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Log onto the student Web site, click on “Lesson 1—What Is Sleep?”, and enter your class code. Then click “Enter Sleep Data.” • Use the class code you created on the teacher administration page to enter the averages from each student’s sleep diary along with each student’s corresponding sleepiness scale scores. Page 57 Step 2 Divide the class into small teams and instruct them to think of a hypothesis about sleep that can be answered using information from the sleep database. • They should test their hypothesis by building custom reports. • They should write a short summary of their findings. Pages 57–58 Step 3 Ask for volunteers to state their hypotheses and findings. • Have students explain why they chose their question. • If their data are inconclusive, ask what additional data they would need to answer their question. Page 58 Steps 4–6 Introduce the concept of homeostatic sleep regulation and have students draw a graph depicting the need to sleep versus the time of day. • Ask the class, What would your graph look like if it represented an individual deprived of sleep day and night? Pages 58–59 Steps 7 and 8 63 Student Lesson 1
Sleep, Sleep Disorders, and Biological Rhythms Lesson 1 Organizer: Print Version Activity 1: What Do You Know (or Think You Know) about Sleep? What the Teacher Does Procedure Reference Ask the class some questions about their sleep habits: • Do you think you get enough sleep each night? • How do you feel when you do not get enough sleep? • How much sleep is needed for good health? • What would happen if you were not allowed to sleep for a very long time? Pages 54–55 Steps 1–3 Explain that you will explore their knowledge of sleep. Give each student a copy of Master 1.1, What Do You Know (or Think You Know) about Sleep? • Have students respond to a series of statements about sleep. • Ask students to explain why they answered as they did. Pages 55–56 Steps 4–6 Activity 2: Sleep Diary What the Teacher Does Procedure Reference Collect data from students’ sleep diaries on the board. Use the following categories: • Average bedtime • Average wake time • Average number of awakenings during the night Pages 59–60 Step 1 = Involves copying a master. 64
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Sleep, Sleep Disorders, and Biologi
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BSCS Development Team Rodger Bybee,
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3.5 Biological clock . . . . . . .
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About the National Institutes of He
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Introduction to Sleep, Sleep Disord
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Implementing the Module The six les
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Content Standards: Grades 9-12 Stan
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Teaching Standards The suggested te
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shot” of what the students unders
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What the Students Do Stage Engage E
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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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