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Sleepiness and Driving: WhatW You Don’t Know Can Kill YouY Lesson 5 Evaluate Figure 5.1. The National Highway Traffic Safety Administration has estimated that each year, about 100,000 motor vehicle crashes result from drowsy driving. Overview In this lesson, students begin by identifying both good and bad sleep habits. Then they participate in a role-playing scenario about sleepiness and driving. Marcia Sinton, daughter of a friend of the governor, has been killed in a car crash in which the driver of the other car fell asleep while driving. In response, the governor wants to incorporate questions about sleep and driving into the state’s driver’s license test. It is the governor’s belief that knowing about sleep and the consequences of poor sleep habits will produce safer drivers and fewer sleep-related car crashes. Students assume the role of sleep specialists who have been asked to come up with the sleep questions. At a Glance Major Concepts Sleep loss has a number of negative impacts on society including loss of productivity, increased accident rates, and increased medical costs. Objectives After completing this lesson, students will • identify good and bad sleep habits; • explain that lack of sleep is widespread and has negative impacts on society; 129
Sleep, Sleep Disorders, and Biological Rhythms • recognize that drowsy driving is a major cause of auto crashes; • identify those groups most at risk for driving while fatigued; and • understand that social policies are not “right” or “wrong,” but rather reflect society’s view at that time. Teacher Background Consult the following section in Information about Sleep: 3.10 Sleep loss and wakefulness (pages 34–35) In Advance Web-Based Activities Activity Web Version? 1 No Photocopies Activity 1 Master 5.1, Good and Bad Sleep Habits (Make 1 copy per student.) Master 5.2, Newspaper Articles (Make 1 copy per student.) Master 5.3, Memo from the Governor (Make 1 copy per student.) Master 1.2, Supplemental Information—What Do You Know (or Think You Know) about Sleep? (Make 1 copy per student, optional.) Materials Activity 1 flip-chart paper (1 piece per team) markers (1 per team) Preparation No preparations needed (except for photocopying). 130
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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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What Do You Know (or Think You Know
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FALSE 9. The body quickly adjusts t
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