Beacon Lesson Plan Library

Sleep Central

Cathy Burgess
Bay District Schools


Students learn about rest and sleep and how their habits may be healthy or unhealthy. Students make conclusions about how much sleep their bodies require by organizing information on a graph.


The student recognizes that decisions about personal behavior may be healthy or unhealthy (eg., obeying pedestrian rules).

The student organizes information into a simple pictograph or concrete graph.

The student knows ways that human activities require and release energy.

The student uses simple graphs, pictures, written statements, and numbers to observe, describe, record, and compare data.


-[Sleep Is For Everyone], Showers, Harper Collins, 1974
-Sleep Data Collection form (see Associated File)
-Sleep Data Collection form transparency
-Sleep Data Collection Graph (see Associated File)
-Sleep Data Collection Graph transparency
-Class Graph on transparency or chart paper
-Chart paper
-Science journal


1. Sleep Data Collection form turned in by students to use with this lesson
2. Gather chart paper and markers (several different colors)
3. Put class graph on chart paper or transparency (see Associated File)
4. Have the book [Sleep Is For Everyone] ready to read.
5. Duplicate Bar Graph of Sleeping Hours (1 per student)
6. Happy, Healthy Me science journals
7. Any child who forgets to bring in his data collection sheet, should be partnered up with a student who did remember to bring it in.


This is lesson number eight, Day 10 in the Happy, Healthy Me unit.

*A week before you are ready to do this lesson send home the Sleep Data Collection sheet. You need this sheet completed before you can do this lesson. Take up the Sleep Data Collection sheet from students so it does not get lost.

1. Ask students to think about and respond to the questions: Why do I need sleep? What is rest? Record childrenís responses on chart paper.

2. Explain to them rest is a time of physical inactivity when you relax or lay down. People read a book, watch television, or listen to music when resting. Sleep is resting the body and mind while not being awake.

3. Help children recognize that physical activities are often tiring because they use up energy. Resting and sleeping are often invigorating because they allow some body systems to regain energy from foods eaten. When students rest they do not use a lot of energy.

4. Read [Sleep Is For Everyone]. Discuss how we know humans require food to release energy and now we know it requires sleep also. Talk about what happens to our brains during sleep. Talk about healthy and unhealthy bedtime rituals. (I always tell them about my daughter and how she fights going to bed every night and wakes up grumpy and hard to get along with the next day.) List some of their responses. Decide as a group whether responses are healthy or unhealthy.

5. Hand out the data collection sheets to each student. They should have been completed at home and brought back to school. Students are going to make graphs of their sleep habits. Pass out the Bar Graph of Sleeping Hours and have students put their names on them. Together, using the Sleep Data transparency or chart, start with Monday and model for the students your total amount sleep time. (Mine is eight hours so I color in eight squares). Each square represents one hour of sleep. Then they can do it for their total on Monday. Go on and do Tuesday together and then Wednesday until you get through the rest of the week. As the students are working the teacher should be walking around assisting students who need help.

6. After coloring in the bar graphs ask students these questions:
*Look at the dark line on the graph. Did you get enough sleep?
*Which night did you get the most sleep?
*Least sleep? And what are the reasons?
*What is your total number of sleep hours for the whole week?
*Add all five nights together. Some students may need teacher help here. Have them compare it to the person sitting next to them.

7. Make a class graph of the total number of hours each student slept for the week (See graph in associated file). Write a conclusion statement about the class graph. An example might be: Our class graph shows the average amount of sleep the boys and girls in this room got in one week was_____________.

8. Discuss with students that we know childrenís bodies need nine to ten hours of sleep each day. How do their sleep habits compare to this? Are they getting enough sleep? Do they have healthy or unhealthy sleep habits? What could they do if they are not getting enough sleep?

9. Now using the science journals, make an entry on page six titled: My Sleep Habits. Have them draw a picture of themselves sleeping/resting. Then, from the information on their bar graphs, write at least three sentences about what they found out about their sleep habits. Include a sentence about what sleep does for their bodies and whether their sleep habits are healthy or unhealthy.

Depending on the time of year and the writing ability of your students, some students may need a sentence starter to get going.

My bar graph of sleeping habits showed________________________________________. I know my sleep habits are_________________________________________________________.

10. Invite students to sit in the authorís chair to share their writing. Keep the journal in the Happy Healthy Me portfolio.


Formatively assess the students' ability to recognize that decisions about personal sleeping behaviors are healthy or unhealthy by looking for a statement conveying that idea in their journal entries.

Formatively assess the students' use of simple graphs, pictures, written statements, and numbers to observe, describe, record, and compare data and assess how students organize information into a simple pictograph or concrete graph by statements written by students in their journals. Specifically the teacher is looking for 3 sentences from the data collected on the bar graph on sleep habits to include: 1. Our bodies require sleep for energy. 2. How many hours of sleep students got and whether it is enough to be considered healthy or unhealthy. (See attached checklist)


The Beacon Unit Plan associated with this lesson can be viewed by clicking on the link located at the top of this page or by using the following URL: Once you select the unitís link, scroll to the bottom of the unit plan page to find the section, Associated Files. This section contains links to the Unit Plan Overview, Diagnostic and Summative Assessments, and other associated files (if any).

Web Links

This website is for teachers to get more information about sleep for this lesson.
Sleep Well

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