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Activity 2 Students should have their sleep diaries containing sleepiness scale data available. The day before you do this activity in class, ask students to complete the graphing exercise described in Step 1 of the procedure (page 90). Activity 1: Michel Siffre Story Procedure 1. Introduce this activity by reminding students of statements 1, “Everyone has a biological clock” (true), and 9, “The body quickly adjusts to different sleep schedules” (false), on Master 1.1. How did students respond to these statements and why? This activity and the next will allow students to investigate biological clocks and our ability to adapt to changing environmental cues. 2. Give each student a copy of Master 3.1, Michel Siffre Story, and ask them to read it. 3. Ask students to explain why Siffre’s “day” varied so much, and why his average “day” was longer than 24 hours. 4. If students are having trouble understanding why Siffre’s days became so long, ask them how they know when it is time to sleep. Of course, students will mention that they use a clock. Ask them to think about how our body can tell what time of day it is. 5. Give each student a copy of the top half of Master 3.2, The Rhythms of Sleep, and ask them to read it. 6. Ask students if the information in their handout helps them understand why Siffre’s day began to grow longer than 24 hours. The important point made in the handout is that the circadian clock operates on a cycle that is a bit longer than 24 hours (more like 24.5 hours). Students should appreciate that this helps explain why Siffre’s day grew longer. Although the circadian clock can be reset using artificial light, Siffre had no way of telling time and his use of artificial light did not help him maintain regular sleep/wake cycles. Content Standard C: Organisms have behavioral responses to internal changes and to external stimuli. 7. Next, ask the students, Why don’t you experience a day-lengthening effect similar to Michel Siffre’s? If students have trouble answering this question, direct the discussion toward how our body uses light to sense the time of day. Light is the signal that resets our clock. 89 Student Lesson 3
Sleep, Sleep Disorders, and Biological Rhythms 8. Give each student a copy of the bottom half of Master 3.2, The Rhythms of Sleep, and ask them to read it. 9. Ask the class what they think happened to Michel Siffre’s sleep cycle after he left the cave. Students should predict that light cues reset his biological clock and his sleep cycle returned to normal. Activity 2: Sleepiness Scale, Introduction to Rhythms 1. Give each student a copy of Master 3.3, Sleepiness Scale Graph Template. Have them refer to their sleepiness scale entries in their sleep diaries (from Lesson 1) and graph the average of their scores for each time point (for example, wake time). If you have time, you may consider having students calculate the average sleepiness scale scores using all of the class data. Doing this emphasizes the nature of science since there is a greater likelihood of seeing a rhythm when using more data for analysis. Students can then compare their own data with the average class data. 2. Ask students to describe the graph of their sleepiness scale data. Is a pattern detectable? Ideally, students will observe that their sleepiness scale graph resembles the following example: Figure 3.2. Sample sleepiness scale graph. 90
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Sleep, Sleep Disorders, and Biologi
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BSCS Development Team Rodger Bybee,
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3.5 Biological clock . . . . . . .
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About the National Institutes of He
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Introduction to Sleep, Sleep Disord
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Implementing the Module The six les
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Content Standards: Grades 9-12 Stan
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Teaching Standards The suggested te
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What the Students Do Stage Engage E
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Using the Student LessonsL The hear
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Using the Web Site The Sleep, Sleep
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to and use of information and data
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Additional WebW Resources for Teach
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Appendix III More About the Nationa
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