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Module 1.5b

Module 1.5b Sleep: Sleep Stages
INTRODUCE THE MODULE
and Theories Make It Meaningful

(Out of class) Have students
LEARNING TARGETS
calculate roughly how much of
1.5-3 Explain sleep as a state of consciousness.
their lives they have spent sleeping.
1.5-4 Explain how our biological rhythms influence our daily functioning.
First, have students interview their
1.5-5 Explain the biological rhythm of our sleeping and dreaming stages. parents or caregivers to find out
1.5-6 Explain how biology and environment interact in our sleep patterns. how many hours of sleep they
1.5-7 Explain sleep’s functions. averaged when they were infants
and toddlers. Then have them note
their daily bedtimes and wake-up
times during the school week.

1.5-3 What is sleep?
What is

1.5-3
sleep?
sleep?

What is
What is
Finally, ask them to keep track of
Distributed by Bedford, Freeman & Worth Publishers. Not for redistribution.
We humans have about a 16-hour battery life before we lie down on our comfy wireless the average daily amount of sleep

charging pad and slip into sleep While sleeping, we may feel “dead to the world,” but we are
.

not. Although the roar of my [ND’s] neighborhood garbage truck leaves me undisturbed, my they get on the weekend. Do the
child’s cry will shatter my sleep. Even when you are deeply asleep, your perceptual window results surprise them?
is open a crack. You move around on your bed, but you manage not to fall out. You maintain
a sense of time, perhaps even awakening when you wish without an alarm. And when you
sleep, as when awake, you process most information outside your conscious awareness.
By recording the brain waves and mus- INTRODUCE THE MODULE
cle movements of sleeping participants,
and by observing and occasionally wak- Activate Prior Knowledge
ing them, researchers are solving some of
sleep’s deepest mysteries. Perhaps you can (10 minutes) Begin class with this
anticipate some of their discoveries. Are the activity, which asks students to
following statements true or false?
decide if statements are true or false.

1. When people dream of performing
some activity, their limbs often move in The statements tap into common
concert with the dream. beliefs and misconceptions about

2. Older adults sleep more than young psychology. This activity will benefit

adults. Copyright © Bedford, Freeman & Worth Publishers. students’ understanding of Module
3. Sleepwalkers are acting out their 1.5b as they read.

dreams.

4. Sleep experts recommend treating in- M1.5b: Fact or
somnia with an occasional sleeping pill. Angel Boligan/Cagle Cartoons sleep a periodic, natural loss
of consciousness — as distinct

5. Some people dream every night; others from unconsciousness resulting Falsehood?
seldom dream. from a coma, general anesthesia,
All these statements (adapted from Palladino or hibernation. (Adapted from
Dement, 1999 .)
& Carducci, 1983) are false. To see why, read on.

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PRACTICE
each night. Remind students of the wording
Research Methods & Design (SP 2) effect (see Module 0.3) as they construct their
(Out of class) Have students conduct a survey. Note: Review ethics from Module 0.5,
sleep survey with a representative sample of and be sure to get approval from an institu-
students at your school. They should ask how tional review board and obtain informed
much sleep students get each night, whether consent from each participant before
they feel extremely tired during the day, and embarking on any research project.
why they may or may not get enough sleep
Sleep: Sleep Stages and Theories Module 1.5b 93

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