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Cough, cough, wheeze, wheeze Barbara M. Hobart Coordinating Mentor
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Transcript of Cough, cough, wheeze, wheeze Barbara M. Hobart Coordinating Mentor
Cough, cough, wheeze, wheeze
Barbara M. HobartCoordinating Mentor
NYS Biology-Chemistry Professional Development Network
This problem based learning
(PBL) activity is designed for
Living Environment Classes
US Asthma Rate
Year Asthma incidence
Per 10,000 patients
1975 21.4
1985 27.9
1995 39.0
Overall Purpose
1. Develop student understanding of allergies, asthma, and the role of molds as a trigger
2. Improve student understanding of the human respiratory and immune systems
Pre and Post test
• A multiple choice test is provided for use before beginning the activity and at the completion of the activity.
• Alternative assessment questions can be found at the end of the activity.
Classroom timeline (45 min. classes)
Day 1 • read parts A and B• complete PBL chart
Day 2 (or homework)
• read articles• answer questions
Day 3 • groups share information from articles• complete personal record of information
Equipment and Supplies
Per group
(3-4 students)
• 2 sheets large chart paper• markers• 1 set of articles
Per student • copy of script• PBL chart• copy of questions• glossary
Day One
• Place students in groups of 3 or 4.
• Give each group chart paper and markers
• Give each student Part A and a PBL chart.
• The scenario concerns a family that has
developed a health problem of unknown origin.
Day One - continued
• Select one student to read aloud each role
- Mrs. Lang, Narrator, Dr. Brown
• All other students follow along on their
own sheets.
• PAUSE - Read Part A aloud
Day One - continued
• Students work individually to complete all
three columns on their PBL chart.
• PAUSE to allow students to work
individually on the PBL Chart
Day One - continued
• Students work in their groups to place
answers on the large PBL Chart
• PAUSE - groups complete the large
PBL Chart and add information to their
personal PBL Charts
Day One - continued
• Each group reports out:
– list one item from each column
– add new items that have not been reported
out by previous groups
• PAUSE - groups report out
Day One - continued
• Teacher distributes Part B.
• Students with assigned roles read their
parts aloud while the rest of the students
follow along on their sheets.
• PAUSE – Read Part B aloud
Day One - continued
• Students work individually to add to the
three columns on their PBL chart.
• PAUSE to allow students to work
individually on the PBL Chart
Day One - continued
• Students work in their groups to place
answers on the large PBL Chart
• PAUSE - groups complete the large
PBL Chart and add information to their
personal PBL Charts
Day One - continued
• Each group reports out:
– list one item from each column
– add new items that have not been reported
out by previous groups
• End of Day 1
Day Two
• Give each student a question sheet and articles.
• Topics of questions and articles:
– Allergies
– Asthma
– Mold
– respiratory system
– immune system
• The group assigns questions to each group member
along with the appropriate articles.
Student Research Questions
• Research questions have been provided along
with a list of sources for student information.
• Teachers may find alternative resources are
better suited for their particular student body.
• Answers to the research questions have been
included in the teacher materials.
Day Two - continued
• Teacher supplies pre-printed articles or a list of
URLs for student internet research
or
• Allow students to search for appropriate web
sites and/or use books supplied by the
teacher/librarian
Day Two - continued
• Students read the articles and record
answers to the questions
Day Three
• Groups share the answers to the
questions they have researched.
• Each student records the information to
complete each question.
Conclusion
• Individual students reflect and answer the application questions provided for homework.
OR
• Groups can be assigned a project and produce a final product.
Post Test
• Use the same multiple choice test that
was administered as a pre-test.
• Send both the pre- and post-test sheets
to Dina Markowitz at the University of
Rochester. This will assist in grant
evaluation.