Biological - NIH Office of Science Education - National Institutes of ...

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Lesson 4 Organizer Activity 1: Snoring—Believe It or Not! What the Teacher Does Procedure Reference Give each student a copy of Master 4.1, Snoring—Believe It or Not, and instruct them to read it. • Have students comment on their experiences with snoring. Page 105 Steps 1 and 2 Give each student a copy of Master 4.2, Snoring Survey, and instruct them to complete it. • Discuss the students’ responses and relate them to sleep disorders. Pages 105–107 Steps 3 and 4 Activity 2: Diagnosis Unknown What the Teacher Does Procedure Reference Divide the class into student teams and have each team review two case histories. For each case history, hand out • preliminary information (top portion of Masters 4.3, 4.4, 4.5, 4.6, and 4.7) and • Master 4.8, Sleep Specialist’s Evaluation Form. Page 107 Steps 1–4 Instruct student teams to use Master 4.9, Sleep Disorders Reference Manual, to make preliminary diagnoses for their case histories. Page 107 Steps 5 and 6 = Involves copying a master. 115 Student Lesson 4
Sleep, Sleep Disorders, and Biological Rhythms Ask students if they feel confident about their diagnoses. Page 107 Step 7 Give each student the secondary information parts of their case histories (the middle portion of Masters 4.3, 4.4, 4.5, 4.6, and 4.7) and ask them to read them. • Students should reevaluate their diagnoses in light of this new information. • Students should enter final diagnoses on the Sleep Specialist’s Evaluation Form where indicated. Page 108 Steps 8–10 Give each student the discussion questions for their case histories (the bottom portion of Masters 4.3, 4.4, 4.5, 4.6, and 4.7) and instruct them to answer them. Page 108 Step 11 Discuss the case histories. • Ask students how they answered the discussion questions. • Ask students how they arrived at their diagnoses. Page 108 Step 12 116
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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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Calculating Average Bedtime and Wak
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Page 95 and 96: Sleep Medicine Reference Manual SLE
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Page 152: Additional WebW Resources for Teach
Page 158: Appendix III More About the Nationa
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