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    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.

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    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

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    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.

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    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).

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    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

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    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)

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    Model of the respiratory systems

    Flip Chart/Pad

    ProjectorPoster Board

    BeakersCandles

    Aluminum Foil

    Candy

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    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.

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    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.

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    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

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    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
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    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
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    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:

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    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.

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    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

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    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/
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    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

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    String

    pens

    Handouts and pictures that will be on powerpoint

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    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?

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    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

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    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?

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    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

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    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?

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    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?

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    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?

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    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.

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    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

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    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

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    *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.

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    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.

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    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 ?

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    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

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    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

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    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.

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    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.

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    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.

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    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!

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    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

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    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.

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    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.

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    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.