1. Lung Disease Note: You will need to provide paper towels for cleanup.

2. Lung Disease Genes and Your Environment
This slide should be on screen as participants enter the room.
Start workshop on time—do not wait for “stragglers”
Welcome participants as they enter room
Do NOT do participant introductions unless the workshop group is a very small one (less than 10 people). Introduce self and briefly explain teaching experience and current position.

3. Please complete the “Participant Card”
Because this workshop is supported through a grant from the National Institutes of Health, it is important that we collect data from workshop participants.
Please fill in the participant card during the workshop.
Use the space at the bottom and the back of the card to provide comments on the workshop or the kits used during the workshop. 3

4. Envision classroom use
Put your student hat on
Experience the kit
Put your teacher hat on
Envision classroom use
Curriculum integration
Support for students
When we do hands-on workshops we ask you to switch between two hats as you work—your student hat and teacher hat.
We want to you work with partners to experience the kit by completing the activity
We encourage you also have conversations about how you might integrate this into your curriculum and/or support your students.
If you have questions, please call me over while you are working on the activity.
Also, you may find me interrupting to provide further explanation as you work.

5. Lung Disease: Genes and Your Environment
Student Instructions
Quick Guide
Safety
For today, you will be working in teams of 2.
DISTRIBUTE 1 KIT and 1 STUDENT INSTRUCTIONS to EACH PER PAIR OF TEACHERS
Every kit comes with a colored quick guide and safety instructions sheet. Keep this colored sheet in the kit bag if they plan to refill and reuse the kit.
Each kit comes with ONE student instruction handout. Teachers may make additional copies if their students are working in teams.
One of you should use the student instructions in the bag. The other person should use the additional handout that we have provided.
Explain that the Lung Disease kit may be integrated into a human physiology, genetics, or environmental science unit.
Explain that students will use the kit materials to explore the genetic and environmental factors associated with COPD (chronic obstructive pulmonary disease).
Note that the kit components are shown on the quick guide.
You can download the complete teacher information from the Science Take-Out website.
Turn to this page

6. Part 1: Abby’s Story
Abby was experiencing a persistent cough, sinus problems, shortness of breath, and fatigue even after mild exercise. Her family doctor suggested that she see a pulmonologist (a doctor who specializes in treating respiratory problems). The pulmonologist discussed Abby’s symptoms and he then conducted lung function tests. He told Abby that her lung function tests clearly showed that she had COPD (Chronic Obstructive Pulmonary disease).
COPD includes two breathing problems - emphysema and chronic bronchitis. Most cases of COPD are caused by exposure to inhaling pollutants such as smoke, fumes, chemicals, and dust. Genetics can also play a role in an individual’s development of COPD.
Part 1: Abby’s Story
Ask one participant to read the first two paragraphs at the beginning of Part 1.
Explain that cases (stories) are used to help students connect to real life situations.
Ask participants to use the What is COPD information sheet in their kit to complete Part 1.

7. Part 2: Genes and COPD
The pulmonologist suspected that Abby may also have an inherited susceptibility for COPD. The most commonly known inherited risk factor for COPD are defective genes that cause Alpha-1 Antitrypsin Deficiency (also called Alpha-1 deficiency or Alpha-1).
Alpha-1 Antitrypsin (AAT) is a protective protein that prevents enzymes released by white blood cells from damaging lung tissue.
Part 2: Genes and COPD
Ask one participant to read the first two paragraphs in Part 2.
Ask participants to work with their partner to complete the three questions on page 2.
Note: Some participants may ask why we have not addressed MZ genotype and the carrier concept at this point. Our pilot testing showed that it was best to focus first on the simple idea that some people did not make the AAT protective protein. Lack of protective protein increased the risk for lung damage.

8. Work with your partner to complete Part 2.
The pulmonologist ordered a simple blood test to determine if Abby had Alpha-1 Antitrypsin deficiency. Use the test sheet for Abby’s serum to determine if she has Alpha-1 Antitrypsin deficiency.
Work with your partner to complete Part 2.
Ask participants to work with their partner test Abby’s serum and complete Part 2.

9. Work with your partner to complete Part 3.
Part 3: Testing Kyle
The doctor explained that Abby had two ZZ genes that caused her Alpha-1 Antitrypsin deficiency. That meant that Abby’s son Kyle would inherit one defective Z gene from her. The doctor also explained that a normal M gene produces protective AAT protein.
The diagram shows the gene combinations that Kyle could have inherited from his mother and his father (who does not have COPD).
Work with your partner to complete Part 3.
Part 3: Testing Kyle
Ask participants to work with their partner to complete Part 3.

10. Part 4: Not a Rare Disease, but Rarely Diagnosed
When Alpha-1 Antitrypsin (AAT) deficiency was first discovered in 1963, it was thought that it was a very rare disease only found in people with Northern European ancestry. However, research has now shown that Alpha-1 deficiency affects individuals in all racial subgroups worldwide.
In addition, research has shown that Alpha-1 deficiency is not a rare condition when compared to many other genetic disorders. In fact, it may be ranked in the top five most common single gene hereditary disorders in the world. Alpha-1 deficiency is underdiagnosed because its effects usually appear later in life and it is often misdiagnosed as an infectious disease, asthma, or allergies.
Part 4: Not a Rare Disease, but Rarely Diagnosed.
Ask one participant to read the first two paragraphs.
Ask participants to work with their partner to complete Part 4.
If you wish you can use the next slide to show the completed chart.

11. Number of the 200 people who…
Count the…
Number
Have COPD
Green X’s 18
Do not have COPD
O’s
182
Have the Z gene
Red spots 16
Do not have the Z gene
No red spots
184
Have COPD but do not have the Z gene
Green X’s with no red spot 10
Have the Z gene and do not have COPD
O’s with red spots 8
Have the Z gene and have COPD
X’s with red spots
To save workshop time, you may show this slide for teacher use.

12. Teacher Information Quick Guide Safety Key SDS
One copy of the Teacher Information is provided with each order. And also can be downloaded from the website (minus the key)
The teacher information includes: Summary, Core Concepts, Kit Contains, Teacher Provides, Time Required, Reusing, and information of refill kit contents.
Additional materials needed for this lab are safety goggles, scissors, tape or glue, and paper towel (for clean up).
Refills are available for the kits so that basic kit contents can be reused.
The teacher information includes hints for reusing kits and information on what is included in a refill kit.

13. www.sciencetakeout.com Purchase kits from
The kit you used today is available from Science Take-Out as a completely assembled student kit.
Please explore the website to learn about other STO kits.
You can download the complete teacher instructions so that you can see what you are buying.

14. Individual Assembled Kits Fully assembled individual kits
You have a brochure that includes information on other Science Take-Out kits and a price list. Visit the Science Take-Out website to get further information for each kit.
At the website, you can download the teacher information for each kit to help you decide which kits you would like to purchase.
Science Take-Out kits are available as:
Individual Assembled Kits like the kits you used in this workshop
Unassembled Packs that contain all supplies needed to make 10 kits
Refill Packs that contain supplies needed to refill the consumables for 10 kits
Individual Assembled Kits Fully assembled individual kits
Unassembled Packs All supplies needed to make 10 kits
Refill Packs All supplies needed to refill 10 kits

15. Help us make new Science Take-Out kits teacher and student friendly.
Become Involved
as a Field Test Teacher
Help us make new Science Take-Out kits teacher and student friendly.
Indicate this on your card. Science Take-Out will contact you with further information
Science Take-Out has received an NIH Small Business grant. Support from this grant will allow us to field test Science Take-Out kits
If you would like to be a field test teacher, indicate this by circling yes on your participant card. We will add you to our list for field test teacher recruitment. 15 15

16. Become Involved as a Workshop Presenter
Present a workshop to introduce colleagues to Science Take-Out kits
Visit the Science Take-Out website for further information
Receive free kits for presenting Science Take-Out workshops 16 16

17. Thanks for being a GREAT group!!!
Please turn in your participant card
before you leave.
Encourage teachers to write comments on the back of the participant survey card.
Please remember to collect participant feedback cards!!