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

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Implementing the Module The six lessons in this module are designed to be taught in sequence for one to two weeks in high school biology. The following pages offer general suggestions about using these materials in the classroom; you will find specific suggestions in the procedures provided for each lesson. What Are the Goals of the Module? Sleep, Sleep Disorders, and Biological Rhythms is designed to help students develop these major goals associated with scientific literacy: • to understand a set of basic scientific principles related to the nature and function of sleep and its effects on human health; • to experience the process of scientific inquiry and develop an enhanced understanding of the nature and methods of science; and • to recognize the role of science in society and the relationship between basic science and human health. What Are the Science Concepts and How Are They Connected? We designed the lessons in this module to move students from what they already know, or think they know, about sleep toward an understanding of the scientific bases of sleep and its importance. Students begin learning about sleep by investigating their own sleep habits and collecting data that reflect the rhythmic nature of sleepiness (Sleep Diary). Students then explore biological aspects of sleep, how sleep is related to health and well-being (What Is Sleep?), and how scientists define the active, dynamic nature of sleep (Houston, We Have a Problem). An investigation of environmental influences (Do You Have Rhythm?) allows students to consider their own sleep patterns in the context of internal and external cues. Evaluating Sleep Disorders gives students a chance to use information they’ve learned from the previous lessons in the context of diagnosing and treating various sleep disorders. The final lesson, Sleepiness and Driving: What You Don’t Know Can Kill You, examines the impact of sleep loss on society, focusing on drowsy driving, an issue of interest and major importance to teenagers. The following two tables illustrate the science content and conceptual flow of the classroom lessons. Science Content and the Lessons Lesson Pre-lesson Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Science Content Biological rhythms Biology of sleep; relationship to health Dynamic nature of sleep; sleep states Biological clocks Sleep hygiene and sleep disorders Sleep loss and consequences 3
Sleep, Sleep Disorders, and Biological Rhythms Conceptual Flow of the Lessons Lesson Pre-lesson Activity Sleep Diary Lesson 1 What Is Sleep? Lesson 2 Houston, We Have a Problem Lesson 3 Do You Have Rhythm? Lesson 4 Evaluating Sleep Disorders Lesson 5 Sleepiness and Driving: What You Don’t Know Can Kill You Learning Focus Engage* Engage Explore Explore/Explain Elaborate Evaluate Major Concept Sleep/wake cycles vary among individuals, and daily sleepiness occurs in a rhythmic pattern. Sleep is an essential, biologically motivated behavior. Adequate amounts of sleep are necessary for normal motor and cognitive function. Sleep is required for survival, and the drive to sleep is intense. Sleep is divided into two major states: NREM and REM. Bodily systems function in characteristic ways during wakefulness, NREM sleep, and REM sleep. Evaluating these bodily functions provides a means of determining an individual’s state of wakefulness or sleep. Humans, and many other animals, have an internal biological clock. This clock operates on a cycle of just over 24 hours. Environmental cues, especially light, serve to reset the clock, keeping it in time with the day/night cycles. The clock directs the rhythmic secretion of hormones, such as melatonin, that influence our sleep cycle. If the biological clock gets out of phase with the environment, various types of sleep problems can result. Many factors affect the quality and quantity of sleep. Poor sleep hygiene and/or biological factors can lead to a variety of sleep disorders such as insomnia, narcolepsy, apnea, and restless legs syndrome. Treatments exist for most sleep disorders. Sleep loss has a number of negative impacts on society, including loss of productivity, increased accident rates, increased vehicle crashes, and medical consequences. *See How Does the 5E Instructional Model Promote Active, Collaborative, Inquiry-Based Learning?, on page 7. How Does the Module Correlate to the National Science Education Standards? Sleep, Sleep Disorders, and Biological Rhythms supports you in your efforts to provide science education in the spirit of the National Research Council’s 1996 National Science Education Standards (NSES). The content of the module is explicitly standards based: each time a lesson addresses a standard, an icon appears in the margin to identify the applicable standard. The following chart lists the specific content standards that this module addresses. 4
Page 1 and 2: Sleep, Sleep Disorders, and Biologi
Page 3 and 4: BSCS Development Team Rodger Bybee,
Page 5 and 6: 3.5 Biological clock . . . . . . .
Page 8: About the National Institutes of He
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Sleep Medicine Reference Manual SLE
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Hypnograms Hypnograms were develope
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Michel Siffre Story How did you cel
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Sleepiness Scale Graph Template Nam
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Evaluating Sleep Disorders Lesson 4
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Preparation Activity 2 Students wil
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Question 6. Have you, or a member o
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Key aspects of case studies and ans
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3. How would you suggest that this
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ANSWERS TO DISCUSSION QUESTIONS 1.
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Lesson 4 Organizer Activity 1: Snor
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Snoring—Believe It or Not! A burg
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Case History 1 Case History 1 Prima
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Sleep Disorders Reference Manual In
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Treatments: Those suffering from sl
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Reconvene the class and have each s
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Newspaper Articles The Gotham Daily
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Additional WebW Resources for Teach
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Appendix III More About the Nationa
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