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Catchy Title: The Breathtaking Nature of the Urban Explosion, Part 3
Theme/Topic of Lesson: Breathing Easy: Asthma
Time Commitment: Two 90-minute periods + one 45-minute presentation
Subject Area(s):
Educational Technology - Integrating technology into the classroom
Health - Chronic conditions
Health - Environmental health
Science - Biological and life sciences
Grade Level(s): 9,10,11,12
Standards Alignment:
Class Challenge Question: What is asthma and how has the “urban explosion” caused an increase of this disorder?
Overview:
Asthma, which comes from a Greek word meaning to breathe hard or to pant, was identified and described as early as the 4th century BC by Hippocrates. He was able to recognize the spasmodic nature of the disorder and hypothesized that its onset was caused by moisture, occupation, and climate. The "Father of Medicine" suspected that asthma was analogous to epilepsy in that it had "its own nature" generated by external causes.
Through a WebQuest, Breathing Easy, developed for this Part 3 of the 4-part "The Breathtaking Nature..." lessons at: http://www.fastol.com/~renkwitz/breathing_easy_worksheet.htm, students are focused on the historical development of the treatment of asthma as well as the causes and symptoms of the condition. For this web-based lesson, teachers and students need Internet-connected computers. Students will work in cooperative groups of two or three, depending on computer access, to complete the WebQuest. Experience in using Microsoft PowerPoint will be necessary, as the student groups will, after completing the WebQuest, produce a presentation to demonstrate their learning. These presentations will be shared with other students by their student-group creators during a scheduled 45-minute production.
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Technology problem-solving and decision-making tools
(K-12) | ISTE Technology Standards Indicators
6. Technology problem-solving and decision-making tools
| | Life Science
(9-12) | Maryland Content Standards
Students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. | Maryland State Indicators
3.12.12
analyze the interdependence of diverse living organisms and their interactions with the components of the biosphere.
The student will analyze the interrelationships and interdependencies among different organisms and explain how these relationships contribute to the stability of the ecosystem (diversity, succession, niche).
(CLG 3.5.2.)
The student will investigate how natural and man-made changes in environmental conditions will affect individual organisms and the dynamics of populations (depletion of food, destruction of habitats, disease, natural disasters, pollution, population increase, urbanization). (CLG 3.5.3.)
The student will illustrate how all organisms are part of and depend on two major global food webs (oceanic food web, terrestrial food web).
(CLG 3.5.4.)
The student will analyze the consequences and/or trade-offs between technological changes and their effect on the individual, society and the environment. They may select topics such as bioethics, genetic engineering, endangered species, and food supply. (CLG 3.6.1.) | Environmental Science
(9-12) | Maryland Content Standards
Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective. | Maryland State Indicators
6.12.4
use concepts from chemistry, physics, biology, and ecology to analyze and interpret the impact both positive (recycling) and negative (toxic wastes) of human activities on the earth's resources (land, water, air, energy, biological).
The student will evaluate the interrelationships between humans and air quality. (CLG 6.3.1.)
The student will evaluate the interrelationship between humans and water quality and quantity.(CLG 6.3.2.)
The student will evaluate the interrelationships between humans and land resources. (CLG 6.3.3.)
The student will evaluate the interrelationships between humans and biological resources. (CLG 6.3.4.)
The student will evaluate the interrelationships between humans and energy resources. (CLG 6.3.5.) | Basic operations and concepts
(Gr. 9-12) | ISTE Technology Standards
1. Basic operations and concepts
| ISTE Technology Performance Indicators
Make informed choices
Make informed choices among technology systems, resources, and services.
| Technology research tools
(Gr. 9-12) | ISTE Technology Standards
5. Technology research tools
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Students use technology to locate, evaluate, and collect information from a variety of sources.
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Students use technology tools to process data and report results.
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Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
| ISTE Technology Performance Indicators
Routinely and efficiently
Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity.
| Technology research tools
(Gr. 9-12) | ISTE Technology Standards
5. Technology research tools
-
Students use technology to locate, evaluate, and collect information from a variety of sources.
-
Students use technology tools to process data and report results.
-
Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
| ISTE Technology Performance Indicators
Select and apply technolo
Select and apply technology tools for research, information analysis, problem-solving, and decision-making in content learning.
| Technology problem-solving and decision-making tools
(Gr. 9-12) | ISTE Technology Standards
6. Technology problem-solving and decision-making tools
| ISTE Technology Performance Indicators
Routinely and efficiently
Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity.
| Technology problem-solving and decision-making tools
(Gr. 9-12) | ISTE Technology Standards
6. Technology problem-solving and decision-making tools
| ISTE Technology Performance Indicators
Collaborate with peers
Collaborate with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works.
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Learning Objectives:
The Students will:
work in collaborative groups of 2-3. research the answers to the Class Challenge Question for this lesson by completing the Breathing Easy WebQuest. complete a ten slide PowerPoint presentation outlining what they have learned. present younger (i.e., middle school) students what they have learned in answer to the Class Challenge Question via a PowerPoint presentation.
Assessment
The teacher will assess each collaborative group's "Breathing Easy Worksheet" for accuracy and will assess each group's PowerPoint and presentation according to a rubric at: http://fno.org/sept00/powerpoints.html#anchor2.
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Resources
Materials
Per student team/group of 3
Vocabulary
- bronchodilation - to open an airway in the lung
- epilepsy - any of various disorders marked by disturbed electrical rhythms of the central nervous system and typically manifested by convulsive attacks usually with clouding of consciousness
- exacerbation - to make more violent, bitter, or severe
- pathophysiology - the functional changes that accompany a particular disease
- pulmonologist - someone who studies the lung and its function
- rhinitis - inflammation of the mucous membrane of the nose
- spasmodic - relating to or affected or characterized by spasm
Procedures
The students will construct meaning through using the text features supplied through the medium of the Internet-based WebQuest. Students will maximize learning through cooperative interaction in teacher-assigned groups of 2 or 3. The technology configuration will be one connected computer per student groups. Oral reading accommodations should be provided for those not meeting grade level criteria. No pre-assessment is necessary as this activity is self-contained.
Day 1: Breathing Easy in the Urban Explosion WebQuest
Daily Challenge Question: What is asthma and why have cases of this disease increased in urban areas?
90 minutes
Set-up Directions:
Students should be organized by the teacher, based on computer skills, into cooperative groups of 2 or 3 and assigned a computer. Each Internet-ready computer should have the Breathing Easy WebQuest site readily available on the desktop. Each student group should have a copy of the “Breathing Easy Worksheet” and a pen or pencil.
Teacher Presentation & Motivation:
Explain to students that they will be collaborating in their groups as they read and answer questions on their Internet quest. Try to emphasize to students the importance of the symptoms of asthma, as this disease can affect almost anyone under appropriate conditions. Focus students on the symptoms and treatment by engaging them in question and answer oral interaction. The instructor should move about the room pausing to ask questions of the groups and sit in with groups that appear to be getting off task, or need extra motivation.
Activity 1 - Breathing Easy WebQuest
Students groups will read through the online Quest and use the Internet resources to research and write the answers to each question on the "Breathing Easy Worksheet."
Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.
Students groups will read through the online Quest and use the Internet resources to research and write the answers to each question on the "Breathing Easy Worksheet."
Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?
Students groups will read through the online Quest and use the Internet resources to research and write the answers to each question on the "Breathing Easy Worksheet."
Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?
The student groups will create a PowerPoint presentation to illustrate what they have learned from the research accomplished through the online worksheet.
Wrap Up:
Ask students what additional information they would like to find out about asthma and the urban explosion. Ask students who need additional assistance to conference with you.
Day 2: Breathing Easy Asthma PowerPoint Construction
Daily Challenge Question: What is asthma and how would you explain the disease to a middle-school student?
90 minutes
Set-up Directions:
Students should be organized by the teacher into their previously assigned cooperative groups of 2 or 3, based on computer skills, and assigned a computer. Each Internet-ready computer should have the Breathing Easy WebQuest site readily available on the desktop and the PowerPoint application. Each group will need a floppy disc on which to save their presentation. You, as the teacher, must make sure that your skills with the application are adequate. Students who are not familiar with PowerPoint can be grouped with those who are.
Teacher Presentation & Motivation:
Do a quick survey of the group to ascertain their experiences with PowerPoint. Discuss with them what kinds of presentation they have created with this application. At this point, you may want to regroup students who are less familiar with PowerPoint with those who have had more experience.
Activity 1 - PowerPoint Construction
Student groups will construct a PowerPoint presentation to demonstrate their understanding of asthma by explaining what it is to a middle school student audience. They can use graphics and information from the Internet sites used in the Breathing Easy WebQuest. When finished, have each group save their presentation on a floppy disc.
Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.
Student groups will construct a PowerPoint presentation to demonstrate their understanding of asthma by explaining what it is to a middle school student audience
Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?
Student groups will construct a PowerPoint presentation to demonstrate their understanding of asthma by explaining what it is to a middle school student audience
Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?
Student groups will present their presentations to a middle school audience.
Wrap Up:
Discuss with students suggestions for presentation of their PowerPoints about asthma to their middle school audiences.
Day 3: PowerPoint Presentations
Daily Challenge Question: How can we effectively teach others about asthma via our PowerPoint presentations?
45 minutes
Set-up Directions:
Make arrangements to schedule a student group (i.e., from a neighboring middle school or from a younger class at your own school) to view the presentations and learn about asthma and its causes in urban areas. Secure a presentation room with computer with PowerPoint, projection device and screen. Load student-created PowerPoint presentations to the presentation computer.
Teacher Presentation & Motivation:
Teacher will give a short overview of what the class has been studying re: asthma and the urban explosion and will introduce each student group before they show and narrate their presentation.
Activity 1 - PowerPoint Presentations
Each student group will present, narrate, and field viewer questions about their asthma PowerPoints.
Wrap Up:
Ask student audience if there are any other questions or information they would like to have about the topics of asthma and/or the urban explosion.
Enrichment Options
Parent-Home Connection
The lesson WebQuest will be available for specific parents who have children who suffer from asthma and may wish to contribute personal anecdotes about asthma and its effects on their family.
Cross-Curricular Extensions
- Social Studies - Students will investigate the history and treatment of asthma
on an international scale.
- English - Focus on the lliterary use of asthma in character development by authors: for example, students can read and and write about the young boy Piggy in Lord of the Flies and his "assmar."
- Mathematics - Graph the data on Table 1: Crude rates for current asthma and asthma attack prevalence, 2001 and health care utilization and mortality 2000 at the following URL:
http://www.cdc.gov/nchs/products/pubs/pubd/hestats/asthma/asthma.htm
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Author: Doug Becker & Art Renkwitz
Program: EnviroHealth Connections
Author's School System: Dorchester County Public Schools
Author's School: Cambridge-South Dorchester High
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