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Why Can’t I Sleep? MelatoninActivity 4A

Activity Objectives:Using scenario cards, a “road map”, and background material, students will be able to:

▼ Describe what melatonin is and what it does in the body▼ Demonstrate the effect light and food have on the release

of melatonin▼ Describe a Stimulus/Response reaction▼ Demonstrate the 2 most common pathways that control

melatonin release▼ Infer how to better regulate sleep and wake cycles

Activity Description:This kinesthetic activity has a dual function. Students will discover theeffects of stimuli, such as light and food on the release of melatonin and the pathways involved for melatonin release. They will also explorehow the response to various stimuli can control the regulation of melatonin release.

Activity Background:Many students and adults have fallen into bad sleeping habits: leavingbedroom lights on, allowing street lighting to enter the bedroom, drinkingtea/coffee a couple of hours before bedtime, going to bed late and wakingup early (not enough sleep), and the worst, turning on a light in the mid-dle of the night to light the way to the bathroom. What many of us do notrealize is that light can actually be a form of pollution!

The pineal gland is home to a powerful substance associated with thesleep cycle. This substance is called melatonin. Melatonin helps set ourcircadian rhythms (24 hour cycle). Many thoughts have been generatedabout the function of the pineal gland. Originally the pineal gland wasthought to be a vestigial organ just as the appendix was thought to be a vestigial digestive organ.1 René Descartes, the 17th-century Frenchphilosopher and mathematician, concluded the pineal was the seat of thesoul controlling the flow of memories into the consciousness. 2 It wasn’tuntil 1958 when the function of the pineal gland and isolation of mela-tonin occurred.3 The pineal gland is a small organ shaped like a pine cone.It is located on the midline of the lower brain, attached to the posteriorend of the roof of the third ventricle. The pineal gland varies in sizeamong species; in humans it is roughly 1 cm in length, whereas in dogs itis only about 1 mm long. 4 See Figure 1 Anatomy of the Brain.

Activity Overview

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LESSON 4ACTIVITY 4A

1Teacher Enrichment Initiatives/Positively Aging®2012© The University of Texas Health Science Center at San Antonio

The pineal gland houses a substance called melatonin. Melatonin, C13H16N2O2, (Figure 2a) is an organic substance produced naturally in the body.Released from the pineal gland, melatonin provides 3 main benefits to humans:

a. helps establish circadian rhythms (a sleep/wake cycle)b. acts as a sleep inducing agent c. provides powerful antioxidant protection

Remember, melatonin occurs naturally in the body. Through a series ofchemical reactions involving tryptophan (an essential amino acid) andserotonin (a neurotransmitter), the pineal gland produces melatonin. Thechemical structures of melatonin, tryptophan, and seratonin are shown inFigures 2a, 2b, and 2c. Neurotransmitters transfer nerve impulses across asynapse in a nerve cell (neuron), as shown in Figure 3. Tryptophan is need-ed in protein synthesis. Since it is an essential amino acid, humans mustreceive it in their diet. Serotonin narrows blood vessels (vasoconstrictor)and is a found in the brain, blood serum, and stomach (gastric) mucousmembranes. The chemical synthesis of tryptophan to melatonin is shown in Figure 4.

Figure 2a Chemical Structure of Melatonin

Pituitary gland

HypothalmusPineal gland

Figure 1 Anatomy of the Brain

Brain Stem

Activity Overview Continued

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LESSON 4ACTIVITY 4A


NH

O

CH3CH3O

NH

MELATONIN

Cerebellum

Cerebrum

Figure 2b Chemical Structure of Tryptophan

Figure 2c Chemical Structure of Serotonin

Figure 3 Serotonin as a Neurotransmitter in Neurons Activity Overview Continued

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CO2_

NH

TRYPTOPHANC11H12N2O2

NH3+

NH

SEROTONINC10H12N2O

NH

NO

Serotonin Receptor

Serotonin


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Figure 4 Synthesis of Melatonin in the Pineal Gland

There are several environmental factors that influence the secretion orsuppression of melatonin. These include: light pollution, food, jetlag, and day light savings time. The effect light and food have on melatoninare the main factors explored in this activity. Let’s take a look at lightand its effects on melatonin. Within the electromagnetic spectrum, visible light has the greatest influence on melatonin. Light in the blue to blue-green light range has been shown to suppress the release of melatonin,see Figure 5 Visible Light Spectrum. Consequences for melatonin suppression include disruption of circadian rhythms, DNA damage, and cell destruction.


CH2 NH2 CHCOOH

NH

TRYPTOPHAN-5-HYDROOXYLASE

TRYPTOPHAN

CH2 NH2 CHCOOH

NH

5 HTP-DECARBOXYLASE

5-HYDROXYTRYPTOPHAN (5HTP)

HO

HOCH2CH2NH

SEROTONIN-N-ACETYLTRANSFERAS NAT or AANAT

5-HYDROXYTRYPTAMINE (5HT, SEROTONIN)

HOCH2CH2NHCOCH

HYDROXYINDOLE-O-METHYL TRANSFERASE (HIOMT)

N-ACETYLSEROTONIN (NAS)

CH3 CH2CH2NHCOCH

MELATONIN

NH

NH

NH

How does light travel from outside the body and set up a signal that willtravel to the pineal gland? A very simplified pathway would be: lighttravels through the eye, sending a signal to the pineal gland to suppress therelease of melatonin. Let’s take a closer look at the components involved.As light enters the eye (Figure 6), it is received by specialized cells locatedin the retina called retina ganglion cells (RGC). RGC are a type of neuronwhich communicates directly with the brain.

Figure 6 Light Pathway Through The Eye


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VISIBLE LIGHT “WHITE LIGHT” Wavelength in nanometer (nm)

500 – 570 GREEN

570 – 590 YELLOW

590 – 610 ORANGE

610 – 650 RED

400 – 450 VIOLET

450 – 500 BLUE

www.solarscouts.com

Figure 5 Visible Light Spectrum

Cornea

Iris

LensVitreous Humor

Blood Vessels

Blind Spot

Light

Retina Ganglion Cells (RGC)

Rods

Pigment Epithelium

Cones

RetinaChoroid

ScleraAqueous Humor

CiliaryBody

Adapted from WEBVISION http://webvision.med.utah.edu/

.. .

...

Pupil▼

▼

The RGC are located in front of the rods and cones (Figure 7). Rods and cones are not involved in the control of light for melatonin release.Melanopsin, is a photosensitive protein inside the RGC. Melanopsin issensitive to blue/blue-green light.

Figure 7 Anatomy of RetinaReferring to Figure 5, when light in the 450-550nm range is detected bymelanopsin, melatonin is suppressed. The light message travels from theRGC down the optic nerve to the hypothalamus. A specific area in thehypothalamus, suprachiasmatic nucleus (SCN) is the biological clock. Thebiological clock needs to be reset daily. This resetting is ac omplished bythe melatonin. Cerebrospinal fluid, (CSF), is a sterile liquid coating thebrain. The CSF transports the light message to the spinal column and then to the pineal gland. Figure 8 illustrates a simplified pathway.


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CCCCC

CCCCCCC

CCCCCC

CCCCCC

C

C

RetinaGanglion Cells

Amacrine Cells

BipolarCells

Photoreceptors

Horizontal Cells

Retina

Rods

Cones

Spinal cord

Pituitary gland

Figure 8 Light Pathway Affecting

Melatonin

LightSuperior cervical ganglion (SCG)

Hypothalmus

- - - - - - - - - =eye-pineal

neural pathway

Pineal gland

Eye

Type and Color of Light

Incandescent Light(Red)

Neon Lighting

No Light

Argon (Ar)

No Melatonin Released

No Melatonin Released

Delayed Release

Melatonin

Neon (Ne) Sodium (Na)

Street lightsSchool lighting

Convenience StoresKitchen lighting

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7

Melatonin Released During Sleep

Melatonin Released During Sleep

Ne Na

Fluorescent Lighting

(Blue)

Teacher Enrichment Initiatives/Positively Aging®2012© The University of Texas Health Science Center at San Antonio

When light is present melatonin is not released. Melatonin is released in the presence of darkness. Next question one should ask is “What types of light suppress the release of melatonin?” Figure 9 shows the types of light and effects on melatonin.

Figure 9 Types of Lighting and Effects on Melatonin

Consequences of light pollution:Fluorescent, and to a lesser degree incandescent lighting, will suppress or delay the release of melatonin, respectively. Fluorescent light emits blue light in the 450-550 nm range.Incandescent light emits light in the red range (610nm) but also releases a small amount ofblue light. The blue light from a fluorescent bulb will inhibit melatonin release. The lightfrom the incandescent bulb will delay melatonin release. Gases used in neon lighting havethe ability to suppress melatonin. Figure 9 shows the various effects of neon filled lights.When melatonin is not released, the body doesn’t reset its biological clock and circadianrhythms are off. Once someone turns off the light and goes to bed, the lights should remainoff. If a light is turned on, melatonin immediately stops being released and produc-tion will not resume until the following night. This can be harmful because melatonin is a powerful, protective antioxidant. Falling asleep with a(n) fluorescent/incandescent light, TV, or street light entering the room can disrupt the synthesis and release of melatonin. The best advice; “Avoid light at night”.

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Food also influences melatonin release. Melatonin is synthesized from tryptophan, an essential amino acid. An essential amino acid is one that must be ingested. Foods high in tryptophan include: dairy products, seafood, poultry, whole grains, and eggs. As food is digested in the stomach, insulin is released. Insulin clears out amino acids from the blood allowing more tryptophan to reach the pineal gland and be synthesized to melatonin5. (Figure 11 Tryptophan)

Figure 11 Tryptophan


Tryptophan is left in blood.Tryptophan

travels to pineal gland for synthesis of melatonin

TRYPTOPHAN

Food enters stomach.

Insulin is released

Eat a high carbohydrate meal (high in tryptophan)

Insulin clears many amino acids from

the blood


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Activity Materials: (per class)Character Cards – included after these teacher instruction pages;

cut and laminatedYarn/string for Character CardsStimulus/Response CardsRoad Map Shower curtain/twin sheet painted to make game board1 Class Set of Student Information Pages1 Copy Student Data Page (per student)

Activity Management Suggestions:1. The human body, with the 2 main melatonin pathways, is drawn

onto a shower curtain or twin size flat sheet to create the road map.2. Character cards are used to assign roles to students.

a. The cards are as follows: 1 Host/Hostess, Betty Bluetooth, Indy Incandescent, Red Clock, Nature Calls, Airy Argon, Chow Hound, Chocolate Cake, Plate of Pasta, Mug of Coffee, Apple Pie and Ice Cream, Blood Vessel (6-8), Trip Tofan (4-6), and Mel A. Tonin (6-8).

b. Adjust the number of multiple characters (Blood Vessel, Trip Tofan, and Mel A. Tonin) as needed so every student has a role.

c. The following characters take their spots on the road map.i. Blood Vessel characters lock hands together as in playing

“London Bridge”. They stand on the blood vessel leading from the stomach to the pineal gland.

ii. Mel A. Tonin: All sit in the “The House” pineal gland.1. They will respond by standing or flopping over.

Response card lets them know which action to follow.iii. Trip Tofan: All sit in stomach. When food is eaten there will

be a choice of 2 responses1. Snoozers: Trip Tofan stand and walk from the

stomach, through the Blood Vessel, up to pineal gland. Trip Tofan + Mel A. Tonin will stand and join hands/arms because the conversion of tryptophan to melatonin has occurred.

2. Zingers: Trip Tofan stand inside stomach. They will not follow the blood vessel to the pineal gland. Zinger foods do not contain tryptophan therefore no melatonin is produced or released.

3. The host/hostess will draw a Stimulus Card and read it. 4. Characters involved will follow the appropriate pathway to reach the

pineal gland.a. The teacher should walk through the first 2-3 stimulus/response cards with students explaining the response. Let students proceed without teacher help once they understand the concept.



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5. Mel A. Tonin, (the sleeper substance), located in the pineal gland will respond by either being released, suppressed, or delayed. Students who are Mel A.Tonin will respond by all standing, all remaining seated, or just a few standing, respectively.

6. When food is ingested, Trip Tofan will get up from sitting in the stomach and travel up the Blood Vessel to the pineal gland. Mel A. Tonin and Trip Tofan will join hands (representing a chemical reaction)and stand together if food ingested was a Snoozer. If food is a Zinger, no Mel A. Tonin is made, therefore there is no movement of either substance.

7. The game ends when all stimulus cards have been used OR class time ends.

8. Allow time for students to put character cards, Stimulus/Response cards away.

9. Students will complete their Student Data Pages.

Modifications:Pair students in need of assistance with students able to assist and monitor closely.

Extensions:Students can extend their study into the following areas: 1. How does melatonin act as a powerful antioxidant? 2. Keep a sleep journal of bedtime, wake time, and how many times a

light is turned on after you go to bed - at the end of a week graph class results.

3. Write a children’s story to explain why people can’t sleep. 4. How does blindness affect circadian rhythms? 5. Create a diorama illustrating an ideal environment for sleeping.

Activity References Used:National Institutes of Health (NIH) http://www.nhlbi.nih.gov/health/public/sleep/

Farr, G. The Endocrine System/The Pineal Gland. Retrieved June 18,2007, fromhttp://www.becomehealthynow.com/article/bodyendocrine/737

Ciba Foundation Symposium 117. (1985). Photoperiodism, melatonin andpineal. Pittman London, pg.8.

Colorado State University. The Pineal Gland and Melatonin. Retrieved June 14, 2007, from http://www.vivo.colostate.edu/hbooks/path-phys/endocrine/otherendo/pineal.html

Foods that help you Sleep. Retrieved June 22, 2007, fromhttp://www.askdrsears.com/html/4/T042400.asp

Sexton, R. J. Artificial Lighting A summary of Artificial Illumination as itPertains to the Culture of Various Plants and Animals Commonly Kept in Indoor Aquaria. Retrieved June 18,2007, fromhttp://www.geocities.com/CapeCanaveral/4742/lighting.html


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Relevant TEKS:Middle School ELA6.12 (A, B)(12) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how toglean and use information in procedural texts and documents. Students are expected to:

(A) follow multi-tasked instructions to complete a task, solve a problem, or perform proce-dures; and(B) interpret factual, quantitative, or technical information presented in maps, charts, illus-trations, graphs, timelines, tables, and diagrams.

6.20 (A, B)(20) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legi-bly and use appropriate capitalization and punctuation conventions in their compositions. Studentsare expected to:

(A) use capitalization for:(i) abbreviations;(ii) initials and acronyms; and(iii) organizations;

(B) recognize and use punctuation marks including:(i) commas in compound sentences;(ii) proper punctuation and spacing for quotations; and(iii) parentheses, brackets, and ellipses (to indicate omissions and interruptions orincomplete statements);

6.28, 7.28(28) Listening and Speaking/Teamwork. Students work productively with others in teams. Studentswill continue to apply earlier standards with greater complexity. Students are expected to participate instudent-led discussions by eliciting and considering suggestions from other group members and byidentifying points of agreement and disagreement.7.12 (A)(12) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how toglean and use information in procedural texts and documents. Students are expected to:

(A) follow multi-dimensional instructions from text to complete a task, solve a problem, orperform procedures;

7.19, 8.19 (A, C)(19) Oral and Written Conventions/Conventions. Students understand the function of and use theconventions of academic language when speaking and writing. Students will continue to apply earlierstandards with greater complexity. Students are expected to:

(A) identify, use, and understand the function of the following parts of speech in the contextof reading, writing, and speaking:

(i) verbs (perfect and progressive tenses) and participles;(ii) appositive phrases;(iii) adverbial and adjectival phrases and clauses;(iv) conjunctive adverbs (e.g., consequently, furthermore, indeed);(v) prepositions and prepositional phrases and their influence on subject-verbagreement;

(C) use a variety of complete sentences (e.g., simple, compound, complex) that includeproperly placed modifiers, correctly identified antecedents, parallel structures, and consis-tent tenses.

7.21, 8.21(21) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spellcorrectly, including using various resources to determine and check correct spellings.7.28, 8.28(28) Listening and Speaking/Teamwork. Students work productively with others in teams. Studentswill continue to apply earlier standards with greater complexity. Students are expected to participateproductively in discussions, plan agendas with clear goals and deadlines, set time limits for speakers,take notes, and vote on key issues.

Middle School Science6.3, 7.3, 8.3 (A, B, C)(3) Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, andproblem solving to make informed decisions and knows the contributions of relevant scientists. Thestudent is expected to:

Activity “Administrivia”: Grade Levels 6-8

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(A) in all fields of science, analyze, evaluate, and critique scientific explanations by usingempirical evidence, logical reasoning, and experimental and observational testing, includingexamining all sides of scientific evidence of those scientific explanations, so as to encouragecritical thinking by the student;

7.6 (A, B, C)(6) Matter and energy. The student knows that matter has physical and chemical properties and canundergo physical and chemical changes. The student is expected to:

(A) identify that organic compounds contain carbon and other elements such as hydrogen,oxygen, phosphorus, nitrogen, or sulfur;(B) distinguish between physical and chemical changes in matter in the digestive system; and(C) recognize how large molecules are broken down into smaller molecules such as carbohy-drates can be broken down into sugars.

7.12 (B)(12) Organisms and environments. The student knows that living systems at all levels of organizationdemonstrate the complementary nature of structure and function. The student is expected to:

(B) identify the main functions of the systems of the human organism, including the circula-tory, respiratory, skeletal, muscular, digestive, excretory, reproductive, integumentary, nerv-ous, and endocrine systems;

7.13 (A, B)(13) Organisms and environments. The student knows that a living organism must be able to maintainbalance in stable internal conditions in response to external and internal stimuli. The student is expect-ed to:

(A) investigate how organisms respond to external stimuli found in the environment such asphototropism and fight or flight; and(B) describe and relate responses in organisms that may result from internal stimuli such aswilting in plants and fever or vomiting in animals that allow them to maintain balance.

8.5 (D, E)(5) Matter and energy. The student knows that matter is composed of atoms and has chemical andphysical properties. The student is expected to:

(D) recognize that chemical formulas are used to identify substances and determine thenumber of atoms of each element in chemical formulas containing subscripts;(E) investigate how evidence of chemical reactions indicate that new substances with differ-ent properties are formed;

BiologyBio 3 (A, E)(3) Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving tomake informed decisions within and outside the classroom. The student is expected to:

(A) in all fields of science, analyze, evaluate, and critique scientific explanations by usingempirical evidence, logical reasoning, and experimental and observational testing, includingexamining all sides of scientific evidence of those scientific explanations, so as to encouragecritical thinking by the student;(E) evaluate models according to their limitations in representing biological objects or events;

Bio 4 (B)(4) Science concepts. The student knows that cells are the basic structures of all living things with spe-cialized parts that perform specific functions and that viruses are different from cells. The student isexpected to:

(B) investigate and explain cellular processes, including homeostasis, energy conversions,transport of molecules, and synthesis of new molecules;

Bio 9 (A)(9) Science concepts. The student knows the significance of various molecules involved in metabolicprocesses and energy conversions that occur in living organisms. The student is expected to:

(A) compare the structures and functions of different types of biomolecules, including car-bohydrates, lipids, proteins, and nucleic acids;

Bio 10 (A, C)(10) Science concepts. The student knows that biological systems are composed of multiple levels. Thestudent is expected to:


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(A) describe the interactions that occur among systems that perform the functions of regula-tion, nutrient absorption, reproduction, and defense from injury or illness in animals;

Bio 11 (A)(11) Science concepts. The student knows that biological systems work to achieve and maintain bal-ance. The student is expected to:

(A) describe the role of internal feedback mechanisms in the maintenance of homeostasis;

ChemistryChem 3 (A)(3) Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving tomake informed decisions within and outside the classroom. The student is expected to:

(A) in all fields of science, analyze, evaluate, and critique scientific explanations by usingempirical evidence, logical reasoning, and experimental and observational testing, includingexamining all sides of scientific evidence of those scientific explanations, so as to encouragecritical thinking by the student;

Chem 4(A)(4) Science concepts. The student knows the characteristics of matter and can analyze the relationshipsbetween chemical and physical changes and properties. The student is expected to:

(A) differentiate between physical and chemical changes and properties;Chem 5 (B)(5) Science concepts. The student understands the historical development of the Periodic Table andcan apply its predictive power. The student is expected to:

(B) use the Periodic Table to identify and explain the properties of chemical families, includ-ing alkali metals, alkaline earth metals, halogens, noble gases, and transition metals;

Chem 6 (B, C)(6) Science concepts. The student knows and understands the historical development of atomic theory.The student is expected to:

(B) understand the electromagnetic spectrum and the mathematical relationships betweenenergy, frequency, and wavelength of light;(C) calculate the wavelength, frequency, and energy of light using Planck’s constant and thespeed of light;

Chem 7 (A, B, E)(7) Science concepts. The student knows how atoms form ionic, metallic, and covalent bonds. The stu-dent is expected to:

(A) name ionic compounds containing main group or transition metals, covalent com-pounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC)nomenclature rules;(B) write the chemical formulas of common polyatomic ions, ionic compounds containingmain group or transition metals, covalent compounds, acids, and bases;(E) predict molecular structure for molecules with linear, trigonal planar, or tetrahedral elec-tron pair geometries using Valence Shell Electron Pair Repulsion (VSEPR) theory.

PhysicsPhys 3 (A, E)(3) Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving tomake informed decisions within and outside the classroom. The student is expected to:

(A) in all fields of science, analyze, evaluate, and critique scientific explanations by usingempirical evidence, logical reasoning, and experimental and observational testing, includingexamining all sides of scientific evidence of those scientific explanations, so as to encouragecritical thinking by the student;(E) research and describe the connections between physics and future careers;

Phys 8 (B)(8) Science concepts. The student knows simple examples of atomic, nuclear, and quantum phenome-na. The student is expected to:

(B) compare and explain the emission spectra produced by various atoms;Chem 5 (B)(5) Science concepts. The student understands the historical development of the Periodic Table andcan apply its predictive power. The student is expected to:

(B) use the Periodic Table to identify and explain the properties of chemical families, includ-ing alkali metals, alkaline earth metals, halogens, noble gases, and transition metals;


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Chem 6 (B, C)(6) Science concepts. The student knows and understands the historical development of atomic theory.The student is expected to:

(B) understand the electromagnetic spectrum and the mathematical relationships betweenenergy, frequency, and wavelength of light;(C) calculate the wavelength, frequency, and energy of light using Planck’s constant and thespeed of light;

Chem 7 (A, B, E)(7) Science concepts. The student knows how atoms form ionic, metallic, and covalent bonds. The stu-dent is expected to:

(A) name ionic compounds containing main group or transition metals, covalent com-pounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC)nomenclature rules;(B) write the chemical formulas of common polyatomic ions, ionic compounds containingmain group or transition metals, covalent compounds, acids, and bases;(E) predict molecular structure for molecules with linear, trigonal planar, or tetrahedral elec-tron pair geometries using Valence Shell Electron Pair Repulsion (VSEPR) theory.

PhysicsPhys 3 (A, E)(3) Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving tomake informed decisions within and outside the classroom. The student is expected to:

(A) in all fields of science, analyze, evaluate, and critique scientific explanations by usingempirical evidence, logical reasoning, and experimental and observational testing, includingexamining all sides of scientific evidence of those scientific explanations, so as to encouragecritical thinking by the student;(E) research and describe the connections between physics and future careers;

Phys 8 (B)(8) Science concepts. The student knows simple examples of atomic, nuclear, and quantum phenome-na. The student is expected to:

(B) compare and explain the emission spectra produced by various atoms;


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LESSON 4 ACTIVITY 4A15


BettyBluetooth

Red Clock AKA Big Red

IndyIncandescent

Character Cards Cut out and laminate for reuse.. .

. .

. .

Positively Aging®/M. O. R. E. 2008© UTHSCSA



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Nature Calls

Trip Tofan

Chow Hound


. .

. .

Tryptophan




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ChocolateCake

Plate of Pasta

Mug ofCoffee


. .

. .




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Blood Vessels

Apple Pie andIce Cream


. .Positively Aging®/M. O. R. E. 2008© UTHSCSA


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LESSON 4ACTIVITY 4A


Host

Hostess

2-Sided Character Cards Cut out and laminate for reuse.

. .FOLDFOLD



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LESSON 4ACTIVITY 4A


Mel A. Tonin(happy)

2-Sided Character Cards Cut out and laminate for reuse.

. .FOLDFOLD

Mel A. Tonin(unhappy)



Betty Blu

etooth

●Stimulu

s:The flu

orescent lights in

the

neigh

borin

g convenien

ce st

ore have

been keepin

g you aw

ake after y

outurn the lights out fo

r bed. Y

ou have

wised up and now

wear p

added goggles

to bed.

■Re

sponse:

Blue light su

ppresse

s the re

lease of

melat

onin

because of its w

avele

ngth

(450 nm

- 500 nm

). Sin

ce you are

wearing

the padded goggles

no light

enters

the eye therefore me

latonin

isrelea

sed.

▼Pathwa

y:Lig

ht enters e

ye ➜

travels

dow

nhig

hway (R

HT) t

o the bio

logica

l cloc

k(SCN

) ➜continu

es traveling to sp

inal

colum

n ➜

travels

up to pine

al gla

nd.

Melat

onin

is relea

sed because the

goggles

keep the room

dark.

Melat

onin

characters

stand with happy fa

ceshow

ing.

Stimulus/Response Cards

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Betty Blu

etooth

●Stimulu

s:Betty Blu

etooth has entered the

room

as a

fluorescent streetlight.

■Re

sponse:

Blue light su

ppresse

s the re

lease

of m

elatonin

because of its

wavelen

gth (450 nm

- 500 nm

). ▼

Pathwa

y:Lig

ht enters e

ye ➜

travels

dow

nhig

hway (R

HT) t

o the bio

logica

lclo

ck (S

CN) ➜

continu

es traveling

to sp

inal c

olumn

➜travels

up

to pine

al gla

nd. N

O me

latonin

relea

sed therefore me

latonin

characters

will rema

in seated w

iththeir

character cards

frown

ing.



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Betty Blu

etooth

●Stimulu

s:You have fa

llen aslee

p in

front of

the TV

while wa

tchin

g CS

I with

the flu

orescent la

mp on.

■Re

sponse:

Blue light su

ppresse

s the re

lease

of m

elatonin

because of its

wavelen

gth (450 nm

- 500 nm

). ▼

Pathwa

y:Lig

ht enters e

ye ➜

travels

dow

nhig

hway (R

HT) t

o the bio

logica

lclo

ck (S

CN) ➜

continu

es traveling

to sp

inal c

olumn

➜travels

up to

pineal g

land.

NO m

elatonin

relea

sed therefore me

latonin

characters

will rema

in seated w

iththeir

character cards

frown

ing.

Indy In

candescent

●Stimulu

s:The bedroom

light w

as le

ft on.

The

light bulb

in the bedroom

is an

incandescent bulb.

■Re

sponse:

Incandescent light will slightly

suppress

melat

onin

because inc

andes-

cent light does emit some

blue

light

although mo

st of t

he light giv

en off

isyellow

(580 nm).

▼Pathwa

y:Lig

ht enters e

ye ➜

travels

dow

nhig

hway (R

HT) t

o the bio

logica

l cloc

k(SCN

) ➜continu

es traveling to sp

inal

colum

n ➜

travels

up to pine

al gla

nd.

A few

melat

onin

characters

stand

turning

their character t

o a happy

face. A

ll Me

l. A. Tonin

characters

that re

maine

d seated turn their

character t

o a fro

wning

face.




ZZZZZ World



Indy In

candescent

●Stimulu

s:You are reading

Harry Potter a

ndthe De

athly

Hallow

sand so

mehow

fell aslee

p with the bedsid

e lam

pon. T

he bulb

is in

candescent.

■Re

sponse:

Incandescent light will slightly

suppress

melat

onin

because inc

an-

descent light emits so

me blue

light.

Most of t

he light giv

en off, how

ev-

er, is y

ellow

(580 nm).

▼Pathwa

y:Lig

ht enters e

ye➜

travels

dow

nhig

hway (R

HT) t

o the bio

logica

lclo

ck (S

CN) ➜

continu

es traveling to

spina

l colu

mn ➜

travels

up to

pineal g

land.

A few

melat

onin

characters

stand turning

their char-

acter t

o a happy face. C

haracters

that re

maine

d seated turn their

character t

o a fro

wning

face.

Red Clock:

AKA Big

Red

●Stimulu

s:Big

Red is always b

y your side

at nigh

t.■

Response:

Red LCD lights w

ill not suppress

melat

onin

relea

se because the

red has a

wavele

ngth of 6

50nm

.The receptor cells involv

ed in

melat

onin

regulat

ion in

the eyes

(RGC

) are se

nsitive to blu

e to

blue-green light.

▼Pathwa

y:light enters e

ye➜

travels

dow

nhig

hway (R

HT) t

o the bio

logica

lclo

ck (S

CN)➜

continu

es traveling

to sp

inal c

olumn

➜travels

up to

pineal g

land.

All M

el A. Tonins

stand with character cards

show

ing a happy fa

ce.



ZZZZZ World




Nature Calls

●Stimulu

s:In the m

iddle

of the nigh

t you have to

go to the bathroom

. You get up and turn

on the bathroom

light.

■Re

sponse:

The light w

as turned on in

the m

iddle

ofthe nig

ht therefore all me

latonin

will

stop bein

g relea

se. M

el A. Tonin

charac-

ters

should

be st

andin

g with happy fa

ces

before the Nature Calls

character

starts w

alking

the pathw

ay. O

nce

Nature Callsr

eaches the pine

al gla

nd,

all m

elatonin

characters s

hould

drop

imme

diately

to the sitting

position and

character c

ards sh

ould

be fr

ownin

g. ▼

Pathwa

y:Lig

ht enters e

ye➜

travels

dow

n hig

hway (R

HT) t

o the bio

logica

l cloc

k(SCN

)➜continu

es traveling to sp

inal

colum

n➜travels

up to pine

al gla

nd. M

elA. Tonins

respond by dropping

to a sit-

ting position

imme

diately

and turning

character c

ards to a fro

wn.

Airy Argon

●Stimulu

s:You are on vacation

in Chic

ago,

the

Wind

y Cit

y. You turn out the lights

and notic

e a beam

of l

ight stream

-ing

into your h

otel

room

. The neon

light is filled with argon gas, g

iving

off a

bluish hue in

the ro

om.

■Re

sponse:

Blue light su

ppresse

s the re

lease

of m

elatonin

because of its w

ave-

length (400 nm

- 450 nm

) ▼

Pathwa

y:Lig

ht enters e

ye➜

travels

dow

nhig

hway (R

HT) t

o the bio

logica

lclo

ck (S

CN) ➜

continu

es traveling to

spina

l colu

mn➜

travels

up to pine

algla

nd. N

O me

latonin

relea

sed there-

fore M

el A. Tonin

characters

will

rema

in seated w

ith their character

cards f

rown

ing.




ZZZZZ World

LESSON 4 ACTIVITY 4A


Chow

Hound

●Stimulu

s:You decid

e to have a bedtime snack.

As you

enter t

he kitc

hen there is a deliciou

s apple

pie sitting

on the counter.

You cannot

resist.

You slice a piec

e and put it in

abowl. T

he ic

e cream

contain

er is right

there in

the fre

ezer, so of course

, you need

ice cream

with

the pie. You sc

oop out the

frozen treat and enjoy.

An hour l

ater,

lights a

re out and you’re

off

to bed.

■Re

sponse:

Ice cream

is a dairy

product and the pie

contain

s carbohydrates. B

oth are good

sources o

f tryptophan.

Through dig

estio

n,tryptophan w

ill be carrie

d to the pine

algla

nd w

here the conversion fr

om tryptophan

➜serotonin

➜me

latonin

will occur.

▼Pathwa

y:Food enters m

outh➜

travels

dow

n E.

soph-

agus Lane to the st

omach➜

tryptophan is

carried

to pin

eal g

land through the blo

od-

stream

. Mela

tonin

is sy

nthesiz

ed fr

om tryp-

tophan in

the pine

al gla

nd because

the snack wa

s a good snooze fo

od. M

el A.

Tonin

sstand and turn their

character cards

to a happy fa

ce.

Chow

Hound

●Stimulu

s:You enjoy the las

t pie

ce of c

hoco-

late cake w

ith a glas

s of r

efreshing

milk. Two

hours

later you go to

sleep in

your d

ark room

.■

Response:

Chocola

te is not high

in caffeine

; it

will not keep you awa

ke. T

he m

ilk is

a dairy

product. T

his nigh

ttime com-

bination

will

not bother your s

leep

cycle

or m

elatonin

relea

se.

▼Pathwa

y:Food enters m

outh➜

travels

dow

nE.

sophagus Lane to the st

omach ➜

tryptophan is carrie

d to pine

al gla

ndthrough the blo

odstream

. Mela

tonin

is synthesiz

ed fr

om tryptophan in

the pin

eal g

land because the snack

was a

good snooze fo

od. M

el A.

Tonin

sstand and turn their

charac-

ter c

ards to a happy face.




ZZZZZ World

LESSON 4 ACTIVITY 4A


Chow

Hound

●Stimulu

s:You have prepared a wo

nderful p

asta

dinner w

ith fr

eshly

grated parm

esan

cheese.

■Re

sponse:

This pasta dis

h is hig

h in

carbohy-

drates and contains

tryptophan.

Tryptophan w

ill be carrie

d to the

pineal g

land wh

ere the conversio

nfro

m tryptophan

➜serotonin

➜me

latonin

will occur.

▼Pathwa

y:Food enters m

outh➜

travels

dow

n E.

sophagus Lane to the st

omach➜

tryptophan is carrie

d to pine

al gla

ndthrough the blo

odstream

. Mela

tonin

is synthesiz

ed fr

om tryptophan in

the

pineal g

land because the snack wa

s a good sn

ooze fo

od. Me

l A. T

onins

stand and turn their character c

ards

to a happy fa

ce.

Chow

Hound

●Stimulu

s:You go to the bookstore.

As you are

meanderin

g, you sm

ell the fr

eshly

brewe

dcoffe

e fro

m the coffe

e shop. Y

ou

purchase a cappuccino

and re

ad your

book. 3

hours

later you go to bed.

■Re

sponse:

Caffe

ine is a st

imula

nt. I

t speeds up the

nervous s

ystem. For m

ost people

the

effects o

f caffeine

wear o

ff within

6hours a

fter in

gestion

. The caffeine

would

affect the re

lease of m

elatonin

, there-

fore m

elatonin

is not re

leased.

The Me

l A.

Tonin

swould

sit and turn the character

cards t

o a fro

wning

face.

▼Pathwa

y:food enters m

outh➜

travels

dow

n E.

Sophagus Lane to the st

omach.

The nerv-

ous s

ystem

responds by inc

reasing

heart

rate and other body system

s. Me

latonin

isdelay

ed. A

few

Mel A

. Tonins

would

stand

and turn their characters

cards t

o a

happy face, the re

st w

ould

sit turnin

gtheir

character cards to a fro

wning

face.



ZZZZZ World

LESSON 4ACTIVITY 4A


RH

THI

GHW

AY

ROAD

MAP

TO

SLEE

P

Plat

elet

Foam

Cel

l

Bloo

d C

ell

Bloo

d Ce

ll

Plat

elet

Foam

Cel

l

Blood Cell

Blood Cell

Foam

Cel

l

TRYP

TOPH

AN

2nd

Vert

ebra

e

3rd

Vert

ebra

e

B I

O LO G

I CA

LCL

OC

K

NEUR

ONEXPRESS

ooooo

E S

O PH A

G US

L AN

EBL

OOD

VESS

EL

PINE

AL G

LAND

“T

he Ho

use”

Mel

aton

inDe

tour

DoNo

tEn

t er

ZZZZZ World

LESSON 4ACTIVITY 4A


Supp

ressed

Delay

ed

MEL

ATON

INRe

gulat

esSle

ep

Regu

lates

Biolog

ical C

lock

Caffe

inean

dSt

imula

nts

Lack

ofTr

ytop

han

in Die

tLig

htFo

od Hi

gh

in Tr

ytop

han

Dark

ness,

Neon

Ligh

t,Re

d LCD

Ligh

t

Relea

sed

Pinea

l Glan

dBr

ain

Prote

ctive

Antio

xidan

t

in res

pons

e to

in res

pons

e to

in res

pons

e to

in th

eis

prod

uced

in

is im

porta

nt

isCONCEPT MAP

Teacher Answer Key


ZZZZZ World

LESSON 4ACTIVITY 4A


Processing Out Teacher Answer Key:

1. Why is it important to turn off all lights when going to bed? (Light disrupts the release of melatonin. The body’s biological clock will not be reset.)

2. How can you help prevent light pollution? (Turn lights out during sleep time and avoid turning lights on during themiddle of the night. Use bright outside lights only when necessary and make sure they do not disrupt your neighbors.)

3. How is tryptophan involved with the release of melatonin? (Tryptophan is ingested through various foods. Once in the stomach, the tryptophan is released into the bloodstream and travels to the pineal gland. Once inside the gland, the tryptophan undergoes a series of chemical reactions to produce melatonin.)

4. Describe the relationship between light and melatonin. (Visible light has very distinct wavelengths that inhibit the release of melatonin. Blue to blue-green light falls in the 450-550 nm range that suppresses melatonin release. Other light can cause a delay in melatonin release.)

5. Would blindness affect the ability to release melatonin? (No because it is the specialized cells in the retina (RGC’s) that are detecting the light NOT rods or cones.)

6. If the Biological Clock were damaged how would that affect melatonin release? (Depending on the damage it can affect the pathway to melatonin release.)

7. What evidence would you use to persuade local politicians to enact programs that would help control light pollution in your neighborhood? (Many answers might be suitable.)

8. How would you balance the need to control light pollution with the need to have neighborhoods safely lit at night? (Many answers might be suitable.)

9. Many families are not aware that turning on lights at night will stop melatonin release. Further, melatonin will not be released again that night when the lights are turned off. In fact, melatonin release will be stopped until the next night when the lights are off. If this pattern continues, over time, the body does not get the full amount of melatonin. Loss of melatonin speeds the aging process, disrupts sleep, interferes with normal function of the biological clock, etc. Describe how you would raise awareness of the consequences of “light abuse” in your community.

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