Lesson Plan

AP Psychology - States of Consciousness

Through this app flow, students will gain a better understanding of the various states of consciousness and prepare for their unit exam.
Leah K.
Technology Training/Integration Specialist
Cobb County School District
Marietta, GA
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My Grades 9, 10, 11, 12
My Subjects English Language Arts, Math, Science, Social Studies, Arts, World Languages, English Language Learning, Health & Wellness
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Students will be able to...

Describe the nervous system and its subdivisions and functions:

  • central and peripheral nervous systems;
  • major brain regions, lobes, and cortical areas;
  • brain lateralization and hemispheric specialization.

Recount historic and contemporary research strategies and technologies that support research (e.g., case studies, split-brain research, imaging techniques).

Discuss psychology’s abiding interest in how heredity, environment, and evolution work together to shape behavior.

Predict how traits and behavior can be selected for their adaptive value.

Identify key contributors (e.g., Paul Broca, Charles Darwin, Michael Gazzaniga, Roger Sperry, Carl Wernicke).

Social Studies
Grades 10 - 12
All Notes
Teacher Notes
Student Notes

1 The Hook - Crash Course Video

Activity: Other — Viewing video in class

In the hook portion of the lesson, I show students the Crash Course video on Consciousness.  This gives them a short overview of our upcoming unit.  This video can be found at the following link:  


2 Textbook Background

Activity: Reading

In this step, students read and take notes on David Myers' Psychology (Worth Publishers, 2007) Chapter 7.  The notes may take any format the student chooses; the only caveat is that they must prove to the instructor through their notes that they have read the entire chapter.

3 Crash Course Videos

Activity: Other — Viewing videos at home

During the time that the notes on the textbook are assigned to students, they are also assigned to view the following 2 Crash Course videos from YouTube:



4 Vocabulary Through Twitter

In this step, students are assigned one vocabulary word each from the unit (list below) and either the definition of the word (A) or a real world application of the word (B).  Each student tweets his assigned word's definition or real world application, beginning the tweet with the number of the word and A or B.  Students must also include a hashtag of your design.

Vocabulary Words:

  1. Consciousness
  2. Biological rhythms
  3. Annual cycles
  4. Twenty-eight-day cycles
  5. Twenty-four-hour cycles
  6. Ninety-minute cycles
  7. Circadian rhythm
  8. REM sleep
  9. Alpha waves
  10. Sleep
  11. Hallucinations
  12. Delta waves
  13. Insomnia
  14. Narcolepsy
  15. Sleep apnea
  16. Night terrors
  17. Dreams
  18. Manifest content
  19. Latent content
  20. REM rebound
  21. Hypnosis
  22. Posthypnotic suggestions
  23. Dissociation
  24. Psychoactive drugs
  25. Tolerance
  26. Withdrawal
  27. Physical dependence
  28. Psychological dependence
  29. Depressants
  30. Barbiturate
  31. Opiates
  32. Stimulants
  33. Amphetamines
  34. Methamphetamine
  35. Ecstasy
  36. Hallucinogens
  37. LSD
  38. THC
  39. Near-death experience
  40. Dualists
  41. Monists

5 Vocabulary Compilation

In this step, I utilize Storify to compile all of the students' tweets.  Typically, their due date is a Friday, and I compile the list on Saturday.  By searching for my unique hashtag, I am able to quickly pull these together.  Then I post a link to the Storify and also embed the Storify on my blog.

6 PowerPoint Presentation

Activity: Other — Use of Sophia.org to view PowerPoint

In this step, students go to our Sophia classroom to review the PowerPoint and take a short embedded quiz.

7 Collaboration to address overarching questions

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Google Drive
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In this step, students work in collaborative groups to address one of the questions below. Students utilize Padlet and/or Google Drive to work collaboratively both at school and at home.  When they are finished with their question, they are responsible for emailing their answers to me so that I can copy and paste them into a document.  That document is reviewed by the students in class with each group responsible for presenting their answer.  As they present, I include other information that is important.  This presentation serves as review for the unit test.

  1. What is consciousness?
  2. How much information do we consciously attend to at once?
  3. How do our biological rhythms influence our daily functioning and our sleep and dreams?
  4. What is the biological rhythm of our sleep?
  5. What is sleep’s function?
  6. How does loss of sleep affect us?
  7. What are the major sleep disorders?
  8. What is the function of dreams?
  9. What are the functions of hypnosis and meditation?
  10. What are tolerance, dependence, and addition?