cough, cough, wheeze, wheeze barbara m. hobart coordinating mentor nys biology-chemistry...

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.