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What the Students Do Stage Engage Explore Explain Elaborate Evaluate That is consistent with the 5E Instructional Model • Become interested in and curious about the concept/topic • Express current understanding of a concept or idea • Raise questions such as, What do I already know about this? What do I want to know about this? How could I find out? • “Mess around” with materials and ideas • Conduct investigations in which they observe, describe, and record data • Try different ways to solve a problem or answer a question • Acquire a common set of experiences so they can compare results and ideas • Compare their ideas with those of others • Explain concepts and ideas in their own words • Base their explanations on evidence acquired during previous investigations • Record their ideas and current understanding • Reflect on and perhaps revise their ideas • Express their ideas using appropriate scientific language • Compare their ideas with what scientists know and understand • Make conceptual connections between new and former experiences • Use what they have learned to explain a new object, event, organism, or idea • Use scientific terms and descriptions • Draw reasonable conclusions from evidence and data • Communicate their understanding to others • Demonstrate what they understand about the concept(s) and how well they can implement a skill • Compare their current thinking with that of others and perhaps revise their ideas • Assess their own progress by comparing their current understanding with their prior knowledge • Ask new questions that take them deeper into a concept or topic area That is inconsistent with the 5E Instructional Model • Ask for the “right” answer • Offer the “right” answer • Insist on answers or explanations • Seek closure • Let others do the thinking and exploring (passive involvement) • Work quietly with little or no interaction with others (only appropriate when exploring ideas or feelings) • Stop with one solution • Demand or seek closure • Propose explanations from “thin air” with no relationship to previous experiences • Bring up irrelevant experiences and examples • Accept explanations without justification • Ignore or dismiss other plausible explanations • Propose explanations without evidence to support their ideas • Ignore previous information or evidence • Draw conclusions from “thin air” • Use terminology inappropriately and without understanding • Disregard evidence or previously accepted explanations in drawing conclusions • Offer only yes-or-no answers or memorized definitions or explanations as answers • Fail to express satisfactory explanations in their own words • Introduce new, irrelevant topics 11 Implementing the Module
Sleep, Sleep Disorders, and Biological Rhythms language and attitude of the teacher factor into the flow of ideas and the quality of exchange among the students. The following guidelines may help you facilitate discussions that balance factual information with feelings. • Remain neutral. Neutrality may be the single most important characteristic of a successful discussion facilitator. • Encourage students to discover as much information about the issue as possible. • Keep the discussion relevant and moving forward by questioning or posing appropriate problems or hypothetical situations. Encourage everyone to contribute, but do not force reluctant students into the discussion. • Emphasize that everyone must be open to hearing and considering diverse views. • Use unbiased questioning to help the students critically examine all views presented. • Allow for the discussion of all feelings and opinions. • Avoid seeking consensus on all issues. The multifaceted issues that the students discuss result in the presentation of divergent views, and students should learn that this is acceptable. • Acknowledge all contributions in the same evenhanded manner. If a student seems to be saying something for its shock value, see whether other students recognize the inappropriate comment and invite them to respond. • Create a sense of freedom in the classroom. Remind students, however, that freedom implies the responsibility to exercise that freedom in ways that generate positive results for all. • Insist upon a nonhostile environment in the classroom. Remind students to respond to ideas instead of to the individuals presenting those ideas. • Respect silence. Reflective discussions often are slow. If you break the silence, students may allow you to dominate the discussion. • At the end of the discussion, ask the students to summarize the points that they and their classmates have made. Respect students regardless of their opinion about any controversial issue. 12
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
Page 12 and 13: Introduction to Sleep, Sleep Disord
Page 14 and 15: Implementing the Module The six les
Page 16 and 17: Content Standards: Grades 9-12 Stan
Page 18 and 19: Teaching Standards The suggested te
Page 20 and 21: shot” of what the students unders
Page 24 and 25: Using the Student LessonsL The hear
Page 26 and 27: Using the Web Site The Sleep, Sleep
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Page 50 and 51: Glossary amplitude: Magnitude, grea
Page 52 and 53: References 1. Aserinsky, E. 1999. E
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Sleep, Sleep Disorders, and Biologi
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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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Astronaut Telemetry Evaluation Form
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Astronaut Rodriquez Respiration: Bo
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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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