Objectives

After completing this lesson, students will be able to:

• Describe problems in all areas of health that can arise when teens get insufficient sleep.
• Identify strategies for getting adequate rest during the teen years.
• Apply the reading skill of recognizing supporting details to an article on teens' need for adequate rest.

Introducing the Lesson

Conduct a survey among students in the class regarding average hours of sleep. Instruct each to write down his or her average bedtime on school nights, as well as the time they get up in the morning. Have students use these two figures to compute their average total number of hours of sleep. Ask a volunteer to come to the board, and note by a show of hands how many class members get seven or less hours of sleep a night, how many get seven and a half, and so on in increments of half an hour. The volunteer is to record these data on the board, stopping at nine hours of sleep.

After all data have been recorded, ask students to estimate how many hours of sleep per night health authorities advise teenagers to get on average. Entertain several guesses. Then reveal that the correct answer is nine. Refer to the data on the board showing how many class members get adequate rest.

Teaching Strategies

Distribute copies of the article to students, or have them log on to the Web site containing the article. Have them locate the first subhead-"Zombie Zone"-and instruct them to follow along silently as you read the first sentence in the second paragraph of that section (beginning "Scientists aren't exactly sure. . ."). Then ask students to identify reasons why scientists do find sleep important. (It helps muscles repair themselves, gives our brains time to store "data," and may help fight disease.)

Note that when reading factual material such as an article, it is important to look for and note supporting details like these for all claims made. Add that by isolating details that back up a main point, readers have a better chance of remembering this information later. Suggest that when taking notes during reading, students might think about indenting supporting details or making them stand out in some other way for easy recognition later. Note that details are often set off by transitional words, such as first, next, and another, or by sectional headings.

After students have completed the reading, you may either use the following as class discussion questions or assign them as individual or group work.

Follow Up

1. Summarizing. The opening section of the article refers to a survey of young people. What were the findings of that survey? How did the teens in that survey compare in their sleep habits with those of your class?
2. Analyzing. The article quotes Dr. Mary Carskadon, a sleep authority, who states, "Not getting enough sleep affects every part of your life." What supporting details can you find that back up this claim? What area of health is affected by each detail noted?
3. Critical Thinking. What problem related to insufficient sleep can be serious for teens who drive? Explain your answer.
4. Comparing and Contrasting. What reasons did teens in the survey give to support the claim that getting enough sleep isn't easy? How do these reasons compare with the findings of Dr. Carskadon?
5. Analyzing. What does the statement in the article mean that "all sleep is not equal"?
6. Synthesizing. What strategies are outlined in the article for ensuring that you get adequate rest? What techniques of your own have you found that work when you are having difficulty sleeping?

Writing a Paragraph with Supporting Details

Work with a partner. Each of you is to explore a health topic that is of personal interest. Possibilities might include:

• Sports that help build different fitness skills.
• Foods that are low in fat and/or calories and are fun to eat.
• Ways of making your community a friendlier place to live.
• Rules for successfully asking someone out on a date.

Write a one-paragraph article on your topic in which you back up your topic with at least three supporting details. Do not put the details in a numbered or bulleted list. Rather, state them within the paragraph. Exchange papers with your partner. Each of you is to find and number each supporting detail in the other's paragraph.

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