Week
1
Date
Thursday
3/2
Lesson
Triple
Class work
 Collect holiday homework
 Join everyone up to Wiki
 Go through Wiki
 Outline homework tasks
 Note taking – how is this going to work for you?
 Reply to discussion topic on Wiki
 Discuss consciousness – William James and Rene
Descartes
 PMI chart outlining two ideas of dualism
 Prepare for debate
2
Monday
7/2
Single
2
Tuesday
8/2
Double
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Construct debating game – Dualism
Graphic organiser – terms and ideas used from PPTs
creating links for key ideas
2
Thursday
10/2
Double
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Meditation activity and reflection
Paired meditation activity using HR monitors
Comparison of Meditation and daydreaming
Evaluate research provided by TAC on effects of
alcohol on driving ability
Consider research findings in relation to VICROADS
driving regulations
Student manual p.44 – 48 using
http://faculty.washington.edu/chudler/sleep.html
REM sleep clip
Iphone app – sleep cycles – demonstration of my
own
Discuss findings of iphone app
PMI chart of sleep measurement
http://www.insomniacs.co.uk/what-happens-sleeplab.html
Using website construct role play of what occurs in a
sleep laboratory
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3
Monday
14/2
Single
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3
Tuesday
15/2
Double
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3
Thursday
17/2
Triple
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Operational hypothesis, research designs, single
blind and double blind procedures in context of
sleep research
PMI chart of these processes
Student manual p.2, 6-7
How do you feel when you lose sleep? What do you
Homework
Wiki -Psychological
Constructs
Wiki – Introduction
to States of
Consciousness
Wiki –
Characteristics of
States of
Consciousness
Finish graphic
organiser and email
to Miss Sheumack –
these will be
uploaded to the
Wiki
Finish research
evaluation
Wiki – Sleep stages
and cycles
If have iphone –
complete app
overnight
Wiki – measurement
of sleep
Wiki – respond to
discussion: Write
reflection of what
you have learned
about sleep
laboratories
Wiki – research skills
(research designs,
operational
hypothesis, single
blind and double
blind procedures)
Wiki – purpose of
sleep
Wiki – sleep
deprivation
think happens to your brain/body
Butchers paper activity – each group to create a lifesize person (age specified) and demonstrate what
differences they have in sleep wake patterns, sleep
deprivation, etc.
Revision
4
Monday
21/2
Single
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4
Tuesday
22/2
Thursday
24/2
65 mins

Double
 SAC 1 Part A – Visual Presentation
Wiki – the nervous
system
Monday
28/2
Single

Wiki – lobes of the
cerebral cortex
Double
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4
5
5
Tuesday
1/3

5
Thursday
3/3
Triple
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6
Monday
7/3
Double
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6
Tuesday
8/3
Double
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6
Thursday
10/3
Double
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7
Tuesday
15/3
Double

Review the Nervous system using examples of
neuron transfer
Short quiz on structure of the nervous system
Construct 3-D model of the brain using different
colour to code for different brain structures. Label
each area explaining the function of each structure.
Take photos of these models and email to Miss
Sheumack for uploading onto the Wiki
Pinky and the brain song
Hemispheric specialisation experiment
Formulate operational hypothesis
Complete ERA flowchart
Student Activity Manual p. 84 – 85
Graphic Organiser RAS and Thalamus
Venn diagram of Broca’s and Wernicke’s areas and
aphasia
Role play of Sperry’s research
Review video clips of split brain studies
Complete flowchart of Sperry’s research
Discuss Gazzaniga’s research
Review case studies and ethics
Motion after effect clip
www.muchaekbach.de/ot/mot_adaptSpiral/ or
http://www.neave.com/strobe/
Change Blindness – youtube clip
Synesthesia – youtube clip
On a poster, outline the contributions of studies
investigating the cognitive processes of the brain
(aphasias, spatial neglect, split brain research,
motion after-effect, change blindness, synaesthesia)
on the understanding of consciousness
Jigsaw activity: in teacher allocated groups research
one of; direct brain stimulation, TMS, CT, PET,
SPECT, MRI and fMRI and organise to present
images to the class – explaining the applications and
uses of these brain imaging techniques
Classroom presentations
Wiki – hemispheric
specialisation
Wiki – RAS and
Thalamus
Student Activity
Manual p.82 – 83
Finish graphic
organiser RAS and
Thalamus
Wiki – Brain studies
and Cognitive
processes
Student activity
manual p.86 – 88
Finish flowchart on
Sperry
Wiki – Brain
Research Methods
Wiki – Research
skills
7
Thursday
17/3
Triple

8
Monday
21/3
Tuesday
22/3
Thursday
24/3
Single


Double
SAC 1 – Part B
Double

8
8


9
Monday
28/3
Single
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9
Tuesday
29/3
Double
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9
Thursday
31/3
Triple
10
Monday
4/4
Single
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
10
Tuesday
5/4
Double

10
Thursday
7/4
Single
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

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Review research methods; IV/DV, research
hypotheses, identification of EVs and how to reduce
these effects, evaluating experimental designs
Revision for test
Revision for test
Video clip
www.tc.pbs.org/wgbh/nova/rss/media/nsn_v_short
_memorablesnail.m4v
Draw models showing the changes to neurons as a
result of memory formation on STM and LTM
http://faculty.washington/edu/chudler/nobel20.ht
ml
Student manual p.104 - 105
Watch youtube clip – John who has damage to the
hippocampus
Case study of HM – partial removal of temporal lobe
including hippocampus
A3 diagram of brain – identify hippocampus and
temporal lobes of the brain and in dot points
describe the role of the hippocampus in
LTM/episodic memory
Discuss consolidation theory
Graphic organiser showing links between memory
decline over the lifespan and amnesia
Student manual p.106 - 109
Review Atkinson-Shiffrin’s Model of Memory
Memory game – each student is a section of
memory and according to this model, students need
to make decisions about when the information will
go
Review Baddley’s theory of Working Memory
Develop flow chart which illustrates the processes of
this model for the following examples:
o Remembering the password for a computer
application
o Remembering the sequential steps involved
in putting up a tent
Review similarities and differences of Baddley’s
theory and Craik and Lockhart’s theory
Craik and Lockhart memory experiment
Complete flowchart and draw conclusions
Student manual p.128 – 130
Student manual p.131 - 133
Wiki – Mechanism
for Memory
Wiki – Memory
decline over lifespan
Wiki - Amnesia
Wiki – models for
explaining memory
Student manual
p.124 - 127