PSYCHOLOGY LESSON PLAN
‘Self and Others’ – Period 1/2
Ozel
Date: Monday Week 3
School: Footscray City College
Lesson Duration: 100 minutes
Subject: Psychology
Unit/ Year Level: Unit 2 Year 11
Resources and Materials: Psychology Study Design 2013-2016 (Victorian Certificate of Education Study Design.
(Textbook) Edwards, R., Marangio, K., Blaher-Lucas, E. and Moore, V. (n.d.). Oxford VCE psychology.
Post it Notes
PowerPoint Presentation Titled as Chapter 12-Formation and Change of Attitudes
Class Size: 19
Topic: Attitudes and Formation Unit 2 Self and Others – Area of Study 1 Interpersonal and group behaviour
AIM: Students examine a person’s attitudes and behaviours affect the way they view themselves and the way they relate to others
and understand the influences of attitude formation, individually and in groups.
This specialist field of study focuses on how behaviour and perceptions of self and others are shaped by social and cultural
influences including the attitudes and behaviours of groups. Students are to demonstrate their understanding of the emotions or
feelings about a particular product/ service or brand. To extend understanding, students are to apply the tri-component model by
identifying the affective, behavioural and cognitive component individually.
Learning Outcomes: Area of Study 1 Interpersonal and group behaviour
On completion of this unit the student should be able to explain how attitudes are formed and changed, and discuss the factors that
affect the behaviour of individuals and groups. Students are to analyse the Classic and contemporary theories, relating to the
formation and change of attitudes, including the applications and limitations of the tri-component model of attitudes.
This insight can be extended towards understanding different patterns of consumer behaviour. Students are to examine and research
methods appropriate to measuring attitudes and behaviours and consider associated ethical issues in the conduct and use of
research.
Activities
Period 1/2
Introduction:
ENGAGE: Students are engaged in their learning with the use of PowerPoint ICT Tool.
EXPLAIN: Students are to explain the content they have been exploring.
Intercultural understanding: Students are growing knowledge of new topic, understanding and critical awareness of their own and
others cultural perspectives and practices derived from learning content.

To start of the lesson I will ask students to write down what they know about attitudes, how they’re formed and changed
individually or in a group setting. Students are to include in their statements how cultural perspective and practices as a
factor of forming or changing attitudes. As each student will be given sufficient time to prepare and present their statement.
When they finish writing they will have a short class discussion on what they have written.

I will deliver a PowerPoint presentation and introduce the new topic ‘what an attitude is’? Using PowerPoint (ICT) explaining
how attitudes are formed and changed, and to discuss the factors that affect behavior of individually and in a group setting.
During the presentation students are required to take notes. At the end of the presentation students will need to come up
with 5 questions about attitude and write them down on a piece of paper. Students are to swap their questions with
someone else in the class so that they are able to answer questions that aren’t their own.
Body:
ENGAGE: Through the inquiry based learning activity, students’ focus is on thinking of learning outcome.
ELABORATE: Students will obtain more information about the topic.
Inquiry based learning activity:
 Give a psychological definition of the term attitude.
 How can an attitude be distinguished from a ‘passing thought’ about someone or something?
 Outline what the tri-component model is, ensuring you refer to its key assumptions.
 Give a brief description of each component, with reference to an example of each component different from those used in the text.
 Give an example that illustrates when the three components are consistent and an example of when they are inconsistent. Use
examples different from those used in the text.
Formative assessment: As a class to discuss student’s responses and review students understanding of what an attitude is and the
elements within the tri component model with the use of a mind map on the whiteboard. Students will participate in the class activity
participating with their responses. Make sure students take down the mind map from the whiteboard.
Assigned Homework: Students will need to construct 10 attitude statements identifying the affective, behavioural and cognitive
components from the tri-component model.
Conclusion: Students are encouraged for to share their individual thoughts on the lesson and are distributed with post it notes to
write their views on: What did you learn from the Attitude and Formation lesson today choose one area that you found valuable?
EVALUATE: Teachers evaluate students' understanding of the learning outcomes and aim of the lesson.