TEACHING PLAN AMBIENT AIR MODULE ABSTRACT This module uses a role-play to learn basic principals of epidemiology, and

d to explore the concept of environmental health, specifically with regards to air quality. Three activities of the module are recommended related to the HOPE Partnership goals. School Respiratory Health Survey and Analysis - Students either design a simple survey or use the provided school survey to determine the prevalence of asthma and related respiratory ailments in their class or school. Students use data to describe and quantify the problem then transform the data to test simple hypotheses. Concepts of confidentiality, sample size, and use of data are covered. This is the fourth activity in the Ambient Air Module. Asthma "Outbreak" Exercise - This fictional case study of an outbreak of acute asthma in AMBIENT High School is based on an actual epidemic that occurred in Barcelona, Spain. Students explore basic concepts of Epidemiology by making a case definition and a series of hypotheses about the source of the outbreak. An Appendix includes an additional Case Study of a Fog in London with mortality and morbidity for more advanced students. Critical Reading: Asthma and Air Pollution - Students read two articles which present starkly different points of view on the role of air pollution in causing asthma. Students are asked to define terms, identify facts, and contrast the articles' main ideas. MATERIALS Found at http://www.rsmas.miami.edu/groups/niehs/ambient/teacher/air/Tair.html 1. School Survey Handout 2. Asthma "Outbreak" Exercise a. Asthma Epidemic at AMBIENT High School: ANSWER KEY b. Problem Based Training Exercise for Environmental Epidemiology Group Practice Exercises for Students c. Problem Based Training Exercise for Environmental Instructors Guide 3. Critical Reading - Air Pollution and Asthma contains the readings and worksheet a. Critical Reading: Worksheet Key NATIONAL COUNCIL OF TEACHERS OF ENGLISH [NCTE] - STANDARDS FOR THE ENGLISH LANGUAGE ARTS Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. http://www.ncte.org/about/over/standards/110846.htm NATIONAL ACADEMY OF SCIENCES - NATIONAL SCIENCE EDUCATION STANDARDS CONTENTS http://www.nap.edu/readingroom/books/nses/html/ Science as Inquiry CONTENT STANDARD A: As a result of activities in grades 9-12, all students should develop Abilities necessary to do scientific inquiry Understandings about scientific inquiry Science in Personal and Social Perspectives CONTENT STANDARD F: As a result of activities in grades 9-12, all students should develop understanding of Personal and community health Population growth Natural resources Environmental quality

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Natural and human-induced hazards Science and technology in local, national, and global challenges

ACTIVITIES 1. Describe the lessons 2. Describe what was added and why INFORMATION ABOUT THE LESSON Student Learning Objectives Students will determine the extent of a problem (such as an outbreak of asthma) in a community Students will interpret data Students explore basic concepts of Epidemiology Students will explore the vulnerability of young people and other sensitive subpopulations to Asthma and respiratory ailments Students will conduct simulation and measurement of asthma and air pollution Students will critical read and role play from different viewpoints about the impact of air pollution and the value of a human life Time Line It is possible that the lessons will take more time depending on the student preparation needed and the grade level and proficiency of the students. 1. Two one-hour class sessions plus time necessary for the administration of the survey to the subjects for the School Survey 2. One to two class periods with homework optional for the Critical Reading lesson 3. One two-hour block class period for the Asthma Outbreak activity or it can be broken up with homework calculations. The results can be written up and/or presented verbally in class. Activities of These Lessons 1. Introduce the subject of Asthma 2. Discussion of cause-and-effect 3. Read the one page essay 4. Answer the questions in the lesson 5. Diagram creation Embedded Assessment Students should be assessed using an authentic assessment based on questions and tasks established for each activity: Students could be rated on each of the questions based on 10 points per question for a total of 100 points for each activity School Survey Activity Ambient Materials for the activity: School Survey 1. Was the completed student survey clearly written? a. b. c. d. e. f. g. develop useful survey questions? understand the difference between demographic questions and health questions? identify a specific survey population? identify variables? carry out the survey in a scientific manner? analyze the data and interpret their findings? discuss the issue of confidentiality?

2. How well did the students

HOPE Partnership Asthma and Allergies HOP Formal Education

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h. i.

make some hypotheses about the asthma problem in their school? identify possible problems with bias based on their survey design?

Asthma Outbreak Activity Ambient Materials for the activity: o Asthma "Outbreak" Exercise o Problem-Based Training Exercises for Environmental Epidemiology for Students o Problem-Based Training Exercises for Environmental Epidemiology for Teachers o Asthma Epidemic at AMBIENT High School: Answer Key 3. Student individual assessment, based on participation in the team components: 30% a. How well did each group member contribute to the group process by assisting with the following: [Students may rate each other anonymously] b. answering the questions after the reading - using fully written sentences c. formulate written hypotheses related to the populations and exposures d. design a spreadsheet to collect and calculate the data e. graph the data and evaluate f. evaluate the geographic data presented in the Map g. decide if the results are consistent or not with the hypotheses, and why h. present the data and results as written and/or oral presentation Each group member should a. take part in the Presentation, even if it is just to read or explain one piece of the presentation b. answer at least one question from the audience at the end of their Group presentation. Assign points for the following components of the Team Project: 70% for the team assessment a. Were the original hypotheses clearly formulated? b. Was the spreadsheet appropriately constructed? c. Were data entered appropriately into the spreadsheet? d. Were the graphs appropriate constructed? e. Was the map data appropriately interpreted? f. Were data interpreted by all members of the Team? g. Were proper science terms used in the written interpretation of the hypotheses?

4.

5.

Critical Reading Activity Ambient Materials for the activity: o Critical Reading - Air Pollution and Asthma o Critical Reading - Worksheet Key 1. 2. 3. Teachers can collect the work sheet and grade it for accuracy and completion. During discussion, teachers should note if students seem to follow the argument being made in the Atlantic article, as well as how it was made (alternating personal anecdotes and scientific findings.) After the final discussion, students should understand that while it is possible to agree on some issues, often people disagree on what solutions should be implemented. How might the students imagine bridging the gap between these two perspectives?

HOPE Partnership Asthma and Allergies HOP Formal Education

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