Digital Unit Plan Template

Unit Title: Why you behave the way you do! Name: Ricky Vazquez
Content Area: Psychology Grade Level: 11-12
CA Content Standard(s)/Common Core Standard(s):
CCSS ELA Literacy WHST 11-12.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem;
narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject
under investigation.

CCSS ELA Literacy WHST 11-12.2

Write informative/explanatory texts, including the narration of historical events, scientific procedures/Experiments or technical processes.

CCSS ELA Literacy RH 11-12. 8

Evaluate an authors premises, claims, and evidence by corroborating or challenging them with other information.

APA National standards addressed

Standards area: learning

Content Standard 1: Classical conditioning

Students are able to (performance standards):

1.1 Describe the principles of classical conditioning.

1.3 Apply classical conditioning to everyday life.

Content Standard 2: Operant conditioning

Students are able to (performance standards):

2.2 Describe the principles of operant conditioning.

2.3 Describe clinical and experimental examples of operant conditioning.

2.4 Apply operant conditioning to everyday life.

Content Standard 3: Observational and cognitive learning

Students are able to (performance standards):

3.1 Describe the principles of observational and cognitive learning.

3.2 Apply observational and cognitive learning to everyday life.

Big Ideas/Unit Goals:

Students must have a firm understanding of the concepts of Behaviorism.

Students will have a grounded understanding of how Behaviorism is applied outside class.

Students will learn how to apply the concepts of Behaviorism to real life situations

Unit Summary:
Day : 1 The students will be introduced to the unit through oral slide video lecture. This is the first more lecture heavy day and as such it
will mostly include student participation through note taking. They would be highly encouraged to use the Graphic organizer provided to
assist them in focusing their note taking.
After which the students will be guided in developing their own thought experiment that has some relational connection to the lecture.
This will be conducted within two class periods. At which time the teacher will provide many opportunities for students to ask questions
in order to clarify any misconceptions. The next three class periods will consist of an in class and out of class research into Behaviorism
and recent studies. It will be suggested that the students perhaps look into similar experiments as their initial thought experiment, in order
to further show that behaviorism is more encompassing that it may initially appear.

Assessment Plan:
Entry-Level: In class discussion and
questions regarding the concept material.
Before Lecture we can start a KWL to grasp
what they may already know and what they
want to know about Behaviorism. After
Lecture, we can finish this KWL chart to
evaluate what they learned or still hope to
learn.
Formative: A web quest assignment will
further allow the teacher to evaluate how
well the student is grasping the content by
the breadth and depth of their final answer
that asks the Student to relate what they
learned to a thought experiment.
Summative: As final assessment for this
plan Student will be writing an essay that
emphasizes the application of Behaviorist
theory.

Lesson 1 (Teacher Lecture)

Student Learning Acceptable Evidence Lesson Activities:
Objective:
(Assessments): After a lecture, and hopefully diligent note taking, Students will engage in a thought
The instructor will experiment that will incorporate Behaviorism as the driving force behind the
Students will be
evaluate their questions they make in small groups. Some of the students may write down their
introduced to
understanding of the ideas in order to help them organize their thoughts. Then the groups will share their
Behaviorism, and its
thought experiments with the class.
applications in previous concept through KWL
research studies charts and then by
conducted by checking through their
prominent figures in notes. (The graphic
the field of organizer provided by
Behaviorism. the teacher will be
highly encouraged.)
Lesson 2 (Webercise/ iPad Lesson)
Student Learning Acceptable Evidence: Lesson Activities:
Objective:
The student will have The students will have access to the internet as they follow along in a web quest that
Students will provided a well thought will ask them pertinent questions to the topic of behaviorism. Towards the end of the
understand the out thought experiment assignment should the teachers not finish during class they will be allowed to
importance and the that uses the basic complete it as homework.
breadth of available theorys behind
data on Behaviorism Behaviorism.
and how it relates to
aspects outside of lab
settings.
Lesson 3 (Graphic Organizer)
Student Learning Acceptable Evidence: Lesson Activities:
Objective:
The students will have Building upon the last few days of research and study the students have done they
Students will be able to made an essay outline will now work on a template to help them write and plan thier essays that will ask the
organize their ideas, in that they can refer back students to apply their chosen theory (Classical/Operant) according to specific
a simple and easy to to, when typing their guidelines from a rubric provided by the teacher.
understand manner that essays.
prepares them to apply
the concepts of
Behaviorism.
Unit Resources:
Bernstein, Douglas A. Essentials of Psychology. Boston: Cengage Learning. (Can be helpful tool to guide lecture from
this text)

Useful Websites:
https://www.simplypsychology.org/behaviorism.html

https://www.verywell.com/classical-vs-operant-conditioning-2794861

https://classroom-assessment-theory-into-practice.wikispaces.com/Interpersonal+-+Social+Learning