Sleep

Sleep - Transcript

Sleep
Margie Clark Kevan ZZZZZZZZZZZZZZZZZ

Why do we need sleep

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Myth 1 Sleep body and brain rest
Reality
Body systems do not shut down Some brain activity increases Delta waves Some hormone secretions increase growth and prolactin

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Class Research Activity
The class will break into six groups Each group will
research one of the adjacent topics prepare a 5 minute oral presentation explain the topic and explore its effect on teens and sleep Include a written bibliography of 4 acceptable sources

Research Topics
Circadian clock Growth hormones and sleep Serotonin and sleep Nightly sleep brain events Physiological differences during NREM and REM sleep Melatonin and sleep
Melatonin DANA org brainweb and brain information sleep Sleep disorders Sleep and the brain Gray Matters Glossary of sleep related terms Hot Topics in Current Research The processes underlying sleep regulation

Reality

Myth 2 I need less sleep than my 8 year old sibling
Because of rapid growth teens tend to need the same amount of sleep as pre school children Nine hours of sleep per night

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Myth 3 It s not a big deal if I get an hour less of sleep at night
Reality
Each time segment of lost sleep accumulates as sleep debt Focus performance speed of thought and mood are affected
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Myth 4 I can change my sleep requirements and schedule
Reality
The body s biological clock times and controls a person s normal sleep wake schedule Light exposure eating and exercise patterns can affect the biological clock

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Why Sleep





Can t I get more done without it
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In life quality wins out Be your best

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Sleep is a natural behavior
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1 3 of life is spent sleeping because it s essential to health

Sleep

Sleep is required for survival
Rats deprived of sleep die within 2 3 weeks of continued sleep deprivation Rats with sleep debt live about five months compared to the normal 2 3 years Humans deprived of sleep can become paranoid and hallucinogenic 100 000 auto deaths per year are attributed to sleepiness especially among teens

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The Delicate Balance
Teen sleep needs versus teen sleep behaviors Small shifts in behaviors or motivations can have significant biological repercussions

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Teens face a biological conflict

Opposing forces are at work

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Teen body at war

Night time competition of the body s physiological functions

Versus

Greater teen sleep requirements Morning teamwork of the body s physiological functions

Night time competition
Melatonin secretion is delayed causing a natural urge to stay up later

Teens need 8 5 10 hours of sleep per night
9 25 hours is optimal for most teens

Caution
Be careful about choosing to delay your sleep cycle A later bed time urge less sleep requirements Once a later sleep cycle is established it is difficult to reverse Exposure to light has a direct effect on your circadian clock Arousing activities telephone computer use video games TV etc make it easy to ignore feelings of sleepiness

In the morning the opposite biological effect is dominant
The later sleep cycle increased sleep needs win over in the morning The natural urge pushes teens to sleep in later in the day

If one does not sleep in
Sleep debt will accumulate A feeling of jet lag occurs

Question
How much sleep debt accumulates after one week if a person who needs 9 hours of sleep per night gets eight hours of sleep per night

Seven hours of sleep debt occurs in just one week

Are you in debt

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Class Activity

Each member of the class will record their personal sleep data in a sleep diary interactive sleep diary sleepiness diary

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Question
Does sleeping in on the weekend help you catch up on sleep
Yes and no Making up for lost sleep on weekends unfortunately just continues the cycle Just as the body adjusts to the earlier retiring rising schedule by the end of the week the body is then subjected to a late night sleeping in situation on the weekend



Early bed times are possible
Even with delayed melatonin levels you can resist the biological urge to stay up late
Keep your circadian clock maintained
Be consistent with your sleep patterns

Avoid bright lights before retiring
The absence of light signals melatonin release

Engage in calming activities before retiring
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Evidences of Sleep Deprivation
Irritability
Can cause increased anger Can cause increased impatience Can increase moodiness Can lead to relationship difficulties

Difficulty in focusing
Decreased performance
In school In athletics In driving ability

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Effects of Sleep Debt
Increased death and injury caused by accidentsespecially car accidents Poor grades and school performance Increased anger fear and sadness Decreased ability in controlling emotions and behavior Decreased ability to focus sit still and complete work Increased use of stimulants especially caffeine and nicotine

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Sleep debt can mimic ADHD
Symptoms are similar
Memory problems Mood changes Focus problems Restlessness Poor performance

Adolescent ADHD Sleep Symptoms and Renew Sleep and Stress Children s Slee Neurocognitive Consequences of Sleep De Sleep Patterns and Sleep Disruptions in Sc

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Sleep debt can cause weight gain
Sleep loss decreases leptin levels
an appetite depressor hormone

Sleep loss increases ghrelin levels
an appetite stimulator hormone
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Is obesity associated with poor sleep quality in adolescents Gene expression profiles in gastric mucosa of sleep deprivat Sleep loss may equal weight gain Rhythms of ghrelin leptin and sleep in rats effects of the n Sleep the Fat Off

Brief communication Sleep curtailment in healthy young m leptin levels elevated ghrelin levels and increased hunger and appetite

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Go to bed

Sleep debt decreases performance
Teen driving performance is lowered

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Concentration is required for safe driving Morning crashes occur as well as evening ones Teens hold the majority of sleep related car accidents Ask Mr Traffic sleep and driving Drowsy Driving Detection and Prev

Sleep debt decreases performance
Teen athletic performance is lowered
Concentration and focus are required for optimal physical exertion Athletes require quick reaction times A rested recovered body will perform best Good athletic performance requires good attitudes Peak performance requires rehearsals Peak performance requires energy

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Sleep debt decreases performance
Teen academic performance is lowered
Memory and learning require sleep Concentration and focus are required for optimal mental exertion A rested mind will perform at its best Good academic performance requires good attitudes Peak performance requires rehearsals Peak performance requires energy

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Create an experiment
Design a simple method to test some aspect of sleep related performance You can choose reaction rate memory coordination etc Test students Create an Excel graph which compares performance data with sleep diary data for each student tested
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Nine easy ways to keep your sleep cycle intact

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1 and rising times Maintain consistent bed times

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2
Be aware of your personal circadian rhythm

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3
Limit caffeine and nicotine intake after 2 00 p m
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4
Limit arousal activities 1 2 hours before bedtime Avoid TV video games exercise phone IM etc before bed

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5
Limit light intake an hour before retiring

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6
Keep your sleeping area for sleep not rousing activity
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7
An hour before retiring engage in calming or relaxation activities

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8
Avoid jobs that require late hours

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9
Expose yourself to bright light in the morning stimulate waking

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Final Thoughts
Experience life more fully without the fog of a sleepy brain Experience peak performance skills and learning abilities Experience mental and physical challenges with a positive attitude
Reward

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NSTA Standards for Science Standard 1 Content Teachers of science understand and can articulate the knowledge and practices of contemporary science They can interrelate and interpret important concepts ideas and applications in their fields of licensure and can conduct scientific investigations To show that they are prepared in content teachers of science must demonstrate that they a Understand and can successfully convey to students the major concepts principles theories laws and interrelationships of their fields of licensure and supporting fields as recommended by the National Science Teachers Association b Understand and can successfully convey to students the unifying concepts of science delineated by the National Science Education Standards c Understand and can successfully convey to students important personal and technological applications of science in their fields of licensure d Understand research and can successfully design conduct report and evaluate investigations in science e Understand and can successfully use mathematics to process and report data and solve problems in their field s of licensure C 2 a Core Competencies All teachers of biology should be prepared to lead students to understand the unifying concepts required of all teachers of science and should in addition be prepared to lead students to understand 9 Behavior of organisms and their relationships to social systems 10 Regulation of biological systems including homeostatic mechanisms 12 Applications of biology in environmental quality and in personal and community health 14 Biochemical interactions of organisms with their environments 20 How to design conduct and report research in biology 21 Applications of biology and biotechnology in society business industry and health fields
Standard 3 Inquiry Teachers of science engage students both in studies of various methods of scientific inquiry and in active learning through scientific inquiry They encourage students individually and collaboratively to observe ask questions design inquiries and collect and interpret data in order to develop concepts and relationships from empirical experiences To show that they are prepared to teach through inquiry teachers of science must demonstrate that they a Understand the processes tenets and assumptions of multiple methods of inquiry leading to scientific knowledge b Engage students successfully in developmentally appropriate inquiries that require them to develop concepts and relationships from their observations data and inferences in a scientific manner

Standard 4 Issues Teachers of science recognize that informed citizens must be prepared to make decisions and take action on contemporary science and technology related issues of interest to the general society They require students to conduct inquiries into the factual basis of such issues and to assess possible actions and outcomes based upon their goals and values To show that they are prepared to engage students in studies of issues related to science teachers of science must demonstrate that they a Understand socially important issues related to science and technology in their field of licensure as well as processes used to analyze and make decisions on such issues b Engage students successfully in the analysis of problems including considerations of risks costs and benefits of alternative solutions relating these to the knowledge goals and values of the students Standard 5 General Skills of Teaching Teachers of science create a community of diverse learners who construct meaning from their science experiences and possess a disposition for further exploration and learning They use and can justify a variety of classroom arrangements groupings actions strategies and methodologies To show that they are prepared to create a community of diverse learners teachers of science must demonstrate that they

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