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Content Standards: Grades 9–12 Standard A: As a result of activities in grades 9–12, all students should develop Correlation to Sleep, Sleep Disorders, and Biological Rhythms Abilities necessary to do scientific inquiry • Identify questions and concepts that guide scientific investigations. • Design and conduct a scientific investigation. • Use technology and mathematics to improve investigations and communications. • Formulate and revise scientific explanations and models using logic and evidence. • Recognize and analyze alternative explanations and models. • Communicate and defend a scientific argument. Pre-lesson, Lessons 1, 3 Pre-lesson, Lessons 1, 3 Pre-lesson, Lessons 1, 2, 3 Lessons 1, 3, 4 Lessons 1, 2, 3, 4 All lessons Understandings about scientific inquiry • Scientists usually inquire about how physical, living, or designed systems function. • Scientists conduct investigations for a wide variety of reasons, such as to discover new aspects of the natural world, to explain observed phenomenon, or to test conclusions of prior investigations or predictions of current theories. • Scientists rely on technology to enhance gathering and manipulating data. • Mathematics is essential in all aspects of scientific inquiry. • Scientific explanations must adhere to criteria. • Results of scientific inquiry—new knowledge and methods—emerge from different types of investigations and public communication among scientists. Standard C: As a result of their activities in grades 9–12, all students should develop understanding of All lessons Lessons 1, 2, 3, 4 Lessons 1, 2, 3, Pre-lesson, Lessons 1, 3 Lessons 1, 2, 3, 4 Pre-lesson, Lessons 1, 5 Correlation to Sleep, Sleep Disorders, and Biological Rhythms The cell • Cell functions are regulated. Regulation occurs both through changes in the activity of the functions performed by proteins and through the selective expression of individual genes. This regulation allows cells to respond to their environment and to control and coordinate cell growth and division. Lesson 3 5 Implementing the Module
Sleep, Sleep Disorders, and Biological Rhythms The behavior of organisms • Organisms have behavioral responses to internal changes and to external stimuli. Responses to external stimuli can result from interactions with an organism’s own species and others, as well as environmental changes. These responses are either innate or learned. Standard F: As a result of their activities in grades 9–12, all students should develop understanding of Personal and community health • Personal choice concerning fitness and health involves multiple factors. Personal goals, peer and social pressures, ethnic and religious beliefs, and understanding of biological consequences can all influence decisions about health practices. • An individual’s mood and behavior may be modified by substances. The modification may be beneficial or detrimental depending on the motives, type of substance, duration of use, pattern of use, level of influence, and short- and long-term effects. Students should understand that drugs can result in physical dependence and can increase the risk of injury, accidents, and death. Standard G: As a result of activities in grades 9–12, all students should develop understanding of Science as a human endeavor • Individuals and teams have contributed and will continue to contribute to the scientific enterprise. • Scientists have ethical traditions that value peer review, truthful reporting about methods and investigations, and making public the results of work. • Scientists are influenced by societal, cultural, and personal beliefs. Science is a part of society. All lessons Correlation to Sleep, Sleep Disorders, and Biological Rhythms All lessons Pre-lesson, Lessons 1, 4, 5 Correlation to Sleep, Sleep Disorders, and Biological Rhythms Lessons 3, 5 Lessons 1, 3, 5 Lesson 5 The nature of scientific knowledge • Science distinguishes itself from other ways of knowing and from other bodies of knowledge through the use of empirical standards, logical arguments, and skepticism. • Scientific explanations must meet certain criteria such as consistency and accuracy. • All scientific knowledge is subject to change as new evidence becomes available. All lessons Lessons 1, 2, 3, 4 Lessons 1, 3, 4 6
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Page 3 and 4: BSCS Development Team Rodger Bybee,
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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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Question 6. Have you, or a member o
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Key aspects of case studies and ans
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Snoring—Believe It or Not! A burg
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Sleep Disorders Reference Manual In
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Appendix III More About the Nationa
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