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

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• Average total sleep time • Average number of caffeine-containing drinks in morning, afternoon, and evening • Number of students who snore • Number of students who report sleeping difficulties Instruct students to calculate the class averages for each of the items from Step 1. Page 60 Step 2 Ask the class to think of a hypothesis about sleep that can be answered using the class data. Page 60 Step 3 Introduce the concept of homeostatic sleep regulation and have students draw a graph depicting the need to sleep versus the time of day. Page 60 Step 4 Ask the class, What would your graph look like if it represented an individual deprived of sleep day and night? Page 61 Step 5 65 Student Lesson 1
What Do You Know (or Think You Know) about Sleep? Name _____________________ Date ________________ Indicate whether you agree or disagree with the following statements by circling “Agree” or “Disagree.” 1. Everyone has a biological clock. Agree Disagree 2. Drinking coffee cures drowsiness. Agree Disagree 3. Safe drivers don’t have to worry about being sleepy. Agree Disagree 4. Nearly everyone gets enough sleep. Agree Disagree 5. Being sleepy makes it hard to think straight. Agree Disagree 6. Most teenagers need at least nine hours of sleep Agree Disagree each night. 7. Driving makes you sleepy. Agree Disagree 8. Sleep is time for the body and brain Agree Disagree to shut down for rest. 9. The body quickly adjusts to different sleep schedules. Agree Disagree 10. Getting one hour less sleep per night than I need Agree Disagree will not have any effect on my daytime performance. Master 1.1
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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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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
Page 54 and 55: Sleep Diary Pre-lesson Activity Eng
Page 56 and 57: tions, medications, or drugs affect
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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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 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
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Page 124 and 125: 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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