Somnorifics - A Study of Sleep Activity 3C

Transcription

1 Somnorifics - A Study of Sleep Activity 3C Objectives: Students will be able to: Distinguish between stages of sleep Recognize the difference between types of brain waves Examine the changes that occur in major body systems during sleep Convert tabulated information into a graphical representation Activity Description: In this activity, students will read about the stages of sleep and will examine what happens to the amount of sleep required at various ages throughout the life span. They will also make a graphical representation of the changes that occur in major body systems during sleep. Activity Background: I. How much sleep do we need and why do we sleep? Humans sleep on average about one third of their lives. It has been suggested that sleep may serve several functions. One is a restorative process and the other is an adaptive process. The restorative process simply means that sleep may fulfill the need to restore and recover energy. Body systems may be repaired and the body brought back into a state of restored energy to function on a daily basis. People who lack sleep often feel tired and are irritable. The adaptive process suggests that sleep may help to protect the species from predation. During the dark night it is difficult to see and therefore difficult for some animals to hunt. Sleep functions as a time to rest and save energy while avoiding being eaten. There are other theories as well that suggest sleep is a time when learning is reinforced and becomes part of our memory. Others theorize that sleep is a time when the brain develops and emotions are discharged. Scientists are still pondering the benefits of sleep. II. Phases of Sleep Scientists who study sleep have identified two phases of sleep. The first phase is called non-rapid eye movement (NREM) sleep. As you can see in Figure 5, REM and NREM Phases of Sleep below, NREM sleep is divided into four stages. The second phase is called rapid eye movement (REM) sleep. REM sleep is associated with dreaming and paralysis of body muscles (except for the eye and diaphragm muscles). Humans alternate between these two phases of sleep throughout the night. REM sleep alternates with NREM sleep approximately every 90 minutes. A person with normal sleep usually has four to five cycles of REM and NREM sleep during a night. Figure 1, REM and NREM Phases of Sleep below shows how a typical eight-hour sleep cycle might look in graphi- Activity Overview 1

2 cal form. Figure 6, Four Stages of NREM Sleep Distinguished by EEG Patterns below shows the four stages of NREM sleep distinguishable by brain waves recorded on an EEG. Figure 1: REM and NREM Phases of Sleep Z Z Z ZZ Figure 2: Four Stages of NREM Sleep Distinguished by EEG Patterns Brain Waves Modified with permission from Eric Chudler, Neuroscience for Kids Website As you can see in Figures 1 and 2, NREM sleep is divided into four stages. Sleep scientists can tell which stage a person is in by looking at brain waves Brain waves are normal changes in the electrical activity of our brains and they can be measured using electrodes. You can easily observe how brain waves differ in each stage by looking at Figure 6. Now, what is happening in each of the four stages? 2

3 Stage 1 sleep (drowsiness): We drift in and out of sleep for about 5 to 10 minutes and can be awakened easily. Our eyes move very slowly and muscle activity slows. Stage 2 (light sleep): Our eye movements stop and our brain waves become slower, with occasional bursts of rapid waves called sleep spindles. Our heart rate slows and body temperature decreases. Stage 3 (deep sleep): In stage 3 sleep extremely slow brain waves called delta waves begin to appear, interspersed with smaller, faster waves. It is very difficult to wake someone during stages 3 and 4, which together are called deep sleep. Stage 4 (deep sleep): By Stage 4 the brain produces delta waves almost exclusively. There is no eye movement or muscle activity. People awakened during deep sleep do not adjust immediately and often feel groggy and disoriented for several minutes after they wake up. Some children experience bed wetting, night terrors, or sleepwalking during deep sleep. When we are in REM sleep, breathing becomes rapid, irregular and shallow. Our eyes move and jerk rapidly in various directions and our limb muscles become temporarily paralyzed. Our heart rate increases, blood pressure rises and people dream during this phase. Z Z Z ZZ 3

4 III. What s Your Whole Body Doing While You re Sleeping? Since sleep is a time to rest and restore energy and since all body systems require energy, they are all affected by sleep. This is a good example of how our organ systems are interrelated in our bodies. Table 1 shows how our organ systems are affected by sleep. For the sake of simplicity, only the organ system primarily involved in each activity is listed. Keep in mind that every life process (activity) requires the cooperation of two or more organ systems. Table 1. How Your Organ Systems are Linked to Sleep Physiological Process* During NREM During REM Brain Activity decreases from increases in motor and sensory (Nervous System) wakefulness areas, while other areas are similar to NREM Heart Rate slows from wakefulness increases and varies compared (Circulatory System) with NREM Blood Pressure decreases from increases (up to 30 percent) and (Circulatory System) wakefulness varies from NREM Blood Flow to Brain does not change from increases by 50 to 200 percent (Circulatory System) wakefulness in most from NREM, depending on regions brain region Breathing Rate decreases from increases and varies from NREM, (Respiratory System) wakefulness but may show brief stoppages (apnea); coughing suppressed Breathing increases from increases and varies from AirwayResistance wakefulness wakefulness (Respiratory System) Body Temperature regulated at lower set not regulated; no shivering or point than when awake; sweating; temperature drifts shivering starts at lower toward that of surroundings temperature than when awake Hormone Secretion several sleep-dependent several sleep-dependent (Endocrine System) hormones are released hormones are released Urine Concentration increases (due to increases (due to (Excretory System) reduction of filtration, reduction of filtration, plasma flow and excretion plasma flow and excretion of sodium, chloride, of sodium, chloride, potassium, and potassium, and calcium ions) calcium ions) Digestive Acid Production decreases in people with decreases in people with (Digestive System) normal digestive systems normal digestive systems Swallowing decreases decreases (Digestive System) 4

5 Activity Materials: (per group) Class set of Somnorifics : A Study of Sleep student pages 1 copy per student of Somnorifics Student Answer Sheet Activity Management Suggestions: As a class, read and discuss the background provided in Somnorifics : A Study of Sleep. Have a student volunteer to act out each phase as it is read to help students process the information. Activity References Used: Roffwarg, H., Muzio, J., Dement, W. (1966). Ontogenetic development of the human sleep-dream cycle. Science, 152:3772, Neuroscience for Kids Website Z Z Z ZZ Activity Overview 5

6 Activity Administrivia : Grade Levels 6-8 Relevant TEKS: Health 6.2 (A) (2) Health information. The student recognizes ways that body structure and function relate to personal health throughout the life span. The student is expected to: (A) analyze the relationships among the body systems; 7.1, 8.1 (A) (1) Health information. The student comprehends ways to enhance and maintain personal health throughout the life span. The student is expected to: (A) analyze the interrelationships of physical, mental, and social health; 7.2, 8.2 (B) (2) Health information. The student recognizes ways that body structure and function relate to personal health throughout the life span. The student is expected to: (B) describe the influence of the endocrine system on growth and development; Middle School ELA 6.1, 7.1, 8.1 (1) Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to adjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text. 6.2, 7.2, 8.2 (A, B, E) (2) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes; (B) use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words; (E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words (A, B) (12) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to: (A) follow multi-tasked instructions to complete a task, solve a problem, or perform procedures; and (B) interpret factual, quantitative, or technical information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams (A, B) (12) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to: (A) follow multi-dimensional instructions from text to complete a task, solve a problem, or perform procedures; and (B) explain the function of the graphical components of a text (A, B) (12) Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to: (A) analyze text for missing or extraneous information in multi-step directions or legends for diagrams; and (B) evaluate graphics for their clarity in communicating meaning or achieving a specific purpose (A, C) (19) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to: (A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking: (i) verbs (irregular verbs and active and passive voice); (ii) non-count nouns (e.g., rice, paper); (iii) predicate adjectives (She is intelligent.) and their comparative and superlative forms (e.g., many, more, most); (iv) conjunctive adverbs (e.g., consequently, furthermore, indeed); Activity Administrivia 6

7 Activity Administrivia : Grade Levels 6-8 (v) prepositions and prepositional phrases to convey location, time, direction, or to provide details; (vi) indefinite pronouns (e.g., all, both, nothing, anything); (vii) subordinating conjunctions (e.g., while, because, although, if); and (viii) transitional words and phrases that demonstrate an understanding of the function of the transition related to the organization of the writing (e.g., on the contrary, in addition to); (C) use complete simple and compound sentences with correct subject-verb agreement (A, C) (19) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to: (A) identify, use, and understand the function of the following parts of speech in the context of reading, writing, and speaking: (i) verbs (perfect and progressive tenses) and participles; (ii) appositive phrases; (iii) adverbial and adjectival phrases and clauses; (iv) conjunctive adverbs (e.g., consequently, furthermore, indeed); (v) prepositions and prepositional phrases and their influence on subject-verb agreement; (vi) relative pronouns (e.g., whose, that, which); (vii) subordinating conjunctions (e.g., because, since); and (viii) transitions for sentence to sentence or paragraph to paragraph coherence; (C) use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified antecedents, parallel structures, and consistent tenses (A, C) (19) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to: (A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking: (i) verbs (perfect and progressive tenses) and participles; (ii) appositive phrases; (iii) adverbial and adjectival phrases and clauses; (iv) relative pronouns (e.g., whose, that, which); and (v) subordinating conjunctions (e.g., because, since); (C) use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified antecedents, parallel structures, and consistent tenses (A, B) (20) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: (A) use capitalization for: (i) abbreviations; (ii) initials and acronyms; and (iii) organizations; (B) recognize and use punctuation marks including: (i) commas in compound sentences; (ii) proper punctuation and spacing for quotations; and (iii) parentheses, brackets, and ellipses (to indicate omissions and interruptions or incomplete statements); and 7.20 (A, B) (20) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: (A) use conventions of capitalization; and (B) recognize and use punctuation marks including: (i) commas after introductory words, phrases, and clauses; and (ii) semicolons, colons, and hyphens (A, B) (20) Writing/Conventions of Language/Handwriting. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students will continue to apply earlier Activity Administrivia 7

8 Activity Administrivia : Grade Levels 6-8 standards with greater complexity. Students are expected to: (A) use conventions of capitalization; and (B) use correct punctuation marks, including: (i) commas after introductory structures and dependent adverbial clauses, and correct punctuation of complex sentences; and (ii) semicolons, colons, hyphens, parentheses, brackets, and ellipses (A, B, C) (26) Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to: (A) listen to and interpret a speaker s messages (both verbal and nonverbal) and ask questions to clarify the speaker s purpose and perspective; (B) follow and give oral instructions that include multiple action steps; and (C) paraphrase the major ideas and supporting evidence in formal and informal presentations (A, B, C) (26) Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to: (A) listen to and interpret a speaker s purpose by explaining the content, evaluating the delivery of the presentation, and asking questions or making comments about the evidence that supports a speaker s claims; (B) follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems; and (C) draw conclusions about the speaker s message by considering verbal communication (e.g., word choice, tone) and nonverbal cues (e.g., posture, gestures, facial expressions) (A, B, C) (26) Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to: (A) listen to and interpret a speaker s purpose by explaining the content, evaluating the delivery of the presentation, and asking questions or making comments about the evidence that supports a speaker s claims; (B) follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems; and (C) summarize formal and informal presentations, distinguish between facts and opinions, and determine the effectiveness of rhetorical devices. Middle School Science 6.2, 7.2, 8.2 (C, D, E) (2) Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to: (C) collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers; (D) construct tables and graphs, using repeated trials and means, to organize data and identify patterns; and (E) analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends. 6.3, 7.3, 8.3 (A, D) (3) Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to: (A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student; (D) relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content (B) (12) Organisms and environments. The student knows that living systems at all levels of organization demonstrate the complementary nature of structure and function. The student is expected to: Activity Administrivia 8

9 Activity Administrivia : Grade Levels 6-8 (B) identify the main functions of the systems of the human organism, including the circulatory, respiratory, skeletal, muscular, digestive, excretory, reproductive, integumentary, nervous, and endocrine systems; 7.13 (A) (13) Organisms and environments. The student knows that a living organism must be able to maintain balance in stable internal conditions in response to external and internal stimuli. The student is expected to: (A) investigate how organisms respond to external stimuli found in the environment such as phototropism and fight or flight Biology Bio 3 (A, D) (3) Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to: (A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student; (D) evaluate the impact of scientific research on society and the environment; Bio 10 (A) (10) Science concepts. The student knows that biological systems are composed of multiple levels. The student is expected to: (A) describe the interactions that occur among systems that perform the functions of regulation, nutrient absorption, reproduction, and defense from injury or illness in animals; Bio 11 (A) (11) Science concepts. The student knows that biological systems work to achieve and maintain balance. The student is expected to: (A) describe the role of internal feedback mechanisms in the maintenance of homeostasis; Activity Administrivia 9