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Using the Web Site The Sleep, Sleep Disorders, and Biological Rhythms Web site is a tool, like an overhead projector or a textbook, that can help you organize your use of the module, engage student interest in learning, and orchestrate and individualize instruction. The Web site features a database and simulations that relate to three of the module’s lessons. Hardware/Software Requirements The Web site can be accessed from Apple Macintosh and IBM-compatible personal computers. Links to download the Macromedia Flash and QuickTime Player plug-ins are provided on the Web site main page. The minimum hardware and software requirements to use the Web site are listed in the table below. To access the Web site, type the following URL into your browser: http://science.education.nih.gov/ supplements/sleep/teacher. Getting the Most Out of the Web Site Before you use this Web site, or any other piece of instructional software in your classroom, it may be valuable to identify some of the benefits you expect it to provide. Well-designed instructional multimedia software can Minimum Hardware/Software Requirements for Using the Web Site CPU/Processor (PC Intel, Mac) Pentium 333 MHz, Power PC or faster Operating system (DOS/Windows, Mac OS) Windows 95/98/2000 or Mac OS 7 System memory (RAM) Screen display Browser Browser settings Free hard drive space Connection speed Plug-ins Audio 64 MB or more 800 x 600, 16 bit (65K colors) Microsoft Internet Explorer 5.5 or Netscape Communicator 4.75 and higher JavaScript enabled 10 MB 56 kbps Macromedia Flash Player (version 6 and higher) and QuickTime Player (version 5 and higher) Sound card with speakers 15
Sleep, Sleep Disorders, and Biological Rhythms • motivate students by helping them enjoy learning and want to learn more because it enlivens content that they otherwise might find uninteresting; • offer unique instructional capabilities that allow students to explore topics in greater depth and in ways that are closer to actual field experience than print-based resources can offer; • provide you with support for experimenting with new instructional approaches that allow students to work independently or in small teams and that give you increased credibility among today’s technology-literate students; and • increase your productivity by helping you with assessment, record keeping, and classroom planning and management. The ideal use of the Web site requires one computer for each student team. However, if you have only one computer available, you can still use the Web site (for example, by using a suitable device for projecting the screen image, or by rotating student teams through the computer station to access the Web resources). If you do not have the facilities for using the Web site with your students, you can use the print-based alternative provided for those lessons. Collaborative Groups Many of the activities in the lessons are designed to be completed by teams of students working together. Although individual students working alone can complete these activities, this strategy will not stimulate the types of student-student interactions that are one of the goals of active, collaborative, inquiry-based learning. Therefore, we recommend that you organize collaborative teams of two to four students each, depending on the number of computers available. Students in groups larger than this will have difficulty organizing the student-computer interactions equitably, which can lead to one or two students’ assuming the primary responsibility for the computer-based work. Although this type of arrangement can be efficient, it means that some students do not get the opportunity to experience the in-depth dis- covery and analysis that the Web site was designed to stimulate. We recommend that that you keep your students in the same collaborative teams for all the activities in the lessons. This will allow each team to develop a shared experience with the Web site and with the ideas and issues that the activities present. A shared experience will also enhance your students’ perceptions of the lessons as a conceptual whole. If your student-to-computer ratio is greater than four students to one computer, then you will need to change the way you teach the module from the instructions in the lessons. For example, if you have only one computer available, you may want students to complete the Web-based work across an extended time period. You can do this in several ways. The most practical way is to use your computer as a center along with several other centers at which students complete other activities. In this approach, students rotate through the computer center, eventually completing the Webbased work you have assigned. A second way to structure the lessons if you only have one computer available is to use a projection system to display the computer monitor onto a screen for the whole class to view. Giving selected students the opportunity to manipulate the Web activities in response to suggestions from the class can give students some of the same type of autonomy in their learning that they would gain from working in small teams. Web Activities for Students with Disabilities The Office of Science Education (OSE) is committed to providing access to the Curriculum Supplement Series for individuals with disabilities, including members of the public and federal employees. To meet this commitment, we will comply with the requirements of Section 508 of the Rehabilitation Act. Section 508 requires that individuals with disabilities who are members of the public seeking these materials will have access 16
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 22 and 23: What the Students Do Stage Engage E
Page 24 and 25: Using the Student LessonsL The hear
Page 28: to and use of information and data
Page 50 and 51: Glossary amplitude: Magnitude, grea
Page 52 and 53: References 1. Aserinsky, E. 1999. E
Page 54 and 55: Sleep Diary Pre-lesson Activity Eng
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Page 58 and 59: Pre-lesson Organizer Pre-lesson Act
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Page 62: 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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Sleep, Sleep Disorders, and Biologi
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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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