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Turner, Homer D. Hubbard High School
6200 S. Hamlin
Chicago, IL 60629
1) Students will observe stimulus-response behavior.
2) Demonstrate the use of the scientific method.
3) To distinguish between learned behavior versus innate (inborn) behavior.
Equipment and Materials
Crayfish Beral Pipettes
Ice and Water Batteries and Wire
Vinegar Box and cardboard
Demonstrate stimulus-response actions from your class by the firing of a toy cap gun.
Discuss student reactions to the stimulus by questioning what has happened. Discuss
stimulus-response in terms of human behavior. What types of behavior do humans have?
What causes us to behave in a certain way? Are we all born with the same behavior?
Distinguish between the types of behavior, learned and innate (inborn). List examples
of each type, with the class submitting answers.
Concentration will be on the stimulus-response actions of lower animal forms.
Introduce the leech and the crayfish to the class as the specimens for this activity.
Introduce the stimuli to be used for the activity. Liver, weak acid (vinegar), and
sugar water will be used for chemical stimuli. Battery and wire will be used for
slight electrical stimulus. Cardboard box and flashlight will be used to test light-
darkness stimulus. Use a section of cardboard for gravity stimulus. Crushed ice, warm
water, and a thermometer will be used for change in temperature stimulus.
Students will make up and perform their own strategies with the materials provided by
using the scientific method. Review the scientific method.
A. Define the Problem- What is our task for today?
B. Collect Information- Where can we get info. on specimens?
C. Form Hypothesis- What do you think will happen?
D. Experimental Procedures- Be specific as possible and very careful.
E. Observe and Record Data- Be very specific.
F. Conclusions- What do you think happened?
Separate class into groups. Each group will have three students. From each group
there will be a speaker, recorder, and materials taken. A particular stimulus will be
assigned to each group. Review stimulus with each group and reiterate, we are
concerned with stimulus-response actions.
Discussion of methods used and conclusions drawn by each group. Assignment will be
handed in as a group activity. Cooperative groupwork is essential.
Groups will exchange assignments during next class period and perform their own
strategies to a different stimulus while comparing with another group's strategies.
For homework, groups will makeup their own follow-up questions and answer them as