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Cough, cough, wheeze, wheeze Barbara M. Hobart Coordinating Mentor PowerPoint Presentation
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Cough, cough, wheeze, wheeze Barbara M. Hobart Coordinating Mentor

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Cough, cough, wheeze, wheeze Barbara M. Hobart Coordinating Mentor

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

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

  3. US Asthma Rate

  4. Overall Purpose 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

  5. 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.

  6. Classroom timeline(45 min. classes)

  7. Equipment and Supplies

  8. 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.

  9. 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

  10. 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

  11. 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

  12. 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

  13. 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

  14. 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

  15. 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

  16. 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

  17. 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.

  18. 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.

  19. 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

  20. Day Two - continued • Students read the articles and record answers to the questions

  21. Day Three • Groups share the answers to the questions they have researched. • Each student records the information to complete each question.

  22. Conclusion • Individual students reflect and answer the application questions provided for homework. OR • Groups can be assigned a project and produce a final product.

  23. 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.