Student Teacher: Amber Jean Mckee Date: September 29, 2021

Grade level: 12th Grade Period: 1

Mentor Teacher: Mrs. Aquino Content area: Social Studies - Psychology/Sociology
Time period for lesson: 85 minutes
Learning Intention(s)/objective(s)/goal(s): Standards/Performance
Indicators/Skills:
Students will be able to assess prior knowledge of Learning
and Conditioning by completing a KWL chart.
Benchmark SS.12P.1.1
Students will be able to gain background knowledge on Analyze ways in which
Classical Conditioning through engaging in a lecture the classical and operant
teacher will go through, while the students are taking notes. conditioning achieve
behavioral changes.
Students will be able to go beyond the lesson and use critical
thinking skills by completing the exit ticket slip about a
situation where classical conditioning may take place. C3 Framework
D2.Psy.16.9-12.
Use critical thinking skills to
become better consumers of
psychological knowledge.

D2.Psy.18.9-12.
Apply psychological
knowledge to their daily
lives.

Pertinent information on lessons pre-assessments, lessons/concepts/ideas that came

before this:
- Basics of Psychology
- Biological Psychology
- Personality
Lesson Structure and Procedures
Time What Why

(10-15minutes) Mentor Teacher (Ms. Aquino) will be

Pilina (engagement) going over any announcements she has
for the class, and possibly read the
morning bulletin announcements.
20 minutes The students will be instructed to go
Hoʻopili into google classroom and open up the
Modeling, direct doc on the stream labeled “KWL
instruction Learning & Conditioning”. They will
then be instructed to fill out the first
This will help the students to
reflect on what they may
already know and also ask
questions on things they
would like to know on this
two parts of the KWL chart; the K and new unit that they will be
the W part. I will instruct this one by starting on.
one, starting with ‘K’, What I already
know about Learning and The engaging true/false
Conditioning (Minimum 10 ideas or questions will help them
concepts), giving them a few minutes undermine what will be
to write/type their answers. Then after going on in the unit of
giving some time, I will then ask the “Learning and Conditioning”
class, what they have written for the
‘K’ section. “So being that you all
have filled out the ‘K’ section, I would
like you all to share what you have
written.”. I will have a few students or
even the whole class (being that this is
a smaller group of students) express
their ideas on that section.
Then I will instruct them to fill out the
next section ‘W’. What I would like to
Know...Questions that I have
(Minimum 10 questions). Then after
giving some time, I will then ask the
class, what they have written for the
‘W’ section. “So you all are finished
filling out your ‘W’ section, what are
some questions you all have on this
new unit we are about to start?”. I will
have a few students or even the whole
class share the questions they have.

After I will start the unit with the six

true/false questions to set the tone of
the unit.
1. Humans are the only animals
that can learn behaviors merely
by observing others perform
them.
2. The study of inner thoughts,
feelings, and motives has
always occupied a central place
in psychology.
3. A person can be more readily
conditioned to dislike a
particular food than to dislike
the place where the food was
eaten.
 4. Negative reinforcement is
another term for punishment.
5. Animals learn only when
rewards are given.
6. Research indicates that
televised violence leads to
aggressive behavior by
children and teenagers who
watch the program.

Then I will start the lesson on

“Classical Conditioning”
65 minutes We will be starting the google slides Going over content that is
Hoʻohana presentation on “Classical short and easy for them to
Application, Conditioning.” create a more profound
grappling Throughout the presentation I will meaning and have the
have some “surprise questions” just to background knowledge that
make sure my students are following will help them later in the
along and gage where they are at with activity/assignment
their learning, just in case I have to go afterward.
back and explain something. (How
does stimulus and response work?)
(Which Russian Scientist won the
nobel prize in 1904 for his digestive
studies?)

I will have the Pavlovs classical

conditioning experiment video shown.

minutes *part of the Hoʻohana

Assessment, putting
the pieces together Classical Conditioning Practice
worksheet
1.You’re taking a shower in the
upstairs bathroom when someone
flushes the toilet
in the downstairs bathroom and you
get hit with a blast of extremely hot
water. Before long, you jump out of
the shower whenever you hear a toilet
flush in the house.
2. Your doctor treats a condition you
have with a shot he gives you in the
office. The shot causes your heart rate
to increase rapidly. Soon, just entering
 the doctor’s office causes your heart to
race.
3. Your date last night wore a
particularly pungent cologne. The date
ended with much passionate kissing
which put you into a state of rapturous
joy. You noticed this morning that
your clothes still smell of the cologne,
and you immediately fell
into the same joyful state.
4. You attended a frat party last night
where the drink of the night was vodka
and orange juice. You drank enough of
them that you ended up vomiting in
the toilet. The next morning, Mom and
Dad came to visit you at college. They
took you out
to breakfast. Mom ordered a big glass
of fresh-squeezed orange juice and
offered you some, putting the glass
under your nose. You immediately
threw up all over Mom’s eggs and
Dad’s pancakes.

10-15 minutes Short exit ticket question, that they
Hoʻomanaʻo will answer and write on a piece of
Reflection paper and turn in before they leave.
“What if the school bell changed?
How would students react if the bell
sound was changed in any way?
1. How long would it take students to
realize what the new sound meant? 2.
Could students be trained to respond to
only one type of bell?
Handouts:
“Classical Conditioning Practice” Worksheet
Informal exit
ticket/assessment to gain
their understanding of the
content/idea presented and
have them create new ideas
relating to the content given
to them; gets their critical
thinking going, and they will
be able to make relative
meaning of the content to the
reflection question.
Supplies: Laptop/ Paper &
Pencil/pen
Student Teacher: Amber Jean Mckee Date: October 01, 2021
Grade level: 12th Grade Period: 1
Mentor Teacher: Mrs. Aquino Content area: Social Studies - Psychology/Sociology
Time period for lesson: 85 minutes
Learning Intention(s)/objective(s)/goal(s): Standards/Performance
Indicators/Skills:
Students will be able to assess prior knowledge of classical
conditioning by participating in a teacher lead discussion on
the previous videos shown in the last class lecture. Benchmark SS.12P.1.1
Analyze ways in which
Students will be able to add to their prior knowledge on classical and operant
Classical Conditioning through engaging in a lecture the conditioning achieve
teacher will go through, while the students are taking notes and behavioral changes.
engaging in any activities associated with the content.
C3 Framework
Students will be able to go beyond the lesson and demonstrate D2.Psy.16.9-12.
critical thinking skills, working with a partner creating their Use critical thinking skills to
own scenario that elicits the concepts learned from classical become better consumers of
conditioning. psychological knowledge.

D2.Psy.18.9-12.
Apply psychological
knowledge to their daily
lives.

Pertinent information on lessons pre-assessments, lessons/concepts/ideas that came

before this:
- Basics of Psychology
- Biological Psychology
- Personality
- Classical Conditioning
Lesson Structure and Procedures
Time What Why

(10-15minutes) I will be going over any

Pilina (engagement) announcements that Ms. Aquino has
for the class, and I will read the
morning bulletin announcements if
there are any.
20 minutes I will then hold direct instruction to This will engage the students
Hoʻopili gauge if my students have their in class discussion on their
laptops, if not then they will take out a thoughts of what they have
Modeling, direct piece of paper for note-taking. I will learned so far and how it
instruction then ask them some discussion may relate to them in any
questions based on the Pavlov dogs way.
classical conditioning video, asking
their thoughts, and having a student They will also be actively
demonstrate the way the scenario participating when sharing
elicits classical conditioning. I will out to the class.
also ask if anyone has seen something
or know an experience/time similar to
what they have seen in the video. I
will also ask if they have any
questions or thoughts so far on
Classical Conditioning as I will be
wrapping up this part of learning and
conditioning.

Then I will continue the lesson on

“Classical Conditioning” where I had
left off.

65 minutes We will be continuing the google Going over content that is

Hoʻohana slides presentation on “Classical short and easy for them to
Application, Conditioning.” create a more profound
grappling Throughout the presentation, I will meaning and have the
have some “surprise questions” just to background knowledge that
make sure my students are following will help them later in the
along and gauge where they are at activity/assignment
with their learning, just in case I have afterward.
to go back and explain something.
Surprise Questions
1. What is the difference between
acquisition and extinction?
2. How did the Little Albert
experiment raise ethical
questions?

I will have the Little Albert

experiment of classical conditioning
video shown.

minutes *part of the Hoʻohana

Assessment, putting
the pieces together Classical Conditioning:
The students will choose a partner and
create their own “classical
conditioning” scenario that includes an
 answer key of the UCS, UCR, CS, CR,
NS, and draw pictures that symbolize
their Answer key answers. Students
will be paired with a partner to
brainstorm and create their own real or
made-up scenario that elicits classical
conditioning with also identifying the
components in their scenario. Students
will share out their scenarios and have
the class determine the UCS, UCR,
CS, CR, NS in the next class session.

5-10 minutes Short exit ticket - With me asking the Informal exit
Hoʻomanaʻo students to have at least their scenarios ticket/assessment to gain
Reflection figured out and completed with their their understanding of the
partner, having them show me before content/idea presented and
leaving class. have them create new ideas
relating to the content given
to them; gets their critical
thinking going, and they will
be able to make relative
meaning of the content to the
reflection question.
Handouts: Supplies: Laptop/ Paper &
Pencil/pen
Student Teacher: Amber Jean Mckee Date: October 04, 2021
Grade level: 12th Grade Period: 1
Mentor Teacher: Mrs. Aquino Content area: Social Studies - Psychology/Sociology
Time period for lesson: 47 minutes
Learning Intention(s)/objective(s)/goal(s): Standards/Performance
Indicators/Skills:
Students will be able to assess prior knowledge of classical
conditioning by participating in a teacher lead discussion on
the previous videos shown in the last class lecture. Benchmark SS.12P.1.1
Analyze ways in which
classical and operant
Students will be able to go beyond the lesson and demonstrate conditioning achieve
critical thinking skills, working with a partner creating their behavioral changes.
own scenario that elicits the concepts learned from classical
conditioning. C3 Framework
D2.Psy.16.9-12.
Use critical thinking skills to
become better consumers of
psychological knowledge.

D2.Psy.18.9-12.
Apply psychological
knowledge to their daily
lives.

Pertinent information on lessons pre-assessments, lessons/concepts/ideas that came

before this:
- Basics of Psychology
- Biological Psychology
- Personality
- Classical Conditioning
Lesson Structure and Procedures
Time What Why

(5-10 minutes) I will be going over any

Pilina (engagement) announcements that Ms. Aquino has
for the class, and I will read the
morning bulletin announcements if
there are any.
10 minutes I will just have a small discussion This will engage the students
Hoʻopili about their thoughts on classical in class discussion on their
conditioning so far. thoughts of what they have
Modeling, direct -Do you see classical conditioning learned so far and how it
instruction now in our everyday lives, give an may relate to them in any
example. way.

I will then hold direct instruction to They will also be actively

gauge if my students have their participating when sharing
laptops. out to the class.

20 minutes Then I will continue the group activity They will be working in
Hoʻohana on “Classical Conditioning” where groups, with the interaction
Application, they had left off from the last class of working with others to
grappling session (October 01, 2021) perform and complete a task.

minutes *part of the Hoʻohana

Assessment, putting
the pieces together Classical Conditioning:
The students will choose a partner and
create their own “classical
conditioning” scenario that includes an
answer key of the UCS, UCR, CS, CR,
NS, and draw pictures that symbolize
their Answer key answers. Students
will be paired with a partner to
brainstorm and create their own real or
made-up scenario that elicits classical
conditioning with also identifying the
components in their scenario. Students
will share out their scenarios and have
the class determine the UCS, UCR,
CS, CR, NS in this class session.

10-15 minutes Short exit ticket - The students will Informal exit
Hoʻomanaʻo share out their scenarios, having the ticket/assessment to gain
Reflection class figure out the UCS, UCR, CS, their understanding of the
CR, NS. content/idea presented and
Submit to google classroom after have them create new ideas
done. relating to the content given
to them; gets their critical
thinking going, and they will
be able to make relative
meaning of the content to the
reflection question.
Handouts: Supplies: Laptop/ Paper &
Pencil/pen