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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. Overall Purpose.
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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
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
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.
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.