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

More documents

Recommendations

Info

Sleep Diary Pre-lesson Activity Engage Figure 0.1. Keeping a sleep diary enables students to explore their own sleep/wake cycles. Overview In this pre-lesson activity, students collect data concerning their own sleep habits. Students analyze these data in subsequent lessons. They explore and evaluate their own sleep/wake cycles, and for those with Internet access, compare their cycles with those of other students around the country. Students also attempt to observe a rhythmic pattern in their assessment of sleepiness throughout the day. At a Glance Objectives By completing this activity, students gain experience gathering data for scientific analyses. Web-Based Activities In Advance Activity Pre-lesson Web Version? No 43
Sleep, Sleep Disorders, and Biological Rhythms Photocopies Pre-lesson Master 0.1, Sleep Diary (Make 1 copy per student.) Master 0.2, Recording Bedtimes and Wake Times (Make 1 copy per student.) Master 0.3, Sleepiness Scale (Make 1 copy per student.) Master 0.4, Calculating Average Bedtime and Wake Time (Make 1 copy per student.) Materials Pre-lesson For each student: calculator (for use on last day of activity) Preparation Plan to have calculators available for students, or ask them to bring their own, for the last day (day 10, the second Monday) of this activity. Consider copying Masters 0.1 and 0.3 back-to-back so that students have just one piece of paper to keep track of. Plan when you will teach the lessons. Students will need 10 days to complete this pre-lesson activity before beginning Lesson 1. We recommend that students begin their sleep diary on a Friday. This schedule allows students to collect data about their sleep/wake cycles and daily rhythms over two weekends and one full weekday period before you begin the module on a Monday. On the Friday after students begin completing their sleep diaries, remind them that they will need to bring their diaries to class on Monday to begin Lesson 1. Students will need their completed sleep diary and the sleepiness scale in subsequent lessons. Procedure 1. Inform the class that students will be collecting data about their own sleep habits over the next 10 days. Explain that sleep medicine specialists use similar information to provide insight into a patient’s sleep patterns. The sleep diary in this activity is simplified and deals only with sleep/wake times and the consumption of caffeine-containing beverages. From more extensive sleep diaries, scientists and doctors who study sleep can also learn about how environmental factors, emo- 44
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 26 and 27: Using the Web Site The Sleep, Sleep
Page 28: to and use of information and data
Page 31 and 32: Sleep, Sleep Disorders, and Biologi
Page 50 and 51: Glossary amplitude: Magnitude, grea
Page 52 and 53: References 1. Aserinsky, E. 1999. E
Page 56 and 57: tions, medications, or drugs affect
Page 58 and 59: Pre-lesson Organizer Pre-lesson Act
Page 60 and 61: Recording Bedtimes and Wake Times I
Page 62: Calculating Average Bedtime and Wak
Page 77 and 78: What Do You Know (or Think You Know
Page 79 and 80: FALSE 9. The body quickly adjusts t
Page 91 and 92: Astronaut Telemetry Evaluation Form
Page 93 and 94: Astronaut Rodriquez Respiration: Bo
Page 95 and 96: Sleep Medicine Reference Manual SLE
Page 97 and 98: Hypnograms Hypnograms were develope
Page 105 and 106:
Page 107 and 108:
Page 109 and 110:
Michel Siffre Story How did you cel
Page 111 and 112:
Sleepiness Scale Graph Template Nam
Page 114 and 115:
Evaluating Sleep Disorders Lesson 4
Page 116 and 117:
Preparation Activity 2 Students wil
Page 118 and 119:
Question 6. Have you, or a member o
Page 120 and 121:
Key aspects of case studies and ans
Page 122 and 123:
3. How would you suggest that this
Page 124 and 125:
ANSWERS TO DISCUSSION QUESTIONS 1.
Page 126 and 127:
Lesson 4 Organizer Activity 1: Snor
Page 128 and 129:
Snoring—Believe It or Not! A burg
Page 130 and 131:
Case History 1 Case History 1 Prima
Page 132 and 133:
Page 134 and 135:
Page 136 and 137:
Sleep Disorders Reference Manual In
Page 138:
Treatments: Those suffering from sl
Page 141 and 142:
Page 143 and 144:
Page 145 and 146:
Page 147 and 148:
Reconvene the class and have each s
Page 149 and 150:
Newspaper Articles The Gotham Daily
Page 152:
Additional WebW Resources for Teach
Page 155 and 156:
Page 158:
Appendix III More About the Nationa
show all

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

Create successful ePaper yourself

Delete template?

Save as template?