Joslyn Hunscher-Young 

joslyny@gmail.com  

Understanding Pheromones with Juniors 

Objectives 
Students will be able to: 
● Explain the concept of pheromones; 
● Describe at least 2 pieces of evidence for the existence of pheromones; 
● Describe the aim, procedure, and results of one psychological study on pheromones; 
● Evaluate a study for its strengths and limitations; 
● Evaluate a concept (pheromones) for its strengths and limitations. 

Materials 
● Slides: Pheromones & Behavior 
● Notes Sheet​ (digital and/or on paper) 
● Studies (digital and/or on paper) 
○ Wedekind et al. 
○ Zhou 
● Markers & Paper and/or Whiteboards and Whiteboard markers 
● Computer & internet access for students and teacher 
● Projector & speakers for teacher 

Lesson Timing 
This is set for a 90-minute block period in a class of about 30 students. 
1. (10 minutes) Warm Up: Share cortisol studies from last class with a partner of their 
choosing who read the opposite study. 
2. (10 minutes) Video - Pheromones: Introduce guiding questions and show video to 
students, pausing to highlight key ideas and information needed for notes. 
3. (40 minutes) Study Reading & One Pager: Count students off, assign them to their 
study, and have them move to read/work with the other student at their table who has 
the same study in order to support their understanding and comprehension of the study. 
As they read, they should work to complete the one-pager review sheet for their 
assigned study. Move around the room to check in with, monitor, and support students. 
4. (15 minutes) Fishbowls: Have students who read the first study move into a circle in the 
room to share/discuss the following questions, followed by any questions for 
clarification from the other group (on the outside of the fishbowl). Then, switch groups 
and repeat the process. 
a. What was the study?  
b. How was it completed?  
c. What does this teach us about pheromones and human behavior? 
5. (10 minutes) Read & Criticize: Have students work in their table groups to create 
Warning Label for Pheromone Sellers and/or Cortisol Reduction Strategies. They should 
briefly explore their product and then imagine creating a pop-up that could warn people 
about the possible realities and dangers of such a product. 
6. (5 minutes) Gallery Walk/Share out: Have students move around the room to view other 
group’s warning pop-up ads. Take pictures of each one to share in Google Classroom.