happy healthy lungs, happy healthy life
TRANSCRIPT
-
7/31/2019 Happy Healthy Lungs, Happy Healthy Life
1/41
Healthy Lungs, Happy Living! ApprenticeshipNational Institute of Environmental Health Sciences (NIEHS)
Leaders: Mercy Arana and Nisha Cavanaugh
Disclaimer: The course, lesson plans, photos and videos were created
for educational use only by National Institute of Environmental Health
Sciences (NIEHS) fellows and staff. The materials are in the public
domain and can be reused for any purpose. The ideas, themes and
content presented do not necessarily represent the official views of the
NIEHS, the National Institutes of Health, or the federal government.
-
7/31/2019 Happy Healthy Lungs, Happy Healthy Life
2/41
Weekly Lesson Outline
Date Lesson topic
Week 1 Introduction to Apprenticeship and Knowledge assessment
Week 2 What the lungs do
Week 3 The importance of clear airways
Week 4 How Air Pollution can affect Lung Function
Week 5 Building a mechanical lung model
Week 6 Understanding the effects of smoking
Week 7 Asthma as a respiratory disease
Week 8 WOW! Preparations
Week 9 WOW! Preparations
Week 10 WOW! Preparations
-
7/31/2019 Happy Healthy Lungs, Happy Healthy Life
3/41
Week 1 Lesson Plan NIEHS Spring 2012 CurriculumLesson Plan I: Introduction to Apprenticeship and Knowledge Assessment
Learning objectives:
1. I can understand what a research scientist does at the NIEHS
2. I can name two ways to be safe in a lab3. I can explain what we will learn in this Apprenticeship and what we
will be doing for the WOW!
4. I will be able to measure my lung tidal volume and record the datain my lab notebook
5. I can make a hypothesis about how my tidal volume may change overthe Apprenticeship
6. I can name three key parts of the respiratory system
Snapshot Agenda:
25 minutes: Scientist introductionNIEHS overviewLab safety
15 minutes: Agenda setting and expectations
20 minutes: Tidal volume activity
5 minutes: Student assessment20 minutes: Introduction to the respiratory system
5 minutes: Teach back/Concluding remarks
Detailed Agenda
Scientist Introduction 25 Minutes-Give an overview of what a research scientist looks like, acts like and thescientific method (what we eat for breakfast, what we do outside of worketc.)-Provide an overview of what the National Institute of Environmental HealthSciences is, why we have it, and types of research conducted there (slidestaken from NIEHS tours that include part of NIH and mission statement)
Activity #1 -Lab Safety & Working in the Lab
- Guest speaker Sharon Beard from NIEHS 15 minute presentation- Bring lab coats, goggles, gloves etc. This activity will be used to
transition to our next activity where the students will use the scientific
method and learn about an ongoing experiment for the duration of the
apprenticeship.
-
7/31/2019 Happy Healthy Lungs, Happy Healthy Life
4/41
Agenda setting and expectations 15 minutes- Discuss goals and what we are going tolearn in this apprenticeship, how therespiratory system works together to make
the lungs work, and environmental factorsthat can affect the function of the system.We will
-Describe WOW plan, what types ofactivities will be included in theapprenticeship.
-Provide overview of each week/module
and include pictures of the teachers who will be
leading and assisting with the lesson (This will
provide a way to familiarize students with the
fact that there will be several teachers)-This will be presented with
PowerPoint slides to show pictures ofdifferent volunteers and the activitiesplanned-Once the agenda is established we will
brainstorm and involve the students in drafting
their own Community Contract (activity #3),
outlining their expectations of us and ours of
them for the duration of the apprenticeship.
Activity #2 Assessment of lung tidal volume
20 minutes- Here, apprentices will determine their tidal
volumes and everyone will plot their numbers as
a class, on one graph (this activity will depend
on time)
-Each student will also start an individuallab notebook to record the data each week
-Students will also start their graph oftheir individual values on a graph kept in
their notebook (this will be doneindividually with help from the volunteers)-We will introduce scientific method and
students will record their hypothesis of what
they think their values will look like over the
course of the apprenticeship. (This is a
carry-over from the Hook and will be a
common thread for each lesson where we
will see if each students number changes
throughout the 10 week session).
-
7/31/2019 Happy Healthy Lungs, Happy Healthy Life
5/41
Student assessment (in disguise) 5 minutesActivity #4, have apprentices answer several
questions which will be asked again at week 8
in order to assess their progress. The
questions will be a combination of matching
parts of the respiratory system and multiplechoice questions. The worksheet can be found
at the end of the lesson plan.
My idea here is to have students answer the
questions without a name on the sheet so they
dont have to worry about it being a test. I will
let them know this is an activity to start
thinking about the respiratory system and how
it works. It will also give them a glimpse into
what they will be learning during theApprenticeship. Everyone that turns in a piece
of candy so there is a fun prize at the end!
Introduction to respiratory
system 20 minutes (~ 10
minutes/activity)
The questions on the assessment will be used
as a platform to introduce the lungs. We will
introduce first start by doing the matching
figure as a group. Next, we will describe the
anatomy of the lungs using the model and
involve the students asking questions such as
-Do you think both lungs are the same
size?-What if we told you the left one was
smaller? Why do you think this is?-What happens when someone is
choking?-How do you think
(asthma/smoking/lung puncture) will affectthe respiratory system?-Activity #5, Oxygen is required for candle to
burn. Students will break into three groups anddiscuss the need of oxygen for fire to burn. The
volunteer will then light a candle (that is placed
in the bottom of a beaker) and talk about how
-
7/31/2019 Happy Healthy Lungs, Happy Healthy Life
6/41
the fire is burning. They will then place a piece
of aluminum foil over to put out the candle.Discuss in the small group why the fire whenout? What does this mean? How can we get the
aluminum foil over the beaker, and keep the
fire burning? Have students think of somehypotheses and then test them (i.e. holes inthe foil, cut strips in the foil). I found that it
took 5 holes to keep the candle burning formore than a few seconds. I will bring candles
as well as some lighters for each volunteer touse. The volunteers will need to demonstrate
this and lead the students through so that they
do not handle the fire, or putting the aluminumfoil on/off the beaker.
-Activity #6 If time allows they can get
into groups of two or three and draw the
flow of O2 and CO2 through the respiratory
system using a diagram provided.
Teach back/Concluding Remarks 5 minutes-Have each student choose a question outof a beaker (because we are geekyscientists) and they will read the questionto their peers. These questions will then beanswered as a whole class (or in groups
depending how the lesson goes).-A piece of candy for each student that
answers a question
-At end of teach back remind the
students what the focus of the next
meeting will be.
Materials and Equipment- Those
listed in RED to be provided by
Citizen Schools
Lung capacity demonstration set up (shouldbe the same from the hook and stay eachweek) and sheets to keep track of everyonesweekly readout and activity
Pictures and/or diagrams for the lecture
in the beginning (see below for some
ideas of what we are thinking)
-
7/31/2019 Happy Healthy Lungs, Happy Healthy Life
7/41
Model of the respiratory systems
Flip Chart/Pad
ProjectorPoster Board
BeakersCandles
Aluminum Foil
Candy
-
7/31/2019 Happy Healthy Lungs, Happy Healthy Life
8/41
Week 2 Lesson Plan NIEHS Spring 2012 Curriculum
Lesson Plan II: What the Lungs Do?
Lesson Objectives: Evaluate the difference between the air we inhale andthe air we exhale using a pH indicator
By the end of the lesson, the students will have learned:1. The composition of air we inhale is different from the composition of
the air we exhale2. The lungs and heart work together to distribute oxygen to systemic
tissues
Agenda:Post in the room for students to see.
1. Opening Ritual 10 Minutes - Have each student measure andrecord their vital lung capacity.
2. Review Agenda and Set Context 5 Minutes
3. Activity#1: Explain why the body needs oxygena. Time: 15 min
i. What is something everyone in this room is doing right
now? (examples: blinking, heart beating, salivation,breathing)
ii. Why do we need to breathe?iii. Review some facts about breathing.
Oxygen supports life for mammals, and "oxidizes" or "burns" food to create energy and heat for our
bodies.
Molecular oxygen, O2, is essential for cellular respiration in all aerobic organisms. Oxygen is used as an
electron acceptor in mitochondria to generate chemical energy.
Oxygen is needed to breakdown glucose. Glucose is the fuel needed to create energy.
4. Activity #2: Explain the respiratory system.a. Time:10 minb. When we breathe, the body takes in the oxygen that it needs and removes the carbon dioxide
that is produced as waste.
c. We breathe in the air through the nose or mouth where it is warmed and humidified. The
trachea is a pipe shaped by rings of cartilage and contains ciliated cells that trap foreign particles
and transport them to the larynx and then to the pharynx. The trachea divides into bronchial
tubes that carry air into the lungs. At the end of each of these tubes are small air balloons called
alveoli that exchange oxygen and carbon dioxide in the blood.
d. The diaphragm is the muscle that controls the breathing process. As the diaphragm flattens it
causes the chest to expand and air is sucked into the lungs. When the diaphragm relaxes, the
chest collapses and the air in the lungs is forced out.
-
7/31/2019 Happy Healthy Lungs, Happy Healthy Life
9/41
5. Activity#3: Explain the content of the air we breathe in and outa. Time:15 min
i. What is the main difference between the air we inhale andexhale?
ii. Is there a way we can detect the presence of CO2? Explainthat a pH indicator can detect the presence of an acid.
When we breathe out CO2 can react with water to producecarbonic acid.
iii. Demonstrate the color change that occurs with a phenolred solution.
1. Demonstration:a. Prepare the phenol red indicator.
i. Dissolve 0.1 g Phenol Red in 14.2 ml0.02N NaOH and add 1 L dH2O
ii. Place 15 ml of the solution into 125 ml
erlemeyer flasksb. Add vinegar or lemon juice to an Erlenmeyer
flask containing 15 ml Phenol Red indicator.Ask the students to tell you what they observe.
c. Add ammonia or baking soda to an Erlenmeyerflask containing 15 ml Phenol Red Indicator.
Ask the students to tell you what they observe.d. Ask the students what they predict will happen
if they blow into the Phenol Red Indicator. The air we exhale has a CO2 concentration that is approximately 100-fold higher than the air we inhale
Also see Powerpoint slide The presence of CO2 can be detected using a pH indicator such as Phenol Red. At pH 7, phenol red is
tomato color. It turns purplish red at alkali pH and yellow at acidic pH. When you breathe into water
containing Phenol Red as a pH indicator, CO2 dissolves in water and forms carbonic acid and subsequently
the phenol red solution turns yellow.
6. Activity#4: Have each participant visualize the C02 present in exhaledair by using Phenol Red (a pH indicator)
a. Time: 15 min
A. Prepare the phenol red indicator (the prepared solution will be
provided for each participant).a. Dissolve 0.1 g Phenol Red in 14.2 ml 0.02N NaOH and add 1 LdH2O
b. Place 15 ml of the solution into 125 ml erlemeyer flasksc. Prepare 4 flasks for each participant.
B. Make sure all participants have eye protection and gloves.C. Have each participant measure and record their heart rate.
-
7/31/2019 Happy Healthy Lungs, Happy Healthy Life
10/41
D.Place a straw in one Erlenmeyer flask containing the Phenol Red
indicator solution and allow the participants to blow into thesolution (Students will be paired. One student will blow into the
solution while the other serves as the time keeper and determineshow long it takes for the solution to turn yellow using a timer).
E. Have each participant measure and record the amount of time ittakes to turn the Phenol Red Solution to a yellow color.
F. BE SURE TO DEMONSTRATE THIS ACTIVITE BEFORESTUDENTS PARTICIPATE!
7. Activity#5: Explain the interaction between the lungs and the hearta. Time: 10 min
i. Do the lungs work independently or do the lungs work withother organs in the body to bring oxygen to tissues? Whatorgans do you think the lungs work with?
The function of the right half of our heart is to receive oxygen-poor blood from the veins of the body.
Venous blood empties into the top-right chamber (right atrium) of the heart, and the right ventricle
pumps that oxygen-poor blood (via the pulmonary artery) to the lungs. In the lungs, oxygen-poor blood
travels through minute capillaries and pick up oxygen.
From the lungs, the oxygen-rich blood flows back into the heart's left atrium via the pulmonary veins.
From the left atrium, the oxygen-rich blood drains into the left ventricle, and is pumped via the aorta to
the body.
The blood pumped to the lungs by the right ventricle is oxygen-poor blood. It has given oxygen to the
cells that need it around the body. But this used blood is rich in carbon dioxide (a waste product). For
both oxygen and carbon dioxide, hemoglobin, a complex iron-protein substance that is part of our red
blood cells, is the carrier for O2 and CO2.
Also see Powerpoint slide
8. Activity#6: Have the groups experiment with aerobic and anaerobicexercise and try the color change again.
a. What do you think will happen if you exercise?
b. If you did 30 seconds of aerobic exercise, would you expect thatit would take longer to turn the phenol red solution yellow?
c. If you did 30 seconds of anaerobic exercise, would you expectthat it would take longer to turn the phenol red solution yellow?
d. Time: 20 min
1. Measure and record the heart rate and time to change phenol redsolution yellow after doing:
Jumping jacks for 30 seconds Running in place for 30 seconds Squats for 30 seconds
-
7/31/2019 Happy Healthy Lungs, Happy Healthy Life
11/41
Hold your breath
Human lungs have a large reserve volume as compared to the oxygen exchange requirements
when at rest. During rest or when moving slowly, only a small portion of the lungs are actually
perfused with blood for gas exchange. As oxygen requirements increase due to exercise, a
greater volume of the lungs is perfused, allowing the body to reach its CO2/O2 exchange
respiration requirements.
When performing aerobic exercises you are causing the body to utilize oxygen in order to create
energy.
2. Measure and record the heart rate and time to change phenol redsolution yellow after doing squats for 30 seconds.
During anaerobic exercise, the body creates energy without oxygen. Because the bodys
demand for energy is greater, the cells in the body can find natural body chemicals to create
energy. Therefore, an increased oxygen demand is often not observed.
6. Activity 7: Quiz Have one student take a question from the beaker and
have another student answer the question. (10 minutes)
Review the difference between inhaled air and exhaled air Review the relationship between the lungs and the heart. How can we apply what we learned today?
o Discuss examples of exercise and why breathing is important
during exercise. Brain storm with students:
o How will heart and lung function change in individuals who: Are elite athletes
Are asthmatics Are smokers
Live in areas with high levels of air pollution (Air QualityIndex)
Materials and Equipment:Lung capacity demonstration set up (should be the same from the hook and
stay each week) and sheets to keep track of everyones weekly readout andactivity
Pictures and/or diagrams for the lecture in the beginningPhenol Red pH indicator solution
4 x 125 ml Erlenmeyer flasks for each participantStraws
Safety gogglesGloves
A sheet to record observations
http://www.oxygen-review.com/human-body.html
http://www.oxygen-review.com/human-body.htmlhttp://www.oxygen-review.com/human-body.htmlhttp://www.oxygen-review.com/human-body.html -
7/31/2019 Happy Healthy Lungs, Happy Healthy Life
12/41
http://www.oxygen-review.com/respiration.html
http://www.faqs.org/health-encyc/Your-Body/The-Respiratory-System-and-the-Lungs-Interaction-
between-heart-and-lungs.html
http://www.doctorsexercise.com/journal/aerobic.htm
http://www.cyh.com/HealthTopics/HealthTopicDetailsKids.aspx?p=335&np=152&id=2406
http://www.epa.gov/airnow/aqikids/pdffiles/aqirefer.pdf
A. Warms and humidifies the air
B. Site of gas exchange
C. Traps foreign particles and transports them to the
larynx and then the pharynx
D. Muscle that extends across the bottom of the rib cage
E. Transports air into the lungs
Glossary:
Indicator - a substance that changes to a particular color when mixed with other chemicals. It
changes one color for acids and another color for bases.
Acid - a chemical that releases hydrogen ions (H+) when dissolved in water and turns an
indicator a certain color (examples- lemons, soda, vinegar).
Base - a chemical that release hydroxide ions (OH-) when dissolved in water and turns an
indicator a certain color (examples- soap, detergent, bleach).
Ion a molecule that has a positive or negative charge
pH a measurement of the concentration of hydrogen ions (H+) in a solution. pH scale is 0-14.
Nose and
mouth
Trachea
Bronchial
TubesAlveoli
Diaphragm
http://www.oxygen-review.com/respiration.htmlhttp://www.oxygen-review.com/respiration.htmlhttp://www.faqs.org/health-encyc/Your-Body/The-Respiratory-System-and-the-Lungs-Interaction-between-heart-and-lungs.htmlhttp://www.faqs.org/health-encyc/Your-Body/The-Respiratory-System-and-the-Lungs-Interaction-between-heart-and-lungs.htmlhttp://www.faqs.org/health-encyc/Your-Body/The-Respiratory-System-and-the-Lungs-Interaction-between-heart-and-lungs.htmlhttp://www.doctorsexercise.com/journal/aerobic.htmhttp://www.doctorsexercise.com/journal/aerobic.htmhttp://www.cyh.com/HealthTopics/HealthTopicDetailsKids.aspx?p=335&np=152&id=2406http://www.cyh.com/HealthTopics/HealthTopicDetailsKids.aspx?p=335&np=152&id=2406http://www.epa.gov/airnow/aqikids/pdffiles/aqirefer.pdfhttp://www.epa.gov/airnow/aqikids/pdffiles/aqirefer.pdfhttp://www.epa.gov/airnow/aqikids/pdffiles/aqirefer.pdfhttp://www.cyh.com/HealthTopics/HealthTopicDetailsKids.aspx?p=335&np=152&id=2406http://www.doctorsexercise.com/journal/aerobic.htmhttp://www.faqs.org/health-encyc/Your-Body/The-Respiratory-System-and-the-Lungs-Interaction-between-heart-and-lungs.htmlhttp://www.faqs.org/health-encyc/Your-Body/The-Respiratory-System-and-the-Lungs-Interaction-between-heart-and-lungs.htmlhttp://www.oxygen-review.com/respiration.html -
7/31/2019 Happy Healthy Lungs, Happy Healthy Life
13/41
High H+
ions = acid (pH range 0 to 7)
Low H+
ions = base (pH range 7 to 14)
Data Collection:
Record your observations when each common substance is added to the Phenol Red.
Vinegar Distilled Water Soapy water
Phenol Red
Record the amount of time it takes to change the color of the Phenol Red solution after exhaling into the
Erlenmeyer flask.
Time to Change Phenol Red
Solution to a Yellow Color
Heart Rate
Resting
Activity:
Activity:
-
7/31/2019 Happy Healthy Lungs, Happy Healthy Life
14/41
Week 3 Lesson Plan NIEHS Spring 2012 Curriculum
Lesson Plan III: The Importance of Clear Airways
Lesson Objectives:
By the end of the lesson, the students will have learned:1. I can understand how and why the lungs exchange C02 for 02
2. I can understand why clear airways are important for this exchange andhow pollution can negatively impact this exchange
21ST Century Skill Set: I can make observations, inferences and drawconclusions from data
I can evaluate the impact of my choices on a global worldI can demonstrate the ability to work as a member of a team
Agenda:
Post in the room for students to see.
1.Opening Ritual 15 Minutes - Have each student measure and record their
lung capacity this week.(use the name tags and call students up to thestations 2 at a time)
2. Review Agenda and Set Context and introduce teacher and volunteers to
the students 5 Minutes
3. Activity#1: Explain how and why the lungs exchange C02 for 02Time:
10 min
4. Activity#2: Break into groups and travel through the lungs toexchange C02 for 02Time: 25 min
5. Activity#3: Break into groups andSet up indoor air qualityreaders to examine next weekTime: 25 min
7. Teach Back(10 minutes)1. Review what we learned2. How can we apply what we learned today?
3. Discuss in context of what our WOW! Goal- setting up individualstations where students will teach and pass on what they have learned.
-
7/31/2019 Happy Healthy Lungs, Happy Healthy Life
15/41
Lesson By ActivityActivity #1: Explain how and why the lungs exchange C02 for 02
* Ask them to explain what they learned in the first week.
Use the picture with labels to go over each part and see what they
remember from last weekExplain, the lungs are two organs on each side of the torso that exchange oxygen and
carbon dioxide for the body. Together, the lungs contain approximately 2,400 kilometres (1,500
mi) of airways and 300 to 500 million alveoli, having a total surface area( if they were stretched
out instead of packed inside the body) of about 70 square metres (750 sq ft) (8,4 x 8,4 m) inadults roughly the same area as one side of a tennis court
Ask them what other organ the lungs work with
(Answer: the heart)Ask them if they know what is in the air we breathe in
(Answer: Oxygen)Ask them if they know what is in the air we breathe out
(Answer: Carbon Dioxide)
Show you tube video to show the process of gas exchange and how it worksExplain: When we inhale air comes into the lungs through the nose and the mouth. This air
contains oxygen (hold up red balloon). Inside the lungs are some small sacs, called Alveoli. The
oxygen is exchanged or swapped for the carbon dioxide (hold up blue balloon) brought in by theblood cells in the small sacs. Blood cells that are full of oxygen pass through the heart and go
through the arteries to the body cells. The blood cells deliver the oxygen and pick up the carbon
dioxide. Blood cells filled with carbon dioxide go back to the lungs through the veins and are
breathed out as we exhale.
Then show picture of gas exchange to make sure they get this point(
important for the activity)
Activity #2:Break into groups and travel through the lungs to exchangeC02 for 02
o *Will break them into 3 different groups (each group will need 5
people or so and a volunteer to help)
Explain (have volunteers demonstrate) that there are two ropes andthese represent the airways of our lungs.
Two people will hold the rope, one on each end.
They will stand across from the other two holding the other rope. There is a box of red balloons at one end and a box of blue at the
other. (Volunteers show them how this should look, once with anopen path andthen once with a closed path. The idea is to see
how many balloons you can exchange in 15 seconds. Will also have afilled out sheet to show the kids)
This will be done once at a walk, then run with an open path and thenonce again at a walk and a run in a closed path. They will have a
-
7/31/2019 Happy Healthy Lungs, Happy Healthy Life
16/41
sheet to put in their notebook where they will record the number of
balloons for all four ways. Each student needs to get a chance to tryall four ways and record the number
As they are doing this in groups walk around and help them stayfocused.
o Once they have all done both ask each group to decide on whichpath was easier to exchange the balloons in and come up with a
reason why. Then follow up with how does this relate to someone experiencing an
asthma attack or during exercise( Can show the figure of inflamedairway up on power point to make the point that during an asthma
attack the airway restricts and it is hard to breathe)?
If you have asthma, breathing in certain substances that you may be sensitive to can trigger your
airways to narrow. This makes it hard for air to flow in and out of your lungs.
Ask them to come up with other examples of how restricted airwayscould affect their lung capacity (smoking, car exhaust).
Ask them if they think pollution or particles in the air could restrict thisexchange?
21ST Century Skill Set: Citizen Schools students will make observations,inferences and draw conclusions from data and Citizen Schools students will
evaluate the impact of their choices on a global world
Activity #3: Break into groups and Set up indoor air quality readers to
examine next weeko Tell them that we are going to make and hang up some simple
air quality filters to see if there is any pollution in the air inside.
Explain what kinds of things could be found in indoor air:Dust and other particles can come from a variety of sources and may include
cigarette smoke, animal dander (flakes of dead skin), insect parts, mold,spore, fibers, and or dust mites
Indoor dust can pose a health problem to those who are allergic to any ofthe particles it contains (this includes people who have asthma)
Shake cotton ball from baby powder to show the dust cloudThen explain that we want to try and trap these types of particles using our
indoor air filters so we can see what is in the air We will leave them and compare them to what we see in the outside
air next week.
The kids can stay in the groups they were in for the previous activity.Give each group a coffee filter, Vaseline, some string and a whole
punch.
http://www.nhlbi.nih.gov/health/health-topics/topics/asthma/http://www.nhlbi.nih.gov/health/health-topics/topics/asthma/ -
7/31/2019 Happy Healthy Lungs, Happy Healthy Life
17/41
o Each group will cut out a piece of the filter and smear some
Vaseline on the middle of it
o Then they punch a hole in it and tie a string through it(they can
also write their group name on it)
o Then each group can decide where they want to hang their filter
(anywhere that is inside) and with the volunteers help they cango do that.
21ST Century Skill Set: Citizen Schools students will demonstrate an abilityto work as a member of a team and Citizen Schools students will evaluatethe impact of their choices on a global world
Teach Back1. Review what we learned
What does your lung tissue look like?
2. How can we apply what we learned today?
Why is it harder for someone with asthma to breathe? How canother factors like smoking or air pollution affect this (relate this
back to the airways, again why was it harder to exchange theballoon in a more restricted path. Help them think about how
that could represent trying to breathe is a smoggy city or nearsomeone who is smoking.
Play triviaHave then stay in teams and ask each team to try and fill out
part of the lung diagram(from powerpoint) They will have this astheir hand out, and the names will be blank. Give them time to
decide and then ask each team to answer. The teams that areright will get chocolate
Move on to the next part and keep going as time permits3. Discuss in context of what our WOW! Goal- setting up individual
stations where students will teach and pass on what they have learned.
Materials and Equipment:Lung capacity demonstration set up (should be the same from the hook and
stay each week) and sheets to keep track of everyones weekly readout and
activityPictures and/or diagrams for the lecture in the beginningDifferent colored balloons to exchange (red and blue)
Rope cut to the same lengthsCoffee filters
Vaseline
Whole punch
-
7/31/2019 Happy Healthy Lungs, Happy Healthy Life
18/41
String
pens
Handouts and pictures that will be on powerpoint
-
7/31/2019 Happy Healthy Lungs, Happy Healthy Life
19/41
Week 4 Lesson Plan NIEHS Spring 2012 Curriculum
Lesson Plan IV: How Air Pollution Can Affect Lung Function
Lesson Objectives:
By the end of the lesson, the students will have learned:1. I can understand what some of the different types of air pollution are and
how lung function can be impacted2. I can explain how the particle emissions from a car exhaust that I
measured directly can add to air pollution21ST Century Skill Set: I can make observations, inferences and drawconclusions from dataI can evaluate the impact of my choices on a global world
I can demonstrate the ability to work as a member of a team
I can demonstrate an ability to collect and organize data
Agenda:Post in the room for students to see.
Opening Ritual 15 Minutes - Have each student measure and record theirlung capacity this week.
1. Review Agenda and Set Context. Introduce our guest speaker for this
week. Gayle Hagler from the EPA has agreed to come and help the kidsmeasure particle emissions from our cars 5 Minutes
2. Activity#1: Explain what air pollution is and how it can affect lungfunctionTime: 10 min
3. Activity #2: Break into two groups: One to go outside to use themobile particle reader, the other stays inside and examines all theindoor air quality readers made last week(the groups will thenswitch so each gets a chance to do both activities)Time: 25 min
4. Activity #3: Graph the findings from the particle readers and alsofrom the indoor air filtersTime: 25 min
5. Teach Back (10 minutes)
1. Review what we learned2. How can we apply what we learned today?
-
7/31/2019 Happy Healthy Lungs, Happy Healthy Life
20/41
3. Discuss in context of what our WOW! Goal- setting up individual
stations where students will teach and pass on what they have learned.
Lesson By ActivityActivity #1: Explain what air pollution is and how it can affect lung function
Ask the kids to review what they learned last week. Ask them what they know about air pollution. Explain how these particles can restrict the air flow in the lung
and impair the exchange of CO2 for O2 What did we do last week? Was it harder to exchange in the more restricted path? (Remind
them of the restricted path from last week, how hard was that to
move through to exchange the balloon).
Then ask them how can these particles trapped on the filtersrestrict your exchange?
Show the three power point slides
Activity #2: Break into two groups: One to go outside to use the mobileparticle reader, the other stays inside and examines all the indoor air quality
readers made last week
Outside GroupThe idea here is to show the kids how much air pollution comes from the
emissions of just one car (how many particles the reader gets vs justoutdoor air).
Ask them what they think is in car exhaust? What do the numbers look like?
With the help of our guest and her mobile unit the kids can takea reading with just outside air, then take one with a car turnedon near the exhaust
They can also take an airflow measurement as well Have them write down all these numbers on their record sheet(
taped in their notebook)
After they are done, this group will come back inside and do theinside activity while the inside group will go outside to complete theoutside activityInside Group
The idea here is to show the kids what can be collected from the air
inside their school Collect all the air filters made and put up last week
-
7/31/2019 Happy Healthy Lungs, Happy Healthy Life
21/41
Have the kids use a magnifying glass to count the number of particles
on each one They can record the number of particles and location from each one on
their sheet to put in their notebook
21ST Century Skill Set: Citizen Schools students will demonstrate an abilityto collect and organize data.
Citizen schools students will make observations, inferences and drawconclusions from dataCitizen schools students will evaluate the impact of their choices on a globalworld
Citizen Schools students will demonstrate an ability to work as a member of
a team
Activity #3: Graph the findings from the particle readers and also from the
indoor air filters
With help from the volunteers they can graph their findings.
Each student will have a sheet where they should have recordednumbers from outdoor air, a car exhaust, and from air flow
They should also have recorded the number of particles from thedifferent air filters in different locations(they should have done bothactivities)
Work with each table to make simple bar graphs out of their
results(will have an example of one) They can make one for the outside readings and one for the indoor air
readings
When everyone is done ask them where would it be easier to breathe?Why?
21ST Century Skill Set: Citizen Schools students will demonstrate an abilityto collect and organize data.
Citizen schools students will make observations, inferences and drawconclusions from data
Citizen schools students will evaluate the impact of their choices on a global
worldCitizen Schools students will demonstrate an ability to work as a member ofa team
Teach Back
1. Review what we learnedWhat are some types of pollution?
-
7/31/2019 Happy Healthy Lungs, Happy Healthy Life
22/41
Where was the air quality the lowest? Inside, outside, next to a
running car?2. How can we apply what we learned today?
Imagine someone who has asthma, would they have a hard timebreathing next to a running car? Why?
Why would the air quality be lower in a big city vs out in a forestor open space?
Why is regulating air pollution important to everyone?3. Discuss in context of what our WOW! Goal- setting up individual
stations where students will teach and pass on what they havelearned.
Materials and Equipment:Particle readers (supplied by guest speaker Gayle Hagler)
Different filters (supplied by guest speaker Gayle Hagler)
Power point slides and handouts for the class (can make the slides handoutstoo)
Paper to record the particle emissions and graph results
Magnifying glasses to examine the indoor air filters
-
7/31/2019 Happy Healthy Lungs, Happy Healthy Life
23/41
Week 5 Lesson Plan NIEHS Spring 2012 Curriculum
Lesson Plan V: The Lung Model
Activity 1: measure your lung capacity
Will you break your record?
Review of the past lesson:
Car exhaust or industrial waste produces gases like carbon monoxide that make it difficult to breathe!
Indoor particles like dust can trigger allergies that make it difficult to breathe!
Air pollution affects your lungs!
Mini lesson: How do lungs work?
When inhaling muscles cause the chest volume to grow and air gets in
When exhaling muscles cause the chest volume to shrink and air is pushed out
A very important muscle in this process is the diaphragm
Activity 2: build a model of the lungSometimes to understand complicated issue we use a simple model and learn the basics, this is what we
are going to do today
Watch and listen to your instructor first, then do it yourself
All steps should be done in collaboration many steps require
more than one pair of hands
1. Push the sharp narrow side of the cut pipette into the leg of the Y shaped tube and wrap the
joint point
Why is it important?
2. Put each cut balloon on the arms of the Y shaped tube wrap around the joints and make sure
they are tight.
Why is it important?
-
7/31/2019 Happy Healthy Lungs, Happy Healthy Life
24/41
3. Pass the pipette through the bottle neck and cap so the Y shaped tubes and the balloons are
inside the bottle and the pipette is outside. Screw the cap tightly and wrap around the joint
Why is it important?
4. Stretch the glove try to make it bigger. Wrap the glove around the cut side of the bottle and
tape around so it does not fall off. Cut the fingers of the glove CAREFULLY and tie them together
using a rubber band so there will be no holes.
Your lung model is ready!
Activity 3: test your lung model
1. Gently but firmly push the glove inside the bottle
What do you see? What do you hear? How does is sound like?
2. Gently but firmly pull the glove away from the bottle
What do you see? What do you hear? How does it sound like?
Repeat the action of pushing and pulling several times allow all group members to test the lung model.
3. In our lung model each part plays a role of a real part of the respiratory system
Can you identify them?
In our model the lungs are the ?
In our model the pipette and Y shaped tubes are the ?
In our model the knotted glove is the ?
Activity 4 Teach back: Demonstrate the importance of open airways
1. One team member will cover completely the top of the pipette using his/her finger, the other
one will try the lung model
What do you see? Why is it so?
What do you hear? What is going on?
What real life example fits this activity?
What is the lesson from this activity?
-
7/31/2019 Happy Healthy Lungs, Happy Healthy Life
25/41
Activity 5 Teach back: Demonstrate the importance of airtight
airways
Why was it so important to seal all the joints?
1. Unscrew the cap so it will not be tight, try the lung model
What do you see? What do you hear? What is going on with the balloons?
Why is it so?
Screw the cap, so it will be tight again.
What do you see? What do you hear? What is going on with the balloons?
Why is it so?
What will happen if you poke a hole in the bottle?
What will be real life example to a hole in the bottle or in the gloves?
During formal teach back
I asked:
1. What is the role of the diaphragm in breathing?
2. What is very important for the airways to be (clear open not blocked) and what is a real life
example when it is not3. What is very important for respiratory system to be so the air will not leak out and what is a
real life example when it is not?
-
7/31/2019 Happy Healthy Lungs, Happy Healthy Life
26/41
Week 6 Lesson Plan NIEHS Spring 2012 Curriculum
Lesson Plan VI: The Effects of Smoking
Learning Objective: Understand the effects of smoking
By the end of the day:
I will have an understanding of the effect of smoking on lung function
I will know about the different chemicals in cigarette smoke and their adverse effects on health
I will have an understanding of the diseases caused by cigarette smoke
21st Century Skill Set:
Citizen schools students will make observations, inferences and draw conclusions
Citizen schools students will evaluate the impact of their choices on a global world Citizen Schools students will demonstrate an ability to work as a member of a team
Citizen schools students will learn public speaking and presentation skills
Opening ritual: Lung capacity exercise
Mini Lesson: Health effects of smoking
Activity 1: Whats in a cigarette?3:50 to 4 pm
Discuss the different types of chemicals found in cigarettes.
Pass around copies of the picture below.
Teacher will show the students different products that contain the same compounds found in
cigarettes: batteries (cadmium), nail polish remover (acetone), toilet cleaner (ammonia), rat poison
(arsenic) etc.
-
7/31/2019 Happy Healthy Lungs, Happy Healthy Life
27/41
Introduction: 4-4:10 pm
The teacher will use powerpoint slides to explain the health effects of smoking. Below are some
important topics that will be covered in class.
Explain what is secondhand smoke?
Explain what is third hand smoke?
Explain how does cigarette smoking affects lung function
Describe the different diseases caused by smoking
Activity 2: Inflatable lung display4:10 to 4:20 pm
Teacher and volunteers will assemble the inflatable pig lung display with the help of one or twostudent volunteers
Teacher will review lung anatomy and the respiratory system using the lung display
Students will come up to the front of the class, one team a time, and the teacher will inflate and
deflate the lungs. Teams will be named Gryffindor, Hufflepuff, Ravenclaw and Slytherin
Students can touch and feel the lungs while wearing gloves
Teacher will point out the difference between a normal and a smokers lung
Students will write down 3 observations in their notebook about the difference between thenormal versus smokers lung. Note the color/appearance, texture/feeling and presence/absence
of tumors in both lungs.
Students will also receive color printouts ofa picture of a normal and smokers lung
*While one team is examining the lungs, the other teams will start activity 3 to make the lung model
-
7/31/2019 Happy Healthy Lungs, Happy Healthy Life
28/41
Activity 3: Make the mechanical lung model4:20 to 4:35 pm
Students who did not get a chance to make the lung model will do so this week
The remaining students will pair up with their partners from Week 5 to make the lung models again.
The purpose of this is to ensure that each student has his/her own mechanical lung model to take
home at the end of the apprenticeship.
Below are the instructions for making the lung model
All steps should be done in collaboration with a partner, as many steps require more than
one pair of hands
5. Push the sharp narrow side of the cut pipette into the leg of the Y shaped tube and wrapthe joint point
Why is it important?
6. Put each cut balloon on the arms of the Y shaped tube wrap around the joints and make
sure they are tight.Why is it important?
7. Pass the pipette through the neck of the bottle and cap so the Y shaped tubes and theballoons are inside the bottle and the pipette is outside. Screw the cap tightly and wraparound the joint
Why is it important?
8. Stretch the glove try to make it bigger. Wrap the glove around the cut side of the bottleand tape around so it does not fall off. Cut the fingers of the glove CAREFULLYand tie them
together using a rubber band so there will be no holes.
Your lung model is ready!
Activity 4: Its time for a commercial break!4:35 to 5 pm
In this activity, students will be divided into teams (4 to 5 students per team depending on the
attendance that day). Teams will be named Gryffindor, Hufflepuff, Ravenclaw and Slytherin
Each team will be given a timer and a time of 15 minutes (the time may change depending on howthings are going)
During the 15 minutes, students will work together to create an anti-smoking advertisement.
At the end of the 15 minutes, the students will come up to the front and act out the commercial The commercial should be 1 to 2 minutes long but no longer than that. The commercial will be
timed using the timer
We may have the teachers/volunteers vote for the best commercial.
Students will be allowed to use the chemicals and/or lung display as props for their anti-smoking ad
The students will be environmental ambassadors of their own lung health
Each team will receive candy at the end of this activity
-
7/31/2019 Happy Healthy Lungs, Happy Healthy Life
29/41
*Note: This activity may occur concurrent to Activity # 3. The students who have finished making
their lung model ay start working on the commercial.
Teach back/close
We will review what was learned in class by playing the Smoking Hot Potato trivia game
Activity 5: Smoking Hot Potato Trivia Game5 to 5:15 pm
Set up: Prepare trivia questions on strips of paper, one question per strip. The questions will be placed
inside the beaker. The students will use one of the model lungs as the hot potato and pass it around.
Play the game:
Ask participants to form a circle
Explain the rules of Smoking Hot Potato.
Start background music, and pass the model lung into the circle and the participants will keep it
moving like a hot potato.
When the music stops, the person with the hot potato must pick a question out of the beaker and
read question.
The player can attempt to answer the question or pass to someone else. The leader then gives the
correct answer with explanation and the music starts again. This pattern continues until all the
questions are complete. As an incentive, candy will given to each student for trying to answer the
question
Below are few examples of the trivia questions. More questions will be added depending on the
total number of students in the class so that each student gets to answer at least one question
1. Smoking is the #1 cause of preventable disease in the U.S.
True or False ?
2. How many chemicals are found in cigarette smoke? (multiple choice)
a. 4
b. 40
c. 400
d. >4000
3. Cigarette smoking kills more people each year than AIDS, car accidents, homicides,
suicides, drug overdoses and fires combined.
-
7/31/2019 Happy Healthy Lungs, Happy Healthy Life
30/41
True or False ?
4. Electronic cigarettes are safe alternatives to regular cigarettes.
True ofFalse ?
5. The following are safe alternatives to cigarettes.
a. Cigars
b. Chewing tobacco
c. E-Cigarettes
d. None of the above
6. Children who breathe secondhand smoke are more likely to develop asthma.
True or False ?
7. Smoking causes what type of cancer? (multiple choice)
a. lung
b. kidney
c. bladder
d. all of the above
8. Second Hand Smoke may irritate people who are sensitive, however, it is not deadly.
True or False ?
9. How many years of life does the average smoker loose? (multiple choice)
a. 1-2 years
b. 5-7 years
c. 13-15 years
10.Fill in the blank.
The DIAPHRAGM is what allows air to move in and out of the lungs by moving
upwards and downwards.
11.Fill in the blank.
-
7/31/2019 Happy Healthy Lungs, Happy Healthy Life
31/41
The ALVEOLI are the very small air sacs that are the destination of air breathed in.
12.Fill in the blank.
Another name for the windpipe is TRACHEA
13.Name one of the 5 air pollutants.
Ozone, particulate matter, CO, nitrogen oxide, sulphur dioxide
14.Fill in the blank.
OZONE is an important component of the stratosphere that is good when it protects
against harmful UV rays but bad when produced at ground level and found in smog
15.Some commonly found indoor allergens are:
a. Dust mites
b. Mold
c. Animal dander
d. Dust
e. all of the above
16.What do you write in your lab notebook
a. Data
b. Observations
c. Names of your friendsd. Your favorite color
e. a and b
f. c and d
g. All of the above
17.Fill in the blank
The tiny air sacs within the lungs where the oxygen and carbon dioxide exchange takes
place are known as the ALVEOLI.
18.By smoking a cigarette, you are only causing harm to yourself and no one else.
True ofFalse ?
19. It is ok to smoke a cigarette in your house or car when no one else is around.
True or False ?
-
7/31/2019 Happy Healthy Lungs, Happy Healthy Life
32/41
Week 7 Lesson Plan NIEHS Spring 2012 Curriculum
Lesson Plan 7: Asthma as a Respiratory Disease
Learning objectives:
I can define asthma.I can identify environmental triggers of asthma.
I will know how asthma affects respiration.
Opening ritual: lung capacity exercise
Mini Lesson: Asthma as a respiratory disease
Intro Asthma,
Define
Go through environmental triggers of asthma (play the trigger matching game give out candy
for correct answers)
The basics, muscle constriction, inflammation, mucus
Treatment of asthma with medication
Activity 1: bronchial binoculars See the attached instruction sheet for activity 1. They will work in
partners but will make their own graph. One volunteer will work with a table (group of four,
or more depending on how many kids show up). Send them to the board when they finish
recording and graphing their numbers, and make sure that they record and graph the
numbers from the other groups. I have enough bronchial binoculars for everyone. At the
end of the lesson, we can pass out the left over bags for them to take home.
Activity 2: Revisit Darshinis inflatable lung model. This should be done in groups as they finish their
experiment and graph.
Activity 3: What does it feel like to have an asthma attack? They will simply put a straw in their mouth,
hold their nose shut, and try to breathe through the straw.
Teach back/close: Review, Asthma Q&A game
-
7/31/2019 Happy Healthy Lungs, Happy Healthy Life
33/41
Activity 1 Bronchial Binoculars
Work in pairs.
The cardboard tube with a black ring at the bottom and 2 slits in the
middle is the asthmaticbronchial tube. The cardboard tube with NO
black ring at the bottom is the normal tube.
Instructions:
1) Wrap one rubber band around each cardboard tube. There
are 2 slits in the middle of the asthmatic bronchial tube.
Make sure the rubber band goes into these slits, which will
make the center of the tube collapse a little.
What are the rubber bands supposed to be?
Why does the asthmatic bronchial tube look different than
the normal bronchial tube?2) Place the tubes on the table with the black ring of the asthmatic tube at the bottom.
3) Insert the cotton balls into the asthmatic tube.
What are the cotton balls supposed to be?
4) Open one tube filled with the black-eyed peas. Pour the black-
eyed peas into the normal tube. Pick up the normal tube and
count the number of black-eyed peas that fell through. Record
this number on your graph sheet.
What are the black-eyed peas supposed to be? Did many of them pass through the tube?
Why?
5) Open the other tube of black-eyed peas. Pour the black-eyed peas through the asthmatic tube.
Pick up the asthmatic tube and count the number of black-eyed peas that fell through. Recordthis number on your graph sheet.
How many black-eyed peas fell through? Was it the same, more than, or less than the normal
tube? Why?
6) Plot your counts on the graph.
Materials:
2 cardboard tubes (1 has ablack ring at the bottom and 2
slits in the middle)
2 rubber bands
4 cotton balls
2 plastic tubes filled with black-
eyed peas
normal
tube
asthmatic
tube
Black ring is the
bottom
asthmatic
tube
-
7/31/2019 Happy Healthy Lungs, Happy Healthy Life
34/41
One person from each group will go to the board to write and graph their numbers. Record and
graph all of the numbers on your graph sheet.
-
7/31/2019 Happy Healthy Lungs, Happy Healthy Life
35/41
Week 8 Lesson Plan NIEHS Spring 2012 Curriculum
Lesson Plan 8: Recap & WOW! Preparations
Instructions:
Activity #2A- 15 minutes- Each student will take the data from theirnotebook and apprentices will graph it with help from volunteers.Data will be graphed as boys vs girls.
Data will be graphed vs height.What are the trends?
Why do we see those trends?
1. Take 4 or 5 data points from your table.
2. Calculate the average. Add numbers and divide. This is your average.3. Define average?
4. Graph your data on the sheet of graph paper. X-axis label with: your
name; Y-axis label with average number of cups displaced.
5. Write your average on the white board.
6. Graph boys vs girls
7. Do you see a pattern?
8. What is a trend? Give an example
Activity #2B 15 minutes
1. A CT will measure your height.
2. Write height on white board next to your average number of cups
displaced.
3. We will graph height vs. average number of cups displaced as a group.
4. What do we observe?
5. Is there a correlation?
6. Why is this an important skill to perfect?
7. Can you give us a real life example?8. Here, I can ask the students about their interests in particular video
games. How is the audience for a particular game targeted? Research
and data analysis. The results will point to trends, correlations etc.
This is an example of a 21st century skill that will be used beyond the
classroom.
-
7/31/2019 Happy Healthy Lungs, Happy Healthy Life
36/41
Activity #4: Assign WOW! Presentation Groups and roles
1. Project groups on the board2. Describe stations. Encourage student participation for
explanation/description of each station.3. Work with CT to complete worksheet.
Reassessment- 5 minutes. Students will participate in an anonymous quiz(same as in Week 1).
Jeopardy, Teach back, WOW!Students explain each station and preparations achieved for WOW! DuringWeek 8.
-
7/31/2019 Happy Healthy Lungs, Happy Healthy Life
37/41
Week 9 Lesson Plan NIEHS Spring 2012 Curriculum
Lesson Plan 9: WOW! Preparations
Lesson Objectives:
By the end of the lesson, the students will have reviewed:1. I can define presentation skills.
2. I can explain importance of WOW stations.3. I can explain how the environment affects lung health.
21ST Century Skill Set:I can work as a team to develop the WOW station presentation.I can develop an organized presentation for my WOW station.
I can present clearly my oral presentation for the WOW.
Agenda:Typed and handed to students
1.Opening: Recap 10 minutes Repeat of assessment from week 1.
2. Mini lecture - 10 minutes - CT will give a mini lecture/lead a classdiscussion of oral presentation skills. Topics will include eye contact, volume,
practice, etc. Students can brainstorm ideas with the CT writing topics on
the whiteboard.
3. WOW! Prep - 35 minutes Students will assemble into their presentation
groups and go over assigned roles. Groups will continue brainstorming whatthey will present for the WOW! and volunteers will make sure that all
content is understood.
4. WOW! Rehearsal in front of the class 20 minutes.
Each group will have a chance to practice their presentation to the wholegroup with time for audience feedback and questions.
5. Teach Back (15 minutes)
1. Students will participate in a jeopardy game to answer questions
that were posed in Week 1.2. Review topics: Math skills, review lung function,3. How can we apply what we learned today?
4. Discuss in context of what our WOW! Goal- One student fromeach group can explain what is the group goal for the WOW!
-
7/31/2019 Happy Healthy Lungs, Happy Healthy Life
38/41
Lesson By Activity
Activity #2: Mini lecture about presentation skills. Students will listen to 2brief oral presentations by CT volunteers. One speaker will be demonstrating
an effective communication style (with appropriate eye contact, volume,clarity, posture, etc). The other speaker will demonstrate an ineffective
communication style (no eye contact, fidgeting, low volume, mumbling, etc).After both presentations, students will be asked to comment on their
observations about what makes for a good presentation vs. a poorpresentation.
21ST Century Skill Set: Citizen Schools students will demonstrate an abilityto work as a member of a team and citizen schools students will practice
their presentation skills,
Teach Back
3. Review what we learnedWhy are healthy lungs important?
4. How can we apply what we learned today?Why is it harder for someone with asthma to breathe? How can
other factors like smoking or air pollution affect this (relate thisback to the airways, again why was it harder to exchange the
balloon in a more restricted path.Explain the effects of breathing in a smoggy city or near
someone who is smoking.3. Assign Groups and Roles for the WOW!
WOW! Stations:
1. Station 1 Lung capacity activity. Here we should include data (fromclass) of their lung capacity. Involve audience in competition.
2. Station 2: Phenol Red
3. Station 3: Lung model (purchased, made and inflatable) and students
can explain second hand smoke, third hand smoke. Students explaineffects of air pollution, what happens to the lung. Have extra models
-
7/31/2019 Happy Healthy Lungs, Happy Healthy Life
39/41
oflungs for students to show effects of different toxins. Extra models
for audience involvement.
(Message- How can we protect our lungs?)
4. Station 4: Asthma and environmental effects.
-
7/31/2019 Happy Healthy Lungs, Happy Healthy Life
40/41
Week 10 Lesson Plan NIEHS Spring 2012 Curriculum
Lesson Plan 10: WOW! Preparations
Lesson Objectives:
By the end of the lesson, the students will have reviewed:1. I can explain how the environment affects lung health.
2. I can demonstrate good presentation skills.3. I can effectively present my WOW station.
21ST Century Skill Set:I can work as a team to develop the WOW station presentation.I can clearly communicate what I have learned in an oral presentation for
the WOW.
Agenda:1. Recap (10 minutes): CT will review the structure of the WOW, the WOWgroups, and the oral presentation skills that were covered in week 9.
2. WOW! Preparation (20 minutes): Students will assemble into their WOW!groups to finalize and practice their presentations.
3. WOW! Practice in Front of the Class (20 minutes): Each group will have a
chance to practice their presentation to the class with feedback andquestions.
4. WOW! Dress Rehearsal (20 minutes): Students will practice the WOWformat with CTs who will rotate stations every 3 minutes.
5. Student Evaluations (10 minutes): Students will complete fill out anevaluation of the Healthy Lungs, Happy Living apprenticeship.
6. Awards (10 minutes): Presentation of gift cards for the best presentations
and certificates of completion!
WOW! Stations:
1. Station 1 Lung capacity activity and presentation of data from theclass of their lung capacity.
2. Station 2: Demonstration of gas exchange by the lungs using phenol
red as a pH indicator.
-
7/31/2019 Happy Healthy Lungs, Happy Healthy Life
41/41
3. Station 3: Demonstration of lung function using lung models
(purchased and those made by the class) and explanation of theeffects of air pollution/smoking on the lung.
4. Station 4: Bronchial binoculars activity and explanation of the
environmental triggering of asthma and its effect on the lung.