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Evaluating Sleep Disorders Lesson 4 Elaborate Figure 4.1. Accredited sleep centers evaluate people with sleep disorders, usually with an overnight sleep recording. Overview The lesson begins with students reading several short stories about snoring. Students engage in a discussion about sleep disorders. Also, students recall and use information obtained in Lesson 1 (the Sleep Diary). Students then assume the role of a sleep specialist. They evaluate five fictional case histories involving sleep problems. Using the reference materials provided, students analyze data and arrive at a “diagnosis.” They select a treatment based on their diagnosis. In a written report, students provide the rationale for their diagnosis and treatment selection, and they predict the expected outcome of the treatment. At a Glance Major Concepts Many factors affect the quality and quantity of sleep. Insomnia is the most prevalent sleep disorder. Other major sleep disorders include sleep apnea, restless legs syndrome, and narcolepsy. Objectives After completing this activity, students will • recognize that many different sleep disorders exist, • understand that nearly everyone, at some time, experiences difficulty sleeping, 103
Sleep, Sleep Disorders, and Biological Rhythms • understand that external and internal factors affect sleep and sleep patterns, and • understand that treatments are available for sleep disorders. Teacher Background Consult the following section in Information about Sleep: 4 Sleep Disorders (pages 35–37) In Advance Web-Based Activities Activity 1 2 Web Version? No No Photocopies Activity 1 Activity 2 Master 4.1, Snoring—Believe It or Not! (Make 1 copy per student.) Master 4.2, Snoring Survey (Make 1 copy per student.) (per team of 4 students) See Preparation for information about number of copies needed. Master 4.3, Case History 1 (Make 1 copy per team.) Master 4.4, Case History 2 (Make 1 copy per team.) Master 4.5, Case History 3 (Make 1 copy per team.) Master 4.6, Case History 4 (Make 1 copy per team.) Master 4.7, Case History 5 (Make 1 copy per team.) Master 4.8, Sleep Specialist’s Evaluation Form (Make 1 copy per student.) Master 4.9, Sleep Disorders Reference Manual (Make 1 copy per team.) Materials Activity 1 Activity 2 no materials needed no materials needed 104
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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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shot” of what the students unders
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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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Glossary amplitude: Magnitude, grea
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References 1. Aserinsky, E. 1999. E
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Sleep Diary Pre-lesson Activity Eng
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tions, medications, or drugs affect
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Pre-lesson Organizer Pre-lesson Act
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Recording Bedtimes and Wake Times I
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