Sleep and Technology

Essential question

Why is sleep important?

Learning intention

Explore the importance of sleep, the biological basis of sleep, how technology affects sleep, and the consequences of sleep disruption..

Lesson vocabulary

None this lesson.

Lesson materials

Lesson slides
Sticky notes
Internet-connected devices for students (alternative activities are suggested if such devices are not available for students in class)
Sleep Hyperdoc
Chart paper and markers
Technology and Sleep Log

Lesson standards

CDC National Health Standards for Middle School
1.8.1 Analyze the relationship between healthy behaviors and personal health.
1.8.2 Describe the interrelationships of emotional, intellectual, physical, and social health in adolescence.
2.8.6 Analyze the influence of technology on personal and family health.
6.8.1 Assess personal health practices.

Florida Health Education Standards for Middle School
HE.6 C.1.2, C.1.4, C.1.8, C.2.6, B.5.3, B.5.5, B.6.1
HE.7 C.1.1, C.1.2, C.1.4, C.1.8, B.5.5
HE.8 C.1.2, C.1.4, C.1.8, C.2.6, B.5.3, B.5.5, B.6.1

Lesson plan

Show what you know (~10 minutes)
Place sticky notes on tables or desks. Write the word “Sleep” on a large sheet of chart paper. Ask students, “What do you know about sleep?”

Give students 5 minutes to record what they know on the post-it notes, then invite them to place their post-its on the chart paper. Review responses.

Hyperdoc activity (~35 minutes)
Write each of the below prompts on a single sheet of chart paper. Split students into 4 groups and give each group one of the prompts, along with some markers or pens.

• Why is sleep important?
• What happens to your body and/or your brain when you sleep?
• How does technology affect sleep?
• What are the negative consequences to sleep disruption?

Each group should research their prompt using the Sleep Hyperdoc videos and record their findings on the chart paper. Ask students to designate one group member as a reporter to present their findings.

Give students ~25 minutes to work and ~10 minutes to present. If needed, reserve some time at the end to revisit the “Show what you know” chart and correct any initial misconceptions.

Note: For students without individual classroom internet access, they may complete the activity at the library, or students may watch the videos as a class.

Homework (~5 minutes)
Explain the Technology and Sleep Log to students. Students should spend two days logging their sleep and tech use before bed, then two days logging their sleep with no tech use before bed.

Essential question

How do sleep needs change during adolescence, and how are they affected by technology use?

Learning intention

Understand the biological basis of sleep, the sleep needs of adolescents, and how technology can disrupt sleep.

Lesson vocabulary

Circadian rhythm - a daily cycle of physical, mental, and/or behavioral changes
Melatonin - a hormone that is important for regulating sleep
Hormones - chemical substances produced by the body

Lesson materials

Lesson slides

Lesson standards

CDC National Health Standards for Middle School
1.8.1 Analyze the relationship between healthy behaviors and personal health.
2.8.6 Analyze the influence of technology on personal and family health.
6.8.1 Assess personal health practices.

Florida Health Education Standards for Middle School
HE.6 C.1.4, C.2.5, C.2.6, B.6.1, B.6.2, B.6.3
HE.7 C.1.4, B.6.1, B.6.2, B.6.3
HE.8 C.1.4, C.1.8, C.2.6, B.6.1, B.6.2, B.6.3

Lesson plan

Engage (~12 minutes)
Ask students to vote on how much sleep they think an adolescent needs by holding up fingers.

Ask students to raise their hands if they think they get enough sleep.

Invite students to discuss why they think they are/are not getting enough sleep.

Show students the infographic about how much sleep kids and teens need, and how most kids and teens do not get enough sleep.

Say: The American Academy of Sleep Medicine has recommended that, for optimal health, children aged 6–12 years should regularly sleep 9–12 hours per night and teens aged 13–18 years should sleep 8–10 hours per night.

But 6 out of 10 middle schoolers and 7 out of 10 high schoolers don’t get enough sleep. Does that surprise you? Why or why not?

Show students the graph showing how many students get at least 8 hours of sleep in each year of high school.

Say: High schoolers should sleep at least 8 hours a night. This graph shows what percentage of high schoolers actually sleep that much. What do you notice happens as high schoolers get older?

If needed, help students notice that students tend to get less sleep as they get older.

Say: The pattern is similar in middle school — as middle schoolers get older, they’re more likely to not get enough sleep. Why do you think this is?

Turn and talk (~8 minutes)
Have students discuss with their neighbors why they think adolescents do not get enough sleep and how technology may prevent adolescents from getting enough sleep. Then have students share out to the class.

Watch (~4 minutes)
Watch TEDEd video about the biological basis of sleep.

Vocabulary (~3 minutes)
Review vocabulary words circadian rhythm, melatonin, and hormones from the video.

Understanding circadian rhythm (~8 minutes)
Present how light controls sleep/wake circadian rhythm. Say: Light controls the sleep-wake cycle. The suprachiasmatic nucleus in the brain is sensitive to light cues, and it helps control when the hormone melatonin is released.

Present how melatonin helps regulate sleep cycles. Say: Melatonin is a hormone that helps regulate sleep cycles. Feelings of sleepiness increase and decrease with melatonin levels. As melatonin rises, we feel sleepier, and as it falls, we feel more awake.

Show that melatonin timing changes during puberty. Say: During puberty, the time of night at which melatonin levels begin to rise changes, becoming later and later. This means that adolescents are able to stay up later before feeling sleepy, but it also means that it’s harder for them to wake up early in the morning.

Discuss how light from devices could affect the sleep/wake cycle: Say: Daytime and nighttime can offer light cues for the suprachiasmatic nucleus and thus control melatonin production and sleepiness - but other factors can also impact the amount of light teens are exposed to at night. What effect do you think using screens at night has on the brain?

Watch & discuss (~10 minutes)
Watch video about screen time before bed.

Review how technology disrupts sleep in two ways: the light from devices and the psychological stimulation from using devices.

Read students the quotes about tech use and sleep from real adolescents. Ask students to raise their hands to indicate if they can relate to the quotes, and call on a few to share their personal experiences as time allows.

Exit slip (~5 minutes)
Have students write down their answers to the following review questions:

• How much sleep should you get every night?
• Do you get enough sleep every night?
• What is one thing you could do to help you get better sleep?

Essential question

What are the negative effects of technology use before bed, and how can we combat them?

Learning intention

Evaluate information about how technology disrupts sleep and healthy brain development, describe the consequences of lack of sleep, and create solutions for technology use without sleep disruption.

Lesson vocabulary

None this lesson

Lesson materials

Lesson slides
Sticky notes
Internet-connected devices for students (alternative activities are suggested if such devices are not available for students in class)
Technology and Sleep Log Results Google Form (educators should create their own distribution links)
Sleep Scenarios Worksheet

Lesson standards

CDC National Health Standards for Middle School
1.8.1 Analyze the relationship between healthy behaviors and personal health.
1.8.2 Describe the interrelationships of emotional, intellectual, physical, and social health in adolescence.
2.8.6 Analyze the influence of technology on personal and family health.
5.8.4 Distinguish between healthy and unhealthy alternatives to health-related issues or problems
6.8.1 Assess personal health practices.
6.8.2 Develop a goal to adopt, maintain, or improve a personal health practice.

Florida Health Education Standards for Middle School
HE.6 C.1.2, C.1.4, C.1.8, C.2.5, C.2.6, B.4.4, B.5.1, B.5.2, B.5.3, B.5.5, B.6.1, B.6.2, B.6.3, B.6.4, P.7.1
HE.7 C.1.1, C.1.2, C.1.4, C.1.8, B.4.4, B.5.1, B.5.2, B.5.5, B.6.1, B.6.2, B.6.3, P.7.1
HE.8 C.1.2, C.1.4, C.1.8, C.2.6, B.5.1, B.5.2, B.5.3, B.5.5, B.6.1, B.6.2, B.6.3, P.7.1, P.7.2

Lesson plan

Technology and sleep log data (~10 minutes)
Have students complete the Technology and Sleep Log Results Google Form (educators should create their own distribution links).

Show them their responses and note any patterns. Did students sleep better without screens before bed?

Note: If students do not have access to devices in class, draw a graph on the board. Label the X-axis “Hours of screen time” and the Y-axis “Hours of sleep”. Ask students to mark their datapoints on the graph. If possible, have them use one color for Days 1 & 2 (no restrictions on screen time) and a different color for Days 3 & 4 (no screen time).

Technology use before bed (~3 minutes)
Show students the graph of how adolescents use devices before bed. Say: Researchers surveyed almost 10,000 16–19 year-olds in Norway about which electronic devices they used in their bedrooms in the hour before going to sleep. The graph shows the percentages of girls and boys who said they used each device. What do you notice?

Students may note gender differences in cell phone vs video game use, or that nearly all students are using computers and cell phones before bed.

Review the negative consequences of screen time before bed.

Turn and talk (~5 minutes)
Have students discuss with their neighbors how they feel when they don’t get enough sleep. Then share out as a class.

Watch and discuss (~7 minutes)
Watch Oxford video about circadian rhythms and sleep disruption. Review the negative effects of poor sleep.

Show students the study linking sleep to brain development. Say: One study found that not getting consistent, good sleep may impact brain development. This research study examined how sleep variability — or how much sleep changes from day-to-day — relates to adolescent brain development.

Sleep scenarios worksheet (~20 minutes)
Ask students to complete the Sleep Scenarios Worksheet in small groups. After 10 minutes, spend 10 minutes sharing students’ suggested solutions for the Sleep Scenarios.

Wrap up (~5 minutes)
Show students the study of how stopping screen time before bed improves sleep. Say: This study looked at how sleep was affected by stopping screen time before bed. In Phase 1 [grey bars], they measured how much time teens spent on their screens after 9 PM and how much sleep they got. For Phase 2 of the study [blue bars], they asked teens to stop using their screens after 9 PM.

Ask students to write down a plan to cut down on their screen time before bed.