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.
By completing this activity, students gain experience gathering data for scientific analyses.
|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.)|
|Pre-lesson||For each student: calculator (for use on last day of activity)|
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.
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, emotions, medications, or drugs affect sleep. Such data can help a doctor investigate whether the individual suffers from a sleep disorder or from inadequate sleep due to a very busy schedule.
Sleep diaries rely on self-reporting, which may not always be accurate. Also, some important symptoms of sleep disorders, such as breathing problems, snoring, and excessive body movements, occur during sleep and therefore aren’t reported by the individual.
Sleep specialists also use sleepiness scales in analyzing sleep issues, but the one in this activity should not be used to assess your students’ health.
Make sure students understand that wake time refers to the time in the morning when they awoke for the day. It does not refer to the times during the night when they may have awakened for a brief period. Also, remind students to record the number of caffeine-containing drinks they consume each day.
As with aspects of the sleep diary, this relies on self-reporting rather than a completely objective measure. Encourage students to respond as accurately as possible.
You may elect to change the times requested for data entry, but only as follows. The 10:00 a.m. time can be adjusted to correspond with first or second class periods, and the 2:00 p.m. time can be adjusted to correspond with the end of the school day. These times were selected to maximize the chance of detecting the morning rise in alertness and the midafternoon dip in alertness.
Calculating the average bedtime and average wake time is complicated, but the worksheets should guide students through these calculations. Calculating the averages for total sleep time, number of awakenings, and caffeinated drinks is much more straightforward. If, however, you feel it is appropriate for your students, review how to calculate an average with them.
|Pre-lesson Activity: Sleep Diary|
|What the Teacher Does||Procedure Reference|
| Give each student a copy of Master 0.1,
Sleep Diary, and Master 0.2, Recording Bedtimes and Wake
||Steps 1 and 2|
| Give each student a copy of Master 0.3,
||Steps 3 and 4|
| Draw a diagram on the board that shows
the students’ tasks and when they should be performed.
||Steps 5 and 6|
| Give each student a copy of Master 0.4,
Calculating Average Bedtime and Wake Time.
|Instruct the class to keep their sleep data for use in later lessons.||Step 8|
|= Involves copying a master.|