Cough, cough, wheeze, wheeze Barbara M. Hobart Coordinating Mentor NYS Biology-Chemistry Professional Development Network

This problem based learning (PBL) activity is designed for Living Environment Classes

US Asthma Rate YearAsthma incidence Per 10,000 patients

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.