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Psychology Topic: PSYCHOBIOLOGY OF ALTERED STATES OF AWARENESS

SACE Stage 2 Term 1 2015

TOPIC PLAN

LEVEL: SACE Stage 2 Psychology

TOPIC:Psychobiology of Altered States of Awareness

SCHOOL: St Studious College

DATE: Term 1 2015

CONTENTS

1. School/student context

2. SACE Psychology 2015 Subject Outline

3. Topic objectives

4. Learning requirements

5. Content/Activity Sequence

6. Assessment Grid

7. Lesson Plans

8. Test

9. Student feedback



1. School/student contextSt Studious College is a public co-educational secondary school located within the Northern suburbs. The college offers education to students in Years 8 to 12 and supports both academic and vocational learning. St Studious College has approximately 700 students, 59 of which undertake school based apprenticeships. The College strives to encourage discovery based learning in an engaging and inclusive way so as to cultivate innovation, creativity, and problem solving within students.

St Studious College maintains emphasis on both personal and professional development of students. The high quality of education aims to foster the development of caring individuals who respect themselves and the community through striving for an honest and just society. The high quality teaching provided to students is structured and implemented to cultivate critical thinkers that can apply academic knowledge to real-world settings.

St Studious College is continually evolving in an attempt to meet the diverse and changing needs of its student’s and the wider community. Our aim is to assist students in achieving their potential and experiencing success in all areas of life.

Each classroom at St Studious College is equipped with a white board and has access to a shared storage unit containing overhead projectors, televisions, and DVD/VCR players. The 3 science laboratories within the school are equipped with a Smart Board connected to speakers that can be utilised as an interactive whiteboard or a presentation screen. The 3 science laboratories equipped with Smart Boards are furnished with a desktop computer (connected to the Smart Board) that has internet access. Each student has access to laptops that connect to College internet, although these must be booked in advance. Teachers at St Studious College have a laptop each with internet connection.

The class includes 22 students of varying literacy and numeracy abilities, including 10 boys and 12 girls. 1 student in the class has a hearing impairment in her left ear and is equipped with a hearing aid. As a result, this student must sit up the front on the left side of the classroom. None of the students in the class have diagnosable learning or behaviour difficulties, however, 3 students in the class become particularly destructive when bored, requiring activities to be changed regularly. The students respond to a varying range of activities and learning styles, however, all respond positively and with on-task behaviour to visual stimuli and oral activities. The ethos of the class is positive and confident, with students expressing opinions and contributing to class discussion regularly. During discussion, the 3 destructive students must be rigorously monitored to ensure conversation stays on topic.

My teaching approach utilises Martin Seligman’s theory of Positive Psychology, which ensures focus remains on the positives within each individual and promoting flourishing whilst simultaneously teaching resilience and optimism. Through focusing on positive emotion, engagement, relationships, meaning, and accomplishment, I aim to foster positive well-being in an effort to develop successful individuals.



2. SACE Subject Outline 2015

Psychobiology of Altered States of AwarenessAlthough we are cognitive beings we spend approximately one-third of our lives engaged in an activity about which we have few memories. Although we are social beings, this activity — sleep — is solitary. Sleep lies towards one end of the continuum of human awareness. Towards the other end lie heightened states of awareness that result from arousal. Chronic arousal is referred to as stress and has a number of important adverse effects. Our mental health and physical health are affected by the extent to which we are able to achieve a balance between reduced and heightened states of awareness.The study of the biological basis of altered states of awareness includes sleep, dreams, meditation, and hypnosis, the effects of psychoactive drugs, and arousal and stress. This topic focuses on two issues of particular relevance to young adults: arousal and stress, and sleep.Although altered states of awareness can be addressed at all four levels of explanation of behaviour, this topic focuses on the biological level.

Key IdeasKnowledge and understanding should be relevant to the following key ideas: Our level of awareness is constantly changing. Arousal can have both beneficial and deleterious effects. There are many effective ways to improve coping with stress.

Areas of Learning Circadian rhythms; sleep deprivation and sleep needs; stages of sleep; common

sleep disorders; psychological and physiological arousal; the relationship between arousal and task performance; and stress and its effect on health

Psychological principles concerning altered states of awareness in everyday experi-ences and events, including shift work, and in psychological interventions, including psychological therapies for insomnia and stress

The application of these psychological principles to social issues (e.g. the road toll, workplace accidents, the influence of shift work on health, and the influence of jet lag on sporting performance) and personal growth (e.g. improving one’s own stress management, and ‘sleep hygiene’)

Investigation designs and methods for assessing psychological responses used to study altered states of awareness

Ethical issues associated with research and applications in the area of altered states of awareness



3. Topic objectives

Students should:

(a) Develop an understanding of altered states of awareness and apply this know-ledge to real-world examples such as shift work.

(b) Understand that an individual’s level of awareness is constantly changing.

(c) Demonstrate an understanding of arousal and explain optimal arousal in differ-ing situations, paying attention to the relationship between arousal and task performance.

(d) Understand what stress is, the causes of stress, and its effect on an indi-vidual’s health.

(e) Demonstrate an understanding of the mental, physical and behavioural changes associated with circadian rhythms and be able to provide examples.

(f) Understand and explain, using examples, the five stages of sleep, what sleep deprivation is and sleep needs.

(g) Demonstrate an understanding of common sleep disorders, including insom-nia, and their psychological interventions.

(h) Demonstrate application of psychological principals to real-world settings and situations (the road toll, sporting performance, jet lag) in addition to personal growth through developing positive stress management techniques and sleep hygiene.

(i) Identify and understand specific investigation designs and assessment meth-ods for altered states of awareness.

(j) Understand the ethical issues presented with altered states of awareness re-search and suggest examples for improvement.



4. Learning requirementsStudents should:

(a) Explain the factors that cause psychological differences and similarities between people and give examples of how these factors affect the behaviour of themselves, others, and groups of people.

(b) Analyse the behaviour of themselves, others, and groups of people in different contexts in a way that recognises the values of independence and interdependence.

(c) Demonstrate an understanding of ethical research by undertaking and evaluating guided investigations.

(d) Make informed decisions about issues, events, and situations in society by applying relevant psychological principles and ethics and by presenting particular points of view, giving examples of the thinking and reasoning behind them.

(e) Demonstrate organisation and critical reflection in the application of psychological principles, taking into account ethical considerations.

(f) Search for, evaluate, and organise psychological information and use appropriate terms effectively to communicate key ideas, understanding, processes, and values in a range of contexts.

(g) Undertake a variety of roles while working as a member of a team to achieve individual and shared goals.



5. Content/Activity Sequence

Lesson Object-ives

Content Student Activity(including due dates)

1 B, E Introduction to Psychobiology of Altered States of Awareness.Circadian rhythms.

Sleep myth exploration, lecture with PowerPoint, learning activity 6.2.

H/work Questions to consider – homework sheet 1.

2 B, E, F Circadian rhythms continued.Stages of sleep.

Lecture with PowerPoint, circadian rhythm clock worksheet, read and note from textbook, group discussions.

H/work Textbook learning activity 6.103 & 4 B, F, H Stages of sleep continued.

Sleep deprivation and sleep needs (Inc. sleep hygiene).

Lecture with PowerPoint, argument tennis debate about what time the school day should start, whiteboard work, computer room – students to make a fact sheet about sleep needs and sleep hygiene.

H/work Complete fact sheet.5 G Sleep Disorders.

Sleep apnoea, insomnia and narcolepsy.

Outdoor lecture, read and note from textbook, worksheet.

H/work Sleep disorder worksheet.6 G, H Psychological therapies for

sleep disorders.Watch narcolepsy video (https://www.youtube.com/watch?v=084A8wT5ZAI), lecture with PowerPoint, read and note from textbook, complete practice exam questions.

H/work Complete any unfinished practice exam questions.Complete learning activity 6.14 if unfinished.

7 & 8 G, H, J Sleep Disorders Australia Representative will be speaking about sleep disorders and support for sufferers.

Speaker, group discussion and whiteboard work, note taking, worksheet.

H/work Four levels of explanation worksheet.

https://www.youtube.com/watch?v=084A8wT5ZAI


SEMESTER 2



Content/Activity Sequence continued

Lesson Object-ives


9 B,C, D Psychological and physiological arousal.Arousal and task performance.

Whiteboard work - Yerkes-Dodson law diagram, Lecture with PowerPoint, flashcard activity in pairs.

H/work Describe a scenario/example for optimal arousal, too low arousal, and too high arousal.

10 B, C, D Stress and health.Psychological therapies for stress.

Stress test, whole class brainstorming/whiteboard work, lecture with PowerPoint, stress less poster.

H/work Work on stress less poster.Read and not pages 158-160 of textbook.

11 & 12 A, C, H, I

Social issues.Investigation designs and methods for assessing altered states of awareness.

Social issues practice questions (jet lag, shift work, road toll), Lecture with PowerPoint, watch EEG in practice video (https://www.youtube.com/watch?v=8Q57q_kQPQY), laptops – complete Epworth sleepiness scale, time allocated to stress less poster.

H/work Work on stress less poster13 I, J Investigation designs and

methods for assessing altered states of awareness.Ethics associated with research.

Computer room – research and write down 5 things that happen to a person completing a sleep study (procedures, measures etc.), ethics research worksheet.

H/work Work on stress less poster.Test revision.

14 Test revision. Formative stress less poster due.

H/work Test revision.15 & 16 Test revision.

Test.Test, self-evaluation form, teacher evaluation form.

H/work Revise for exams.

6. Assessment Grid

https://www.youtube.com/watch?v=8Q57q_kQPQY




Assessment in this topic will use the following Assessment Design Criteria:

Topic Objective

Progress(formative)

Test(summative)

C level A level

a)

b)

c)

d)

e)

f)

g)

h)

i)

j)



7. Lesson plans

Week 1: Monday (50 mins)

Students will: Discuss what a circadian rhythm is and understand how the theory of circadian

rhythms applies to the real world. Learn about the circadian biological clock and how it regulates sleepiness and

wakefulness throughout the day.

Time (mins) Teacher Activity Student Activity Resources

5 mins. Provide introduction to Psychobiology of Altered States of Awareness – overview of what we will be doing in the topic and due dates.

Listening and note taking. Topic overview 1.

10 mins. Provide instructions for exploration of sleep myths activity.Group activity.

Students split into groups of 4-5 students. Each group to research 1 sleep myth (5 mins) and take notes on their piece of A3 paper. Each group to report back to the class what they discovered about the sleep myth they were assigned (5 mins).

Laptop.

Internet access.

A3 paper.

Thick markers.

Sleep myths – teaching notes 1.

17 mins. Circadian rhythm lecture.

Noting. PowerPoint 1.

10 mins. Supervise students, provide help where necessary.

Individual work.Answer learning activity 6.2 on page 140 of textbook.

Psychology Stage 2 textbook – Penny Spencer & Margaret Hartstone.

5 mins. Summary.

Class discussion. Summary to focus on:

What is a circa-dian rhythm?

Why is it import-ant?

Real world ap-plication.

Engage in class discussion. Raise hand to contribute ideas.

Smart Board.

3 mins. Explain homework. Complete Questions to Questions to



consider homework sheet. Come to tomorrow’s class with your answers.

consider -homework sheet 1.

Reflection

Topic Overview 1:

Lesson Object-ives




1 B, E Introduction to Psychobiology of Altered States of Awareness.Circadian rhythms.

Sleep myth exploration, lecture with PowerPoint, learning activity 6.2.

H/work Questions to consider – homework sheet 1.

2 B, E, F Circadian rhythms continued.Stages of sleep.

Lecture with PowerPoint, circadian rhythm clock worksheet, read and note from textbook, group discussions.

H/work Textbook learning activity 6.103 & 4 B, F, H Stages of sleep continued.

Sleep deprivation and sleep needs (Inc. sleep hygiene).

Lecture with PowerPoint, argument tennis debate about what time the school day should start, whiteboard work, computer room – students to make a fact sheet about sleep needs and sleep hygiene.

H/work Complete fact sheet.5 G Sleep Disorders.

Sleep apnoea, insomnia and narcolepsy.

Outdoor lecture, read and note from textbook, worksheet.

H/work Sleep disorder worksheet.6 G, H Psychological therapies for

sleep disorders.Watch narcolepsy video (https://www.youtube.com/watch?v=084A8wT5ZAI), lecture with PowerPoint, read and note from textbook, complete practice exam questions as a class.

H/work Complete any unfinished practice exam questions.Complete learning activity 6.14 if unfinished.

7 & 8 G, H, J Sleep Disorders Australia Representative will be speaking about sleep disorders and support for sufferers.

Speaker, group discussion and whiteboard work, note taking, worksheet.

H/work Four levels of explanation worksheet.





Lesson Object-ives


9 B,C, D Psychological and physiological arousal.Arousal and task performance.

Whiteboard work - Yerkes-Dodson law diagram, Lecture with PowerPoint, flashcard activity in pairs.

H/work Describe a scenario/example for optimal arousal, too low arousal, and too high arousal.

10 B, C, D Stress and health.Psychological therapies for stress.

Stress test, whole class brainstorming/whiteboard work, lecture with PowerPoint, stress less poster.

H/work Work on stress less poster.Read and not pages 158-160 of textbook.

11 & 12 A, C, H, I

Social issues.Investigation designs and methods for assessing altered states of awareness.

Social issues practice questions (jet lag, shift work, road toll), Lecture with PowerPoint, watch EEG in practice video (https://www.youtube.com/watch?v=8Q57q_kQPQY), laptops – complete Epworth sleepiness scale, time allocated to stress less poster.

H/work Work on stress less poster13 I, J Investigation designs and

methods for assessing altered states of awareness.Ethics associated with research.

Computer room – research and write down 5 things that happen to a person completing a sleep study (procedures, measures etc.), ethics research worksheet.

H/work Work on stress less poster.Test revision.

14 Test revision. Formative stress less poster due.

H/work Test revision.15 & 16 Test revision.

Test.Test, self-evaluation form, teacher evaluation form.

H/work Revise for exams.

Sleep myths – teaching notes 1:





You can “cheat” on the amount of sleep you get. Snoring is a common problem, especially among young men, but it isn’t harmful. Turning up the radio, opening the window, or turning on the air conditioner while

driving are effective ways to stay awake. During sleep, your brain rests. Teens who fall asleep in class have bad habits/are lazy. If you wake up in bed in the middle of the night, it is best to lie in bed, count sheep,

or toss and turn until you eventually fall back to sleep.

Questions to consider – homework sheet 1:



Circadian RhythmsStage 2 Psychology

Miss Vanderaa

Questions to consider…

1. What is a circadian rhythm?

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. What can reset the circadian rhythm? Provide an example of how you might do so.

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. What is the Supra-chiasmatic nucleus (SCN) and what is its role in regards to cir-cadian rhythms?

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. What happens to melatonin levels during the sleep/wake cycle?

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



Week 1: Tuesday (50 mins)

Lesson 2 Performance Objectives:

Students will: Discuss what a circadian rhythm is and understand how it effects coordination,

reaction time, melatonin levels, sleep patterns, and alertness. Demonstrate understanding of the five stages of sleep, their characteristics,

and their cycles.


5 mins. Circadian rhythms recap. Ask a series of questions discussed and taught in yesterday’s lesson. Each student to correctly answer a question gets a lolly as a reward.Whiteboard work.

Engage in class discussion, raise hand to contribute ideas and answer questions.

Smart Board.

10 mins. Circadian rhythm. Complete the worksheet, stating which times of the day people have best co-ordination, fastest reaction time, changes in melatonin levels, deepest sleep, and high/low alertness.

When students have completed their clock, provide them with the example to hold onto for future reference.

Circadian rhythm clock worksheet 2.

Circadian rhythm clock worksheet 3.

17 mins. Stages of sleep lecture. Noting. PowerPoint 2.5 mins. Stages of sleep. Read pages 145-146 of

textbook.Psychology Stage 2 textbook – Penny Spencer & Margaret Hartstone.

10 mins. Group discussion. Students split into groups of 4-5 students (2 mins). Each group is given a different question to answer. Groups are given 5 minutes to formulate an answer to their

Sleep questions for class - teaching notes 2.



question using information from their textbook and lectures. One person from the group is to be the scribe, and another the speaker. Groups to share their answers with the class (3 mins).

3 mins. Explain homework. Answer questions from learning activity 6.10 (page 146 of textbook) about stages of sleep.


Reflection(optional)

Circadian rhythm clock - worksheet 2:

Circadian Rhythms



Fill in the clock, stating which times of the day people are likely to have best co-ordination, fastest reaction time, changes in melatonin levels, deepest sleep, and high/low alertness.

Circadian rhythm clock - worksheet 3:

Circadian rhythms example…



http://en.wikipedia.org/wiki/Circadian_rhythm#/media/File:Biological_clock_human.svg

Sleep questions for class – teaching notes 2:

1. What characteristics make REM sleep different to stage 1 sleep?

2. What characteristics make stage 3 and 4 sleep similar and different?

http://en.wikipedia.org/wiki/Circadian_rhythm#/media/File:Biological_clock_human.svg



3. What stage of sleep is a person likely to be in if they deny having been asleep? Describe that stage of sleep. 4. What stage of sleep is a person likely to be in if they report being confused and disorientated when awoken? Describe that stage of sleep.

5. What stage of sleep is a person likely to be in if delta waves make up more than 50% of their brain activity? Describe that stage of sleep.

6. What stage of sleep is a person likely to be in if they experience rapid eye movements? Describe that stage of sleep.

7. What stage of sleep is a person likely to be in if theta waves and sleep spindles are present? Describe that stage of sleep.



Week 1: Thursday (100 mins)

Lesson 3/4 Performance Objectives:

Students will: Understand the effects of sleep deprivation on health and performance, paying

particular attention to academic performance. Formulate a list of ways to improve sleep hygiene, and as a result, optimise

sleep quality and quantity.


5 mins. Testing what students remember from last lesson on stages of sleep.

Have a drawing of theta waves, theta waves with spindles, delta waves <50%, delta waves >50%, and REM stage waves ready on the board for students. Waves will be drawn in no particular order.

Students are to match the brain activity (wave) drawn on the board to the stage of sleep it occurs in. Hands up when presenting answers and ideas.

Smart Board.

12 mins. Sleep deprivation and sleep needs lecture.

Noting. PowerPoint 3.Slides 1-8

10 mins. Argument tennis debate about what time the school day should start.

Should it start earlier than 8.45 am? Later? Why?

Class split into 2 groups. Group 1 stating that school should start earlier than 8.45 am, and group 2 stating that school should start later than 8.45 am.

Teacher to arrange the room so it resembles a tennis court, with spectators seated on the side and 2 chairs in the middle for the debate rally.

Students preparing their side of the argument to present in the rally.

Students must justify their answer by drawing on knowledge of sleep deprivation and sleep needs.

15 mins. Argument tennis debate about what time the school day should start.

1 student from each side to sit in the middle of the court and present their

Stop watch.



arguments in a rally fashion. The student can tag another member of their team to compete in the debate rally for them at any time. Students have a maximum of 3 minutes in the rally before they must tag in another team mate.

3 mins. Direct classroom reassembly.

Reassemble chairs and tables into normal classroom setting.

12 mins. Whole class discussion on outcome of argument tennis debate.

Discussion to focus on: Sleep debt. Effects of sleep

deprivation on academic performance.

Memory consolidation.

Engage in class discussion. Raise hand to contribute ideas. Noting.

Smart Board.

10 mins. Sleep deprivation and sleep needs lecture continued.

Noting. PowerPoint 3.Slides 9-13.

30 mins. Move class to the computer room.

Sleep needs and sleep hygiene fact sheet.

Students to make a fact sheet explaining 5 key reasons we need sufficient sleep, and (at least) 6 key methods to improve sleep hygiene.

Computer.Internet access.

3 mins. Explain homework. Complete sleep needs and sleep hygiene fact sheet. Come to next week’s class with fact sheet ready to be formatively checked.

Computer.Internet access.






Students will: Learn about common sleep disorders such as sleep apnoea, insomnia, and narcolepsy and their symptoms. Be able to read fictional situations and apply them to the relevant sleep disorder.


5 mins. Buzz session.

Quiz to focus on: Common symptoms

of sleep deprivation. The effects of sleep

deprivation on health.

3 main reasons we need sleep.

Engage in class discussion. Raise hand to contribute ideas.

Smart Board.

15 mins. Outdoor lecture on sleep disorders, focussing on sleep apnoea, insomnia and narcolepsy.

Noting. PowerPoint 4.Printed for students to make notes on.

10 mins. Sleep disorders. Read and note pages 147-150 of textbook.


12 mins Give students a worksheet which includes general sleep disorders questions.Begin working through the questions as a group.

Start working through sleep disorders worksheet 4.

Sleep disorders worksheet 4.

3 mins. Explain Homework. Complete sleep disorder worksheet and come to tomorrow’s lesson with answers.

Sleep disorder worksheet 4


Sleep Disorders – worksheet 4:



Sleep Disorders

1. Fred is a 56 year old overweight male. When he sleeps, his breathing stops peri-odically. Summarise the characteristics of the sleep disorder he suffers from.

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Julie is a 35 year old lawyer. She is working hard to win the partner position at the firm she works at. Julie is finding that she is fatigued and her concentration im-paired throughout the day. Outline the characteristics of the sleep disorder Julie suffers from, including possible reasons for onset.

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. John is a 19 year old university student. He is embarrassed as he suffers from un-predictable attacks of daytime sleepiness, often while on campus. Summarise the characteristics of the sleep disorder John suffers from, providing other examples of situations it is likely to occur.

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. How does insomnia disrupt the chemical and biological processes of the circadian rhythm?

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________





Students will: Understand the range of psychological treatments available for insomnia, sleep apnoea and narcolepsy and be able to distinguish between them. Have a sound understanding of how stimulus control therapy and sleep restriction therapy work. Begin learning how to answer questions in exam format.


2 mins. Show Narcolepsy video. Video is intended to demonstrate real-life implications of sleeping disorders to students.

Watching. Smart board.Internet access.https://www.youtube.com/watch?v=084A8wT5ZAI

17 mins. Psychological therapies for sleep disorders lecture.


12 mins. Insomnia questions. Read psychological intervention-therapy for insomnia on page 149 of textbook and answer the questions from learning activity 6.14.


15 mins. Practice examination questions.

Students to work individually for a few minutes on a question before coming together as a class and discussing possible solutions.

Fill in the questions on the practice examination paper individually before participating in a group discussion highlighting possible solutions. Raise hand to contribute ideas.

2012 past examination questions 13, 15, and 18 – worksheet 5

3 mins. Explain homework. Complete unfinished practice examination questions. Bring to the next lesson for formative marking and feedback.

Complete learning activity 6.14 if unfinished.

2012 past examination questions 13, 15, and 18 – worksheet 5.

Psychology Stage 2 textbook – Penny Spencer & Margaret






Hartstone.Reflection(optional)



2012 past examination questions – worksheet 5:

Practice Exam questionsStage 2 Psychology

13. Dreaming, heart rate, and muscle tension are features that vary during sleep. Se-lect two of these features and describe how they are different in non-REM sleep com-pared to REM sleep.

Feature 1:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

(2 marks)Feature 2:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

(2 marks)

15. Describe one psychological intervention that could be used in the treatment of in-somnia.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

(4 marks)

18. Describe what is meant by a circadian rhythm, using sleep as an example.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

(4 marks)





Students will: Learn about sleep disorders such as insomnia, sleep apnoea, and narcolepsy first hand from a Sleep Disorders Australia representative. Will understand the importance about being educated and sensitive regarding sleep disorders, their effects on the individual, and implications for families.


5 mins. Remind students a Sleep Disorders Australia representative will be in 10 minutes into the lesson. Remind students of behavioural and learning expectations.

Listening.

5 mins. Explain to students the importance of not self-diagnosing or trying to provide psychological treatments to others.

Listening and note taking.

Smart Board.

60 mins. Sleep Disorders Australia representative come and talk about insomnia and sleep apnoea. The representative will talk about the support provided for individuals suffering from sleep disorders and the effect it has on families.

Listening, note taking, and asking questions. Raise hand to contribute ideas or ask questions of the guest speaker.

Sleep Disorders Australia Representative

Smart Board.

10 mins. Summary of Sleep Disorders Australia guest speaker.

What knowledge did students acquire?How do sleep disorders affect not only the individual but their families?What are the implications of sleep disorders on everyday life?

Casual discussion (7 mins).

Students to write down 5 things they learnt today and 5 things they wish to learn more about (3 mins).

Exercise books and stationary.

17 mins. Formulate a discussion about the four levels of explanation in relation to sleeping disorders.

Contribute ideas in the class discussion. Raise hand to contribute. Add notes to the homework sheet.

Smart Board.Four levels of explanation – worksheet 6.



3 mins. Explain homework. Students to complete Four levels of explanation worksheet. Bring to next weeks for checking of completion.

Four levels of explanation – worksheet 6.




Four levels of explanation – worksheet 6:

The Four Levels of Explanation Stage 2 Psychology

Explain the behaviour of one sleep disorder (insomnia, sleep apnoea, or narcolepsy) according to the four levels of explanation used in Psychology.

Biological

e.g.Hormones.Drugs.Nervous damage.Genetic inheritance.

E.g. insomnia = stimulative drugs such as no doze.

Basic Processes

e.g.Cognitions.Emotions.Memory.Thinking.

E.g. insomnia = the bedroom is associated with memories of staying awake.

Person

e.g.Personalities.Intelligence.Motivation.

E.g. sleep apnoea = the individual is overweight and not prepared to eat healthier.

Socio-cultural

e.g.The people present at the time of the behaviour.Religion.Gender.Family and friends.

E.g. insomnia = parents/caregivers leave a lot of lights on in the house, impairing the child’s ability to sleep.





Students will: Learn about the effect of arousal on task performance, paying particular attention to the Yerkes-Dodson law diagram. Learn about physiological and psychological arousal, including the fight or flight response, through a paired quiz activity.


10 mins. Have a picture of the Yerkes-Dodson law diagram on the Smart Board ready for students.

Explain the diagram to students and what it means for task performance.

Listening and note taking. Asking questions where the theory needs further clarification. Raise hand to contribute ideas or ask questions.

Smart Board.

Teaching notes 3.

15 mins. Physiological and psychological arousal.Arousal and task performance lecture.


10 mins. Flash card activity.

Put students into pairs.Explain task.Supervise and hover over groups.

Students to write 5 questions each (1 on each flash card) that they plan to use when quizzing their partner using flashcards.

Students must know/find out the answer to their question before putting it on their flash card.

Various colours of cardboard cut into flash card size pieces.

Thick markers for students to write on flash cards.

10 mins. Flash card activity.

Supervise the task.Hover between pairs to make sure the questions and answers are sufficient, scaffolding where necessary.

Take it in turns to hold up the flash card question to their partner and receive answers. Students encouraged to provide support for their peers where necessary.

Flash cards created by students.

5 mins. Explain homework.

Ensure students write the homework questions in their exercise books.

Students to describe a scenario/example for optimal arousal, too low arousal, and too high arousal.

Exercise books and stationary.




Yerkes-Dodson law – teaching notes 3:

The Yerkes-Dodson law suggests that there is a relationship between arousal and task performance. Increased arousal can help improve performance, however, if arousal is too high, performance, is diminished. For difficult tasks, our performance level is higher if we have a lower level of arousal. For easy tasks, our performance level is higher if we have a higher level of arousal.





Students will: Learn about stress and its effect on health. Demonstrate understanding of stress management techniques, including psychological interventions for coping.


3 mins Facilitate class move to the computer room.

Students to enter the computer room and immediately log onto computers and open internet browser.

Computer and internet access.

5 mins. Explain to students that this quiz is just for fun, not a formal stress diagnosis. If they would like to seek help the school counsellor is available.

Inform students that they have 5 minutes to complete the stress quiz.

Individually complete the online stress quiz.

The students score is irrelevant; they are focussing on the stress management tips relating to each bracket of scores.


Stress quiz http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/quiz_how_well_do_you_manage_stress?open

10 mins. Put a definition of stress on the board and facilitate discussion about ways to improve ones’ own stress management.

Engaging in class discussion. Raise hand to contribute ideas. Noting down key stress management techniques.

Smart Board.

10 mins. Psychological interventions for coping with stress lecture.


20 mins. ‘Stress less’ poster.

Provide instructions about the activity. Students are to create a poster that can be displayed in the psychology classroom. The poster must have a definition of stress, followed by (at least) 8 key ways an individual can reduce their stress levels.Students must put their definition of stress and 8

Students to create a ‘stress less’ poster that can be displayed around the classroom. This lesson is focussed on researching key points to go on the poster. Key points to be written in exercise book before going on poster.



http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/quiz_how_well_do_you_manage_stress?open





key stress reduction techniques in their exercise book before obtaining poster paper.

2 mins. Explain homework Students to continue working on ‘stress less’ poster. Students to have all their research by next lesson.

Read pages 158-160 of textbook.








Students will: Learn about social issues associated with lack of sleep and/or heightened states of stress. Learn about investigation design and methods used to evaluate psychological interventions.


10 mins. Social issues lecture. Noting. PowerPoint 8.10 mins. Assist students with answer

social issues practice questions.

Students to read sleep channel worksheet and individually answer social issues practice questions. Students are permitted to talk quietly with their neighbour, however, each student must have an answer on their worksheet.

Sleep channel – worksheet 7.Social issues practice questions – worksheet 8.

15 mins. Investigation designs and methods for assessing altered states of awareness.

Individual work. Students to read and note pages 161-164 of textbook.


5 mins. EEG in practice video.

Set up video and supervise students.

Watch video. Smart Board.

Internet access.


10 mins. Epworth Sleepiness Scale.

Instruct students to get a laptop out and find a version of the Epworth sleepiness scale.

Supervise students.

Students to complete the Epworth sleepiness scale and record their results.

Laptops.

Internet access.

50 mins. Supervise students working on their ‘stress less’ poster.

Students to continue working on their ‘stress

Computer and internet






less poster’. At this stage students should be compiling their research and presenting it on their poster.

access.


Large cardboard.

5 mins. Facilitate clean-up of classroom and explain homework.

Students to clean up any mess made whilst constructing their poster.

Students to continue working on ‘stress less’ poster for homework.



Large cardboard.


Sleep Channel – Worksheet 7:



http://www.sleepdisorderchannel.com/

JetLag

Jet lag is a temporary condition that some people experience following air travel across several time zones in a short period of time.

Use the link below to learn more about jetlag

http://www.sleepdisorderchannel.net/jetlag/index.shtml

Shift Work

Nowhere are the effects of lifestyle on sleep more evident than in shift work change or shift lag. As the global marketplace continues to turn the time-to-productivity ratio to its favor, more and more employees are needed to work unconventional shifts. Nearly 20% of employees in industrialized countries are employed in shift work, which requires them to drastically change their sleep habits weekly or even daily.

Approximately 20% of shift workers report falling asleep during work, which increases the risk of industrial accidents and decreases productivity.

Use the link below to learn more about shiftwork

http://www.sleepdisorderchannel.net/shiftwork/

Social Issues Practice Questions – Worksheet 8:

Social Issues Practice Questions:


http://www.sleepdisorderchannel.net/jetlag/index.shtml



http://www.sleepdisorderchannel.net/jetlag/




Describe each of these…

What do they look like/affect?

What are the social issues?

Shift work and workplace accidents.

Fatigue and the road toll.

Jetlag.





Students will: Learn about sleep studies and the ethical issues associated. Learn about ethics and the important aspects to remember.


20 mins. Move students to the computer room and explain sleep study research activity. Supervise students.

Students to use computers to research 5 things that happen to a person participating in a sleep study. Students to write their findings in their notebooks.

Computers.

Internet access.

10 mins. Facilitate discussion about what happens to people participating in a sleep study. What ethics may be associated with this? Is it ethical/un-ethical? Why?Write notes on whiteboard.

Students to engage in discussion. Raise hand to contribute ideas.

Copy noted from the whiteboard into exercise books.

Smart Board.

15 mins. Supervise students and help where necessary.

Students to individually read and highlight important parts of the worksheet.

Answer questions.

Ethics – worksheet 9.

5 mins. Remind students of the upcoming test.

Explain homework.

Students to start revising notes for upcoming test at the end of the week.

Finish ‘stress less’ poster.

Notebooks.



Large cardboard.




Ethics – Worksheet 9:

Ethics and Sleep Research

During a sleep study the sleep cycles and stages of sleep are monitored. Electrodes are placed to monitor continuous



recordings of brain waves, electrical activity of muscles, eye movement, respiratory rate, blood pressure, blood oxygen saturation, and heart rhythm.

Direct observation of the person during sleep may also be used. Tests may be per-formed for people who suffer from sleep disorders, behaviour disturbances during sleep or for research purposes.

Other sleep studies may include the effect of drugs (caffeine, alcohol etc) on sleep.

All night sleep studies (polysomnography)

Usually, participants meet with a sleep technologist, who explains and perform the study. The sleeping rooms are comfortable, motel-like rooms with normal beds.

For studying the quality of sleep, electrodes are applied to the scalp, sides of the head and under the chin, chest and leg. This measures brain waves, heart rate, and eye movements. A sensor is placed by the nose and mouth for measure-ment of airflow. Belts are placed around the rib cage and abdomen for measure-ment of breathing movements. A clip is placed on a finger for measurement of blood oxygen levels. Other measurements may be done as required. There are no needles and no pain. The electrodes are connected to a box by the bedside for relaying the signals to a central control room. In addition, participants may be videotaped while asleep.

In the central control room, the “technologist” monitors the patient’s sleep and general condition. Any problems with the study may be easily dealt with. Pa-tients may easily call the technologist if there is a problem as well.

Once the sleep study is completed, it is scored by a scoring technologist and sent to a sleep specialist for interpretation. Appropriate “follow up” processes occur. (eg the study may have been organised by a physician, psychologist etc)

Sleep studies are generally easy to tolerate, comfortable for patients, and give the sleep physician the information he/she needs to accurately diagnose and treat the sleep disorder.

Discuss the ethical issues that may arise as a consequence of sleep research and studies.

Discuss at least 3 issues.





Students will: Revise instructions on what and how to revise for the upcoming test. Begin revising for test.


7 mins. Verbally go through what students need to know for the test. Put main headings on the board.

Listen and take notes. Ensure main headings of test revision are written down.

Whiteboard and whiteboard marker.

40 mins. Supervise students, answer questions as needed.

Answer test revision questions.

Test revision questions.

3 mins. Explain homework. Students to revise for test tomorrow.

Test revision questions.




Test revision questions:

Psychobiology of Altered States of Awareness

What is sleep? List three key reasons why humans need sleep.

What characteristics make REM sleep similar and different to wakefulness?

What physiological responses are sometime recorded during sleep?

What does the EOG measure? What does the EMG measure?

What does the EEG measure? In order, what are the 4 types of Brain Waves?

What brain waves would be shown on an EEG in Stage 1?



What brain waves would be shown on an EEG in Stage 4

What brain waves would be shown on an EEG in REM?

What happens to physiological responses in REM?

What can happen when you’re sleep deprived?

Explain how external light influences the sleep / wake cycle.

What is the SCN and what is its role in the brain?

What happens to Melatonin levels in the sleep/wake cycle.

What accumulates when we are sleep deprived?

What does our body desire when we have a sleep debt?

How does REM sleep change throughout the night?.

What is a microsleep, and how can it be dangerous?

Explain some of the more severe symptoms after 3 or 4 days of sleep deprivation.

How much sleep do infants, children, teenagers and adults need?

How does the amount of REM sleep differ as we age?

What is sleep apnoea? What are common treatments for sleep apnoea?

What is narcolepsy? What treatments are available for narcolepsy?

Explain the definition of insomnia.

What can cause insomnia? Explain common symptoms of sleep disorders.

How can insomnia be treated? Hint: CBT(Revise pg 149 text)



Describe some of the ideas useful for good sleep hygiene.

Explain how shiftwork can influence a person’s circadian rhythm.

Explain what should be done to minimize the impact of fatigue on shiftworkers.

What are common effects of prolonged shiftwork?

Explain how fatigue can influence the road toll.

What are the symptoms of fatigue?

What times of day are road accidents likely to occur. Why?

What can individuals do to help reduce the impact of fatigue when driving?

What can governments do to help reduce the impact of fatigue on the road toll?

Explain how jet lag can influence the circadian rhythm.

What are common problems associated with jet lag.

How can a traveler prepare for a long trip with the hope to minimize the impact of jet lag?

What is meant by the phrase: ‘stress is a state of high arousal’ What is meant by arousal?

Explain the fight-flight response. What are the physiological signs that the sympathetic nervous system is operating?

What psychological arousal can be noticed when the fight-flight response has been activated?

Explain how arousal can impact on task performance in terms of achieving optimal performance.

How does stress affect our performance on familiar tasks and difficult tasks.

Explain the Yerkes-Dodson model of optimal performance on a task. What factor increase arousal and decrease arousal according to this model?

Explain the General Adaption Syndrome identified by Selye to describe how the body deals with stress over an extended period.

If stress is ongoing, describe some of the effects this may have on a person’s health.

Why does stress sometimes lead to health problems?

Explain how CBT can be used as a coping strategy for stress.

What others things are important for managing stress?

What ethical issues apply specifically to studies of sleep?

Explain an objective and a subjective method for assessing sleep.

Explain an objective and a subjective method for assessing stress and arousal.

What ethical issues apply specifically to studies of stress and arousal?





Students will: Complete a summative test on Psychobiology of Altered States of Awareness. Complete an evaluation of the teaching and learning in this unit.


20 mins. Answer any questions students may have. Further clarify understanding.

Ask questions and take notes.

5 mins. Explain expectations of test conditions. Pass out test.

Set up for test.

50 mins. Supervise students. Complete test. Test.Spare pens/pencils.

15 mins. Pass out teacher evaluation forms and self-evaluation forms.

Complete evaluation forms.

Evaluation forms.

10 mins. Supervise students. Casual discussion/reflection.


SEMESTER 2



8. Test

SEMESTER 2



9. Student feedback

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