The Body's Clock

Read the sentence from the passage. “When the daylight begins to fade, your pineal gland churns out more melatonin, a hormone that lets your organs know it’s time for sleep.” How does the author use technical language in the sentence?

• to define what the pineal gland is
• to reveal how the pineal gland affects sleep
• to describe the appearance of the pineal gland
• to show where the pineal gland is located

Tags

CCSS.RI.2.5

CCSS.RI.4.5

CCSS.RI.5.5

CCSS.RI.3.5

CCSS.RI.6.5

How does the section “Gathering Evidence” mainly function in the passage?

• It discusses how a teenager can maintain the body’s biological clock.
• It describes how chemicals work in the body to maintain the circadian rhythm.
• It gives tips related to maintaining the consistency in the body’s biological clock.
• It provides support for the idea that the body regulates its circadian rhythm.

Tags

CCSS.RI.1.5

CCSS.RI.4.5

CCSS.RI.5.5

CCSS.RI.K.5

CCSS.RI.3.5

Read the sentence from the passage. “The more time zones you cross, the more out of whack your biological clock gets.” What does the phrase “out of whack” mean?

• lacking energy
• lacking awareness
• not working correctly
• not moving quickly

Tags

CCSS.RI.1.4

CCSS.RI.4.4

CCSS.RI.K.4

CCSS.RL.3.4

CCSS.RL.5.1

Which word is a synonym for monitor?

• check
• pass
• change
• stop

Tags

CCSS.RF.1.3B

CCSS.RF.5.4B

CCSS.RF.K.3B

CCSS.RF.K.4

CCSS.RL.6.10

How does the section “The Sleep Cycle” illustrate the stages of sleep?

• It presents the different stages of sleep in the order of importance that they occur.
• It discusses each stage of sleep in the order in which it occurs during the night
• It answers questions that are posed about the stages of sleep.
• It suggests ways that people can improve sleep within each stage.

Tags

CCSS.RI.1.5

CCSS.RI.2.5

CCSS.RI.4.5

CCSS.RI.5.5

CCSS.RI.K.5

How does the information in the chart “How much sleep is enough?” contribute to the development of ideas in the passage?

• It supports the idea that changing time zones affects when people sleep.
• It suggests that schools are starting classes later in the morning so teens can get more sleep.
• It supports the idea that younger people generally need more sleep than older people
• It suggests that people who do not get enough sleep are more likely to get sick.

Tags

CCSS.RI.1.5

CCSS.RI.2.5

CCSS.RI.K.5

How is the author’s purpose to inform conveyed throughout the passage?

• Research interviews are used to communicate tips for sleeping better.
• Personal opinions are given to persuade people to get more sleep each night.
• Historical accounts are included to describe sleep problems that people have had in the past and how they have changed in the present.
• Scientific facts are used to explain how the human biology of sleeping and waking works and what can disrupt it.

Tags

CCSS.RI.3.6

CCSS.RI.6.6

CCSS.RI.6.9

CCSS.RL.5.6

CCSS.RL.6.6

This question has two parts. Answer Part One and then answer Part Two. Part One What is a central idea of the passage?

• The body clock is made up of 24 hours.
• People who work at night are often sleepy and do not sleep during the day.
• The body clock is a complex system that is affected by many factors.
• People in Stage 3 sleep can wake up easily.

Tags

CCSS.RL.2.2

CCSS.RI.3.2

CCSS.RI.4.2

CCSS.RL.3.2

CCSS.RL.6.2

Part Two Which detail from the passage support the answer in Part One?

• A sleeper’s brainwaves differ as a person moves from one stage to another.
• Body chemicals and light can regulate when we are awake and when we sleep.
• A sleeper’s eyeballs dart very quickly back and forth under their eyelids.

Tags

CCSS.RL.2.2

CCSS.RI.2.1

CCSS.RI.5.2

CCSS.RI.K.1

CCSS.RL.K.2