Anticipation guides help engage students by activating prior knowledge and stimulating student interest before reading. If class time permits, discuss students’ responses to each statement before reading each article. As they read, students should look for evidence supporting or refuting their initial responses.
Directions: Before reading, in the first column, write “A” or “D,” indicating your agreement or disagreement with each statement. As you read, compare your opinions with information from the article. In the space under each statement, cite information from the article that supports or refutes your original ideas.
Me
|
Text
|
Statement
|
|
| -
Light exposure affects release of melatonin, a chemical that signals our bodies to sleep.
|
|
| -
Melatonin production occurs at the same time in the sleep cycle for everyone, including children, teens, and adults.
|
|
| -
The pineal gland is found in the brain.
|
|
| -
High schools that have switched to later start times have seen measurable benefits.
|
|
| -
Melatonin is an amino acid.
|
|
| -
The only elements found in melatonin are carbon, hydrogen, oxygen, and nitrogen.
|
|
| -
Artificial sources of light interfere with melatonin production.
|
|
| -
Circadian rhythms are found only in humans.
|
|
| -
Caffeine affects melatonin production.
|
|
| -
Sleeping late on the weekends is a good idea if you want to catch up on sleep lost during the week.
|
These graphic organizers are provided to help students locate and analyze information from the articles. Student understanding will be enhanced when they explore and evaluate the information themselves, with input from the teacher if students are struggling. Encourage students to use their own words and avoid copying entire sentences from the articles. The use of bullets helps them do this. If you use these reading strategies to evaluate student performance, you may want to develop a grading rubric such as the one below.
-
Score
|
Description
|
Evidence
|
4
|
Excellent
|
Complete; details provided; demonstrates deep understanding.
|
3
|
Good
|
Complete; few details provided; demonstrates some understanding.
|
2
|
Fair
|
Incomplete; few details provided; some misconceptions evident.
|
1
|
Poor
|
Very incomplete; no details provided; many misconceptions evident.
|
0
|
Not acceptable
|
So incomplete that no judgment can be made about student understanding
|
Teaching Strategies:
-
Links to Common Core Standards for writing:
-
ELA-Literacy.WHST.9-10.2F: Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
-
ELA-Literacy.WHST.11-12.1E: Provide a concluding statement or section that follows from or supports the argument presented.
-
Vocabulary and concepts that are reinforced in this issue:
-
Lethal dose (LD)
-
Amino acid
-
Enzyme
-
Organic molecular structure
-
Metric system
-
Electromagnetic radiation
-
Redox reaction
-
Pheromones
-
Volatility
-
To help students engage with the text, ask students which article engaged them most and why, or what questions they still have about the articles.
Directions: As you read the article, complete the graphic organizer below to describe the structure and role for each molecule in governing your sleep schedule.
Molecule
|
Structure
|
Role
|
Melatonin
|
|
|
Tryptophan
|
|
|
Serotonin
|
|
|
Caffeine
|
|
|
Adenosine
|
|
|
|
Yüklə 3.2 Mb.