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

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Contents Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v About the National Institutes of Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii About the National Heart, Lung, and Blood Institute . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix Introduction to Sleep, Sleep Disorders, and Biological Rhythms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 • What Are the Objectives of the Module? • Why Teach the Module? • What’s in It for the Teacher? Implementing the Module . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 • What Are the Goals of the Module? • What Are the Science Concepts and How Are They Connected? • How Does the Module Correlate to the National Science Education Standards? – Content Standards: Grades 9–12 – Teaching Standards – Assessment Standards • How Does the 5E Instructional Model Promote Active, Collaborative, Inquiry-Based Learning? – Engage – Explore – Explain – Elaborate – Evaluate • How Does the Module Support Ongoing Assessment? • How Can Teachers Promote Safety in the Science Classroom? • How Can Controversial Topics Be Handled in the Classroom? Using the Student Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 • Format of the Lessons • Timeline for the Module Using the Web Site . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 • Hardware/Software Requirements • Getting the Most out of the Web Site • Collaborative Groups • Web Activities for Students with Disabilities Information about Sleep . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 2 Misconceptions about Sleep . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 3 Major Concepts Related to the Biology of Sleep . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 3.1 Sleep is a dynamic process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 3.2 Physiological changes during sleep . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 3.3 Sleep and the brain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 3.4 Sleep patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
3.5 Biological clock . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 3.6 Homeostasis and sleep . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 3.7 Dreams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 3.8 Functions of sleep . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 3.9 Evolution of sleep . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 3.10 Sleep loss and wakefulness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 4 Sleep Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Student Lessons • Pre-lesson Activity Sleep Diary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 • Lesson 1 What Is Sleep? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 • Lesson 2 Houston, We Have a Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 • Lesson 3 Do You Have Rhythm? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 • Lesson 4 Evaluating Sleep Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 • Lesson 5 Sleepiness and Driving: What You Don’t Know Can Kill You . . . . . . . . . . . . . . . . . . . . . . . . . 129 Additional Web Resources for Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141 Appendices I. More About the National Institutes of Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143 II. More About the National Heart, Lung, and Blood Institute and Its Research . . . . . . . . . . . . . . . 147
Page 1 and 2: Sleep, Sleep Disorders, and Biologi
Page 3: BSCS Development Team Rodger Bybee,
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 26 and 27: Using the Web Site The Sleep, Sleep
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
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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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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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