer these questions as we view each scenario. You will turn in this worksheet to me after
we have completed this activity, so it is to your advantage to provide answers to each item that are
correct.
IV.)
Peanuts Comic Scenario
UCS:
CS:
UCR:
CR:
V.)
The Office Episode Scenario
UCS:
CS:
UCR:
CR:
VI.)
Miss Peach Comic Scenario
UCS:
CS:
UCR:
CR:
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Directions for Part 2: Use the space provided below to write your own hypothetical classical
conditioning scenario that draws on an event from everyday life, a work of fiction, or any other source
of inspiration. This description should be about three to four sentences in length; you should identify in
the designated spaces below the blank space provided for you to write your description what the
unconditioned stimulus (UCS), the conditioned stimulus) (CS), the unconditioned response (UCR), and
the conditioned response (CS) are in your scenario and be prepared to explain to someone else what
aspects of your scenario correspond with each of these elements of classical conditioning.
1.)
UCS:
CS:
UCR:
CR:
2.) Listen to your partner’s conformity scenario and identify what the UCS, CS, UCR, and CR is based on
the information provided and definitions of these concepts given in lecture.
Partner’s Name:___________________________________
UCS:
CS:
UCR:
CR:
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