Healthy Lungs, Happy Living!

Apprenticeship
National Institute of Environmental Health Sciences (NIEHS) Leaders: Mercy Arana and Nisha Cavanaugh

Disclaimer: The course, lesson plans, photos and videos were created for educational use only by National Institute of Environmental Health Sciences (NIEHS) fellows and staff. The materials are in the public domain and can be reused for any purpose. The ideas, themes and content presented do not necessarily represent the official views of the NIEHS, the National Institutes of Health, or the federal government.

Weekly Lesson Outline Date Week 1 Week 2 Lesson topic Introduction to Apprenticeship and Knowledge assessment What the lungs do

Week 3

The importance of clear airways

Week 4 Week 5

How Air Pollution can affect Lung Function Building a mechanical lung model

Week 6 Week 7 Week 8 Week 9 Week 10

Understanding the effects of smoking Asthma as a respiratory disease WOW! Preparations WOW! Preparations WOW! Preparations

Week 1 Lesson Plan NIEHS Spring 2012 Curriculum

Lesson Plan I: Introduction to Apprenticeship and Knowledge Assessment Learning objectives: 1. I can understand what a research scientist does at the NIEHS 2. I can name two ways to be safe in a lab 3. I can explain what we will learn in this Apprenticeship and what we will be doing for the WOW! 4. I will be able to measure my lung tidal volume and record the data in my lab notebook 5. I can make a hypothesis about how my tidal volume may change over the Apprenticeship 6. I can name three key parts of the respiratory system Snapshot Agenda: 25 minutes: Scientist introduction NIEHS overview Lab safety 15 minutes: Agenda setting and expectations 20 minutes: Tidal volume activity 5 minutes: Student assessment 20 minutes: Introduction to the respiratory system 5 minutes: Teach back/Concluding remarks

Detailed Agenda
Scientist Introduction 25 Minutes - Give an overview of what a research scientist looks like, acts like and the scientific method (what we eat for breakfast, what we do outside of work etc.) - Provide an overview of what the National Institute of Environmental Health Sciences is, why we have it, and types of research conducted there (slides taken from NIEHS tours that include part of NIH and mission statement) Activity #1 -Lab Safety & Working in the Lab - Guest speaker Sharon Beard from NIEHS 15 minute presentation - Bring lab coats, goggles, gloves etc. This activity will be used to transition to our next activity where the students will use the scientific method and learn about an ongoing experiment for the duration of the apprenticeship.

Agenda setting and expectations 15 minutes - Discuss goals and what we are going to learn in this apprenticeship, how the respiratory system works together to make the lungs work, and environmental factors that can affect the function of the system. We will - Describe WOW plan, what types of activities will be included in the apprenticeship. - Provide overview of each week/module and include pictures of the teachers who will be leading and assisting with the lesson (This will provide a way to familiarize students with the fact that there will be several teachers) - This will be presented with PowerPoint slides to show pictures of different volunteers and the activities planned - Once the agenda is established we will brainstorm and involve the students in drafting their own Community Contract (activity #3), outlining their expectations of us and ours of them for the duration of the apprenticeship. Activity #2 Assessment of lung tidal volume 20 minutes - Here, apprentices will determine their tidal volumes and everyone will plot their numbers as a class, on one graph (this activity will depend on time) - Each student will also start an individual lab notebook to record the data each week - Students will also start their graph of their individual values on a graph kept in their notebook (this will be done individually with help from the volunteers) - We will introduce scientific method and students will record their hypothesis of what they think their values will look like over the course of the apprenticeship. (This is a carry-over from the Hook and will be a common thread for each lesson where we will see if each students number changes throughout the 10 week session).

Student assessment (in disguise) 5 minutes Activity #4, have apprentices answer several questions which will be asked again at week 8 in order to assess their progress. The questions will be a combination of matching parts of the respiratory system and multiple choice questions. The worksheet can be found at the end of the lesson plan. My idea here is to have students answer the questions without a name on the sheet so they dont have to worry about it being a test. I will let them know this is an activity to start thinking about the respiratory system and how it works. It will also give them a glimpse into what they will be learning during the Apprenticeship. Everyone that turns in a piece of candy so there is a fun prize at the end! Introduction to respiratory system 20 minutes (~ 10 minutes/activity) The questions on the assessment will be used as a platform to introduce the lungs. We will introduce first start by doing the matching figure as a group. Next, we will describe the anatomy of the lungs using the model and involve the students asking questions such as - Do you think both lungs are the same size? - What if we told you the left one was smaller? Why do you think this is? - What happens when someone is choking? - How do you think (asthma/smoking/lung puncture) will affect the respiratory system? - Activity #5, Oxygen is required for candle to burn. Students will break into three groups and discuss the need of oxygen for fire to burn. The volunteer will then light a candle (that is placed in the bottom of a beaker) and talk about how

the fire is burning. They will then place a piece of aluminum foil over to put out the candle. Discuss in the small group why the fire when out? What does this mean? How can we get the aluminum foil over the beaker, and keep the fire burning? Have students think of some hypotheses and then test them (i.e. holes in the foil, cut strips in the foil). I found that it took 5 holes to keep the candle burning for more than a few seconds. I will bring candles as well as some lighters for each volunteer to use. The volunteers will need to demonstrate this and lead the students through so that they do not handle the fire, or putting the aluminum foil on/off the beaker. - Activity #6 If time allows they can get into groups of two or three and draw the flow of O2 and CO2 through the respiratory system using a diagram provided. Teach back/Concluding Remarks 5 minutes - Have each student choose a question out of a beaker (because we are geeky scientists) and they will read the question to their peers. These questions will then be answered as a whole class (or in groups depending how the lesson goes). - A piece of candy for each student that answers a question - At end of teach back remind the students what the focus of the next meeting will be. Materials and Equipment- Those listed in RED to be provided by Citizen Schools Lung capacity demonstration set up (should be the same from the hook and stay each week) and sheets to keep track of everyones weekly readout and activity Pictures and/or diagrams for the lecture in the beginning (see below for some ideas of what we are thinking)

Model of the respiratory systems Flip Chart/Pad Projector Poster Board Beakers Candles Aluminum Foil Candy

Week 2 Lesson Plan NIEHS Spring 2012 Curriculum

Lesson Plan II: What the Lungs Do? Lesson Objectives: Evaluate the difference between the air we inhale and the air we exhale using a pH indicator By the end of the lesson, the students will have learned: 1. The composition of air we inhale is different from the composition of the air we exhale 2. The lungs and heart work together to distribute oxygen to systemic tissues Agenda: Post in the room for students to see. 1. Opening Ritual 10 Minutes - Have each student measure and record their vital lung capacity. 2. Review Agenda and Set Context 5 Minutes 3. Activity#1: Explain why the body needs oxygen a. Time: 15 min i. What is something everyone in this room is doing right now? (examples: blinking, heart beating, salivation, breathing) ii. Why do we need to breathe? iii. Review some facts about breathing.
Oxygen supports life for mammals, and "oxidizes" or "burns" food to create energy and heat for our bodies. Molecular oxygen, O2, is essential for cellular respiration in all aerobic organisms. Oxygen is used as an electron acceptor in mitochondria to generate chemical energy. Oxygen is needed to breakdown glucose. Glucose is the fuel needed to create energy.

4. Activity #2: Explain the respiratory system. a. Time:10 min

b. c. When we breathe, the body takes in the oxygen that it needs and removes the carbon dioxide that is produced as waste. We breathe in the air through the nose or mouth where it is warmed and humidified. The trachea is a pipe shaped by rings of cartilage and contains ciliated cells that trap foreign particles and transport them to the larynx and then to the pharynx. The trachea divides into bronchial tubes that carry air into the lungs. At the end of each of these tubes are small air balloons called alveoli that exchange oxygen and carbon dioxide in the blood. The diaphragm is the muscle that controls the breathing process. As the diaphragm flattens it causes the chest to expand and air is sucked into the lungs. When the diaphragm relaxes, the chest collapses and the air in the lungs is forced out.

d.

5. Activity#3: Explain the content of the air we breathe in and out a. Time:15 min i. What is the main difference between the air we inhale and exhale? ii. Is there a way we can detect the presence of CO2? Explain that a pH indicator can detect the presence of an acid. When we breathe out CO2 can react with water to produce carbonic acid. iii. Demonstrate the color change that occurs with a phenol red solution. 1. Demonstration: a. Prepare the phenol red indicator. i. Dissolve 0.1 g Phenol Red in 14.2 ml 0.02N NaOH and add 1 L dH2O ii. Place 15 ml of the solution into 125 ml erlemeyer flasks b. Add vinegar or lemon juice to an Erlenmeyer flask containing 15 ml Phenol Red indicator. Ask the students to tell you what they observe. c. Add ammonia or baking soda to an Erlenmeyer flask containing 15 ml Phenol Red Indicator. Ask the students to tell you what they observe. d. Ask the students what they predict will happen if they blow into the Phenol Red Indicator.
The air we exhale has a CO2 concentration that is approximately 100-fold higher than the air we inhale Also see Powerpoint slide The presence of CO2 can be detected using a pH indicator such as Phenol Red. At pH 7, phenol red is tomato color. It turns purplish red at alkali pH and yellow at acidic pH. When you breathe into water containing Phenol Red as a pH indicator, CO2 dissolves in water and forms carbonic acid and subsequently the phenol red solution turns yellow.

6. Activity#4: Have each participant visualize the C02 present in exhaled air by using Phenol Red (a pH indicator) a. Time: 15 min A. Prepare the phenol red indicator (the prepared solution will be provided for each participant). a. Dissolve 0.1 g Phenol Red in 14.2 ml 0.02N NaOH and add 1 L dH2O b. Place 15 ml of the solution into 125 ml erlemeyer flasks c. Prepare 4 flasks for each participant. B. Make sure all participants have eye protection and gloves. C. Have each participant measure and record their heart rate.

D. Place a straw in one Erlenmeyer flask containing the Phenol Red indicator solution and allow the participants to blow into the solution (Students will be paired. One student will blow into the solution while the other serves as the time keeper and determines how long it takes for the solution to turn yellow using a timer). E. Have each participant measure and record the amount of time it takes to turn the Phenol Red Solution to a yellow color. F. BE SURE TO DEMONSTRATE THIS ACTIVITE BEFORE STUDENTS PARTICIPATE! 7. Activity#5: Explain the interaction between the lungs and the heart a. Time: 10 min i. Do the lungs work independently or do the lungs work with other organs in the body to bring oxygen to tissues? What organs do you think the lungs work with?
The function of the right half of our heart is to receive oxygen-poor blood from the veins of the body. Venous blood empties into the top-right chamber (right atrium) of the heart, and the right ventricle pumps that oxygen-poor blood (via the pulmonary artery) to the lungs. In the lungs, oxygen-poor blood travels through minute capillaries and pick up oxygen. From the lungs, the oxygen-rich blood flows back into the heart's left atrium via the pulmonary veins. From the left atrium, the oxygen-rich blood drains into the left ventricle, and is pumped via the aorta to the body. The blood pumped to the lungs by the right ventricle is oxygen-poor blood. It has given oxygen to the cells that need it around the body. But this used blood is rich in carbon dioxide (a waste product). For both oxygen and carbon dioxide, hemoglobin, a complex iron-protein substance that is part of our red blood cells, is the carrier for O2 and CO2. Also see Powerpoint slide

8. Activity#6: Have the groups experiment with aerobic and anaerobic exercise and try the color change again. a. What do you think will happen if you exercise? b. If you did 30 seconds of aerobic exercise, would you expect that it would take longer to turn the phenol red solution yellow? c. If you did 30 seconds of anaerobic exercise, would you expect that it would take longer to turn the phenol red solution yellow? d. Time: 20 min 1. Measure and record the heart rate and time to change phenol red solution yellow after doing: Jumping jacks for 30 seconds Running in place for 30 seconds Squats for 30 seconds

Hold your breath

Human lungs have a large reserve volume as compared to the oxygen exchange requirements when at rest. During rest or when moving slowly, only a small portion of the lungs are actually perfused with blood for gas exchange. As oxygen requirements increase due to exercise, a greater volume of the lungs is perfused, allowing the body to reach its CO 2/O2 exchange respiration requirements. When performing aerobic exercises you are causing the body to utilize oxygen in order to create energy.

2. Measure and record the heart rate and time to change phenol red solution yellow after doing squats for 30 seconds.
During anaerobic exercise, the body creates energy without oxygen. Because the bodys demand for energy is greater, the cells in the body can find natural body chemicals to create energy. Therefore, an increased oxygen demand is often not observed.

6. Activity 7: Quiz Have one student take a question from the beaker and have another student answer the question. (10 minutes) Review the difference between inhaled air and exhaled air Review the relationship between the lungs and the heart. How can we apply what we learned today? o Discuss examples of exercise and why breathing is important during exercise. Brain storm with students: o How will heart and lung function change in individuals who: Are elite athletes Are asthmatics Are smokers Live in areas with high levels of air pollution (Air Quality Index)

Materials and Equipment: Lung capacity demonstration set up (should be the same from the hook and stay each week) and sheets to keep track of everyones weekly readout and activity Pictures and/or diagrams for the lecture in the beginning Phenol Red pH indicator solution 4 x 125 ml Erlenmeyer flasks for each participant Straws Safety goggles Gloves A sheet to record observations
http://www.oxygen-review.com/human-body.html

http://www.oxygen-review.com/respiration.html http://www.faqs.org/health-encyc/Your-Body/The-Respiratory-System-and-the-Lungs-Interactionbetween-heart-and-lungs.html http://www.doctorsexercise.com/journal/aerobic.htm http://www.cyh.com/HealthTopics/HealthTopicDetailsKids.aspx?p=335&np=152&id=2406 http://www.epa.gov/airnow/aqikids/pdffiles/aqirefer.pdf

A. Warms and humidifies the air

Nose and mouth Trachea Alveoli Bronchial Tubes

B. Site of gas exchange C. Traps foreign particles and transports them to the larynx and then the pharynx D. Muscle that extends across the bottom of the rib cage E. Transports air into the lungs

Diaphragm

Glossary:
Indicator - a substance that changes to a particular color when mixed with other chemicals. It changes one color for acids and another color for bases. Acid - a chemical that releases hydrogen ions (H+) when dissolved in water and turns an indicator a certain color (examples- lemons, soda, vinegar). Base - a chemical that release hydroxide ions (OH-) when dissolved in water and turns an indicator a certain color (examples- soap, detergent, bleach). Ion a molecule that has a positive or negative charge pH a measurement of the concentration of hydrogen ions (H+) in a solution. pH scale is 0-14.

High H+ ions = acid (pH range 0 to 7) Low H+ ions = base (pH range 7 to 14)

Data Collection:
Record your observations when each common substance is added to the Phenol Red.

Vinegar

Distilled Water

Soapy water

Phenol Red

Record the amount of time it takes to change the color of the Phenol Red solution after exhaling into the Erlenmeyer flask. Time to Change Phenol Red Solution to a Yellow Color Resting Activity: Activity: Heart Rate

Week 3 Lesson Plan NIEHS Spring 2012 Curriculum

Lesson Plan III: The Importance of Clear Airways Lesson Objectives: By the end of the lesson, the students will have learned: 1. I can understand how and why the lungs exchange C02 for 02 2. I can understand why clear airways are important for this exchange and how pollution can negatively impact this exchange 21ST Century Skill Set: I can make observations, inferences and draw conclusions from data I can evaluate the impact of my choices on a global world I can demonstrate the ability to work as a member of a team Agenda: Post in the room for students to see. 1.Opening Ritual 15 Minutes - Have each student measure and record their lung capacity this week.(use the name tags and call students up to the stations 2 at a time) 2. Review Agenda and Set Context and introduce teacher and volunteers to the students 5 Minutes 3. Activity#1: Explain how and why the lungs exchange C02 for 02 Time: 10 min 4. Activity#2: Break into groups and travel through the lungs to exchange C02 for 02 Time: 25 min 5. Activity#3: Break into groups and Set up indoor air quality readers to examine next week Time: 25 min 7. Teach Back(10 minutes) 1. Review what we learned 2. How can we apply what we learned today? 3. Discuss in context of what our WOW! Goal- setting up individual stations where students will teach and pass on what they have learned.

Lesson By Activity Activity #1: Explain how and why the lungs exchange C02 for 02 * Ask them to explain what they learned in the first week. Use the picture with labels to go over each part and see what they remember from last week Explain, the lungs are two organs on each side of the torso that exchange oxygen and carbon dioxide for the body. Together, the lungs contain approximately 2,400 kilometres (1,500 mi) of airways and 300 to 500 million alveoli, having a total surface area( if they were stretched out instead of packed inside the body) of about 70 square metres (750 sq ft) (8,4 x 8,4 m) in adults roughly the same area as one side of a tennis court Ask them what other organ the lungs work with (Answer: the heart) Ask them if they know what is in the air we breathe in (Answer: Oxygen) Ask them if they know what is in the air we breathe out (Answer: Carbon Dioxide) Show you tube video to show the process of gas exchange and how it works Explain: When we inhale air comes into the lungs through the nose and the mouth. This air contains oxygen (hold up red balloon). Inside the lungs are some small sacs, called Alveoli. The oxygen is exchanged or swapped for the carbon dioxide (hold up blue balloon) brought in by the blood cells in the small sacs. Blood cells that are full of oxygen pass through the heart and go through the arteries to the body cells. The blood cells deliver the oxygen and pick up the carbon dioxide. Blood cells filled with carbon dioxide go back to the lungs through the veins and are breathed out as we exhale. Then show picture of gas exchange to make sure they get this point( important for the activity) Activity #2: Break into groups and travel through the lungs to exchange C02 for 02 o *Will break them into 3 different groups (each group will need 5 people or so and a volunteer to help) Explain (have volunteers demonstrate) that there are two ropes and these represent the airways of our lungs. Two people will hold the rope, one on each end. They will stand across from the other two holding the other rope. There is a box of red balloons at one end and a box of blue at the other. (Volunteers show them how this should look, once with an open path and then once with a closed path. The idea is to see how many balloons you can exchange in 15 seconds. Will also have a filled out sheet to show the kids) This will be done once at a walk, then run with an open path and then once again at a walk and a run in a closed path. They will have a

sheet to put in their notebook where they will record the number of balloons for all four ways. Each student needs to get a chance to try all four ways and record the number As they are doing this in groups walk around and help them stay focused. o Once they have all done both ask each group to decide on which path was easier to exchange the balloons in and come up with a reason why. Then follow up with how does this relate to someone experiencing an asthma attack or during exercise( Can show the figure of inflamed airway up on power point to make the point that during an asthma attack the airway restricts and it is hard to breathe)?

If you have asthma, breathing in certain substances that you may be sensitive to can trigger your airways to narrow. This makes it hard for air to flow in and out of your lungs. Ask them to come up with other examples of how restricted airways could affect their lung capacity (smoking, car exhaust). Ask them if they think pollution or particles in the air could restrict this exchange?

21ST Century Skill Set: Citizen Schools students will make observations, inferences and draw conclusions from data and Citizen Schools students will evaluate the impact of their choices on a global world Activity #3: Break into groups and Set up indoor air quality readers to examine next week o Tell them that we are going to make and hang up some simple air quality filters to see if there is any pollution in the air inside. Explain what kinds of things could be found in indoor air: Dust and other particles can come from a variety of sources and may include cigarette smoke, animal dander (flakes of dead skin), insect parts, mold, spore, fibers, and or dust mites Indoor dust can pose a health problem to those who are allergic to any of the particles it contains (this includes people who have asthma) Shake cotton ball from baby powder to show the dust cloud Then explain that we want to try and trap these types of particles using our indoor air filters so we can see what is in the air We will leave them and compare them to what we see in the outside air next week. The kids can stay in the groups they were in for the previous activity. Give each group a coffee filter, Vaseline, some string and a whole punch.

o Each group will cut out a piece of the filter and smear some Vaseline on the middle of it o Then they punch a hole in it and tie a string through it(they can also write their group name on it) o Then each group can decide where they want to hang their filter (anywhere that is inside) and with the volunteers help they can go do that. 21ST Century Skill Set: Citizen Schools students will demonstrate an ability to work as a member of a team and Citizen Schools students will evaluate the impact of their choices on a global world Teach Back 1. Review what we learned What does your lung tissue look like? 2. How can we apply what we learned today? Why is it harder for someone with asthma to breathe? How can other factors like smoking or air pollution affect this (relate this back to the airways, again why was it harder to exchange the balloon in a more restricted path. Help them think about how that could represent trying to breathe is a smoggy city or near someone who is smoking. Play trivia Have then stay in teams and ask each team to try and fill out part of the lung diagram(from powerpoint) They will have this as their hand out, and the names will be blank. Give them time to decide and then ask each team to answer. The teams that are right will get chocolate Move on to the next part and keep going as time permits 3. Discuss in context of what our WOW! Goal- setting up individual stations where students will teach and pass on what they have learned. Materials and Equipment: Lung capacity demonstration set up (should be the same from the hook and stay each week) and sheets to keep track of everyones weekly readout and activity Pictures and/or diagrams for the lecture in the beginning Different colored balloons to exchange (red and blue) Rope cut to the same lengths Coffee filters Vaseline Whole punch

String pens Handouts and pictures that will be on powerpoint

Week 4 Lesson Plan NIEHS Spring 2012 Curriculum

Lesson Plan IV: How Air Pollution Can Affect Lung Function Lesson Objectives: By the end of the lesson, the students will have learned: 1. I can understand what some of the different types of air pollution are and how lung function can be impacted 2. I can explain how the particle emissions from a car exhaust that I measured directly can add to air pollution 21ST Century Skill Set: I can make observations, inferences and draw conclusions from data I can evaluate the impact of my choices on a global world I can demonstrate the ability to work as a member of a team I can demonstrate an ability to collect and organize data Agenda: Post in the room for students to see. Opening Ritual 15 Minutes - Have each student measure and record their lung capacity this week. 1. Review Agenda and Set Context. Introduce our guest speaker for this week. Gayle Hagler from the EPA has agreed to come and help the kids measure particle emissions from our cars 5 Minutes 2. Activity#1: Explain what air pollution is and how it can affect lung function Time: 10 min 3. Activity #2: Break into two groups: One to go outside to use the mobile particle reader, the other stays inside and examines all the indoor air quality readers made last week(the groups will then switch so each gets a chance to do both activities) Time: 25 min 4. Activity #3: Graph the findings from the particle readers and also from the indoor air filters Time: 25 min 5. Teach Back (10 minutes) 1. Review what we learned 2. How can we apply what we learned today?

3. Discuss in context of what our WOW! Goal- setting up individual stations where students will teach and pass on what they have learned.

Lesson By Activity Activity #1: Explain what air pollution is and how it can affect lung function Ask the kids to review what they learned last week. Ask them what they know about air pollution. Explain how these particles can restrict the air flow in the lung and impair the exchange of CO2 for O2 What did we do last week? Was it harder to exchange in the more restricted path? (Remind them of the restricted path from last week, how hard was that to move through to exchange the balloon). Then ask them how can these particles trapped on the filters restrict your exchange? Show the three power point slides Activity #2: Break into two groups: One to go outside to use the mobile particle reader, the other stays inside and examines all the indoor air quality readers made last week Outside Group The idea here is to show the kids how much air pollution comes from the emissions of just one car (how many particles the reader gets vs just outdoor air). Ask them what they think is in car exhaust? What do the numbers look like? With the help of our guest and her mobile unit the kids can take a reading with just outside air, then take one with a car turned on near the exhaust They can also take an airflow measurement as well Have them write down all these numbers on their record sheet( taped in their notebook) After they are done, this group will come back inside and do the inside activity while the inside group will go outside to complete the outside activity Inside Group The idea here is to show the kids what can be collected from the air inside their school Collect all the air filters made and put up last week

Have the kids use a magnifying glass to count the number of particles on each one They can record the number of particles and location from each one on their sheet to put in their notebook

21ST Century Skill Set: Citizen Schools students will demonstrate an ability to collect and organize data. Citizen schools students will make observations, inferences and draw conclusions from data Citizen schools students will evaluate the impact of their choices on a global world Citizen Schools students will demonstrate an ability to work as a member of a team Activity #3: Graph the findings from the particle readers and also from the indoor air filters With help from the volunteers they can graph their findings. Each student will have a sheet where they should have recorded numbers from outdoor air, a car exhaust, and from air flow They should also have recorded the number of particles from the different air filters in different locations(they should have done both activities) Work with each table to make simple bar graphs out of their results(will have an example of one) They can make one for the outside readings and one for the indoor air readings

When everyone is done ask them where would it be easier to breathe? Why? 21ST Century Skill Set: Citizen Schools students will demonstrate an ability to collect and organize data. Citizen schools students will make observations, inferences and draw conclusions from data Citizen schools students will evaluate the impact of their choices on a global world Citizen Schools students will demonstrate an ability to work as a member of a team Teach Back 1. Review what we learned What are some types of pollution?

2.

3.

Where was the air quality the lowest? Inside, outside, next to a running car? How can we apply what we learned today? Imagine someone who has asthma, would they have a hard time breathing next to a running car? Why? Why would the air quality be lower in a big city vs out in a forest or open space? Why is regulating air pollution important to everyone? Discuss in context of what our WOW! Goal- setting up individual stations where students will teach and pass on what they have learned.

Materials and Equipment: Particle readers (supplied by guest speaker Gayle Hagler) Different filters (supplied by guest speaker Gayle Hagler) Power point slides and handouts for the class (can make the slides handouts too) Paper to record the particle emissions and graph results Magnifying glasses to examine the indoor air filters

Week 5 Lesson Plan NIEHS Spring 2012 Curriculum

Lesson Plan V: The Lung Model

Activity 1: measure your lung capacity

Will you break your record?

Review of the past lesson:

Car exhaust or industrial waste produces gases like carbon monoxide that make it difficult to breathe! Indoor particles like dust can trigger allergies that make it difficult to breathe! Air pollution affects your lungs!

Mini lesson: How do lungs work?

When inhaling muscles cause the chest volume to grow and air gets in When exhaling muscles cause the chest volume to shrink and air is pushed out A very important muscle in this process is the diaphragm

Activity 2: build a model of the lung

Sometimes to understand complicated issue we use a simple model and learn the basics, this is what we are going to do today

Watch and listen to your instructor first, then do it yourself All steps should be done in collaboration many steps require more than one pair of hands
1. Push the sharp narrow side of the cut pipette into the leg of the Y shaped tube and wrap the joint point Why is it important? 2. Put each cut balloon on the arms of the Y shaped tube wrap around the joints and make sure they are tight. Why is it important?

3. Pass the pipette through the bottle neck and cap so the Y shaped tubes and the balloons are inside the bottle and the pipette is outside. Screw the cap tightly and wrap around the joint Why is it important? 4. Stretch the glove try to make it bigger. Wrap the glove around the cut side of the bottle and tape around so it does not fall off. Cut the fingers of the glove CAREFULLY and tie them together using a rubber band so there will be no holes. Your lung model is ready!

Activity 3: test your lung model

1. Gently but firmly push the glove inside the bottle What do you see? What do you hear? How does is sound like? 2. Gently but firmly pull the glove away from the bottle What do you see? What do you hear? How does it sound like? Repeat the action of pushing and pulling several times allow all group members to test the lung model. 3. In our lung model each part plays a role of a real part of the respiratory system

Can you identify them? In our model the lungs are the ? In our model the pipette and Y shaped tubes are the ? In our model the knotted glove is the ?

Activity 4 Teach back: Demonstrate the importance of open airways

1. One team member will cover completely the top of the pipette using his/her finger, the other one will try the lung model

What do you see? Why is it so? What do you hear? What is going on? What real life example fits this activity? What is the lesson from this activity?

Activity 5 Teach back: Demonstrate the importance of airtight airways

Why was it so important to seal all the joints? 1. Unscrew the cap so it will not be tight, try the lung model What do you see? What do you hear? What is going on with the balloons? Why is it so? Screw the cap, so it will be tight again. What do you see? What do you hear? What is going on with the balloons? Why is it so? What will happen if you poke a hole in the bottle? What will be real life example to a hole in the bottle or in the gloves? During formal teach back I asked: 1. What is the role of the diaphragm in breathing? 2. What is very important for the airways to be (clear open not blocked) and what is a real life example when it is not 3. What is very important for respiratory system to be so the air will not leak out and what is a real life example when it is not?

Week 6 Lesson Plan NIEHS Spring 2012 Curriculum

Lesson Plan VI: The Effects of Smoking
Learning Objective: Understand the effects of smoking By the end of the day: I will have an understanding of the effect of smoking on lung function I will know about the different chemicals in cigarette smoke and their adverse effects on health I will have an understanding of the diseases caused by cigarette smoke

21st Century Skill Set: Citizen schools students will make observations, inferences and draw conclusions Citizen schools students will evaluate the impact of their choices on a global world Citizen Schools students will demonstrate an ability to work as a member of a team Citizen schools students will learn public speaking and presentation skills

Opening ritual: Lung capacity exercise

Mini Lesson: Health effects of smoking

Activity 1: Whats in a cigarette? 3:50 to 4 pm Discuss the different types of chemicals found in cigarettes. Pass around copies of the picture below. Teacher will show the students different products that contain the same compounds found in cigarettes: batteries (cadmium), nail polish remover (acetone), toilet cleaner (ammonia), rat poison (arsenic) etc.

Introduction: 4-4:10 pm The teacher will use powerpoint slides to explain the health effects of smoking. Below are some important topics that will be covered in class. Explain what is secondhand smoke? Explain what is third hand smoke? Explain how does cigarette smoking affects lung function Describe the different diseases caused by smoking

Activity 2: Inflatable lung display 4:10 to 4:20 pm Teacher and volunteers will assemble the inflatable pig lung display with the help of one or two student volunteers Teacher will review lung anatomy and the respiratory system using the lung display Students will come up to the front of the class, one team a time, and the teacher will inflate and deflate the lungs. Teams will be named Gryffindor, Hufflepuff, Ravenclaw and Slytherin Students can touch and feel the lungs while wearing gloves Teacher will point out the difference between a normal and a smokers lung Students will write down 3 observations in their notebook about the difference between the normal versus smokers lung. Note the color/appearance, texture/feeling and presence/absence of tumors in both lungs. Students will also receive color printouts of a picture of a normal and smokers lung *While one team is examining the lungs, the other teams will start activity 3 to make the lung model

Activity 3: Make the mechanical lung model 4:20 to 4:35 pm Students who did not get a chance to make the lung model will do so this week The remaining students will pair up with their partners from Week 5 to make the lung models again. The purpose of this is to ensure that each student has his/her own mechanical lung model to take home at the end of the apprenticeship. Below are the instructions for making the lung model

All steps should be done in collaboration with a partner, as many steps require more than one pair of hands 5. Push the sharp narrow side of the cut pipette into the leg of the Y shaped tube and wrap the joint point Why is it important? 6. Put each cut balloon on the arms of the Y shaped tube wrap around the joints and make sure they are tight. Why is it important? 7. Pass the pipette through the neck of the bottle and cap so the Y shaped tubes and the balloons are inside the bottle and the pipette is outside. Screw the cap tightly and wrap around the joint Why is it important? 8. Stretch the glove try to make it bigger. Wrap the glove around the cut side of the bottle and tape around so it does not fall off. Cut the fingers of the glove CAREFULLY and tie them together using a rubber band so there will be no holes. Your lung model is ready!

Activity 4: Its time for a commercial break! 4:35 to 5 pm In this activity, students will be divided into teams (4 to 5 students per team depending on the attendance that day). Teams will be named Gryffindor, Hufflepuff, Ravenclaw and Slytherin Each team will be given a timer and a time of 15 minutes (the time may change depending on how things are going) During the 15 minutes, students will work together to create an anti-smoking advertisement. At the end of the 15 minutes, the students will come up to the front and act out the commercial The commercial should be 1 to 2 minutes long but no longer than that. The commercial will be timed using the timer We may have the teachers/volunteers vote for the best commercial. Students will be allowed to use the chemicals and/or lung display as props for their anti-smoking ad The students will be environmental ambassadors of their own lung health Each team will receive candy at the end of this activity

*Note: This activity may occur concurrent to Activity # 3. The students who have finished making their lung model ay start working on the commercial.

Teach back/close We will review what was learned in class by playing the Smoking Hot Potato trivia game

Activity 5: Smoking Hot Potato Trivia Game 5 to 5:15 pm Set up: Prepare trivia questions on strips of paper, one question per strip. The questions will be placed inside the beaker. The students will use one of the model lungs as the hot potato and pass it around.

Play the game: Ask participants to form a circle Explain the rules of Smoking Hot Potato. Start background music, and pass the model lung into the circle and the participants will keep it moving like a hot potato. When the music stops, the person with the hot potato must pick a question out of the beaker and read question. The player can attempt to answer the question or pass to someone else. The leader then gives the correct answer with explanation and the music starts again. This pattern continues until all the questions are complete. As an incentive, candy will given to each student for trying to answer the question Below are few examples of the trivia questions. More questions will be added depending on the total number of students in the class so that each student gets to answer at least one question 1. Smoking is the #1 cause of preventable disease in the U.S. True or False ? 2. How many chemicals are found in cigarette smoke? (multiple choice) a. 4 b. 40 c. 400 d. >4000

3. Cigarette smoking kills more people each year than AIDS, car accidents, homicides, suicides, drug overdoses and fires combined.

True or False ?

4. Electronic cigarettes are safe alternatives to regular cigarettes. True of False ?

5. The following are safe alternatives to cigarettes. a. Cigars b. Chewing tobacco c. E-Cigarettes d. None of the above

6. Children who breathe secondhand smoke are more likely to develop asthma. True or False ?

7. Smoking causes what type of cancer? (multiple choice) a. lung b. kidney c. bladder d. all of the above

8. Second Hand Smoke may irritate people who are sensitive, however, it is not deadly. True or False ?

9. How many years of life does the average smoker loose? (multiple choice) a. 1-2 years b. 5-7 years c. 13-15 years 10. Fill in the blank. The DIAPHRAGM is what allows air to move in and out of the lungs by moving upwards and downwards.

11. Fill in the blank.

The ALVEOLI are the very small air sacs that are the destination of air breathed in.

12. Fill in the blank. Another name for the windpipe is TRACHEA

13. Name one of the 5 air pollutants. Ozone, particulate matter, CO, nitrogen oxide, sulphur dioxide

14. Fill in the blank. OZONE is an important component of the stratosphere that is good when it protects against harmful UV rays but bad when produced at ground level and found in smog 15. Some commonly found indoor allergens are:

a. b. c. d. e.

Dust mites Mold Animal dander Dust all of the above

16. What do you write in your lab notebook a. Data b. Observations c. Names of your friends d. Your favorite color e. a and b f. c and d g. All of the above 17. Fill in the blank The tiny air sacs within the lungs where the oxygen and carbon dioxide exchange takes place are known as the ALVEOLI. 18. By smoking a cigarette, you are only causing harm to yourself and no one else. True of False ? 19. It is ok to smoke a cigarette in your house or car when no one else is around. True or False ?

Week 7 Lesson Plan NIEHS Spring 2012 Curriculum

Lesson Plan 7: Asthma as a Respiratory Disease
Learning objectives: I can define asthma. I can identify environmental triggers of asthma. I will know how asthma affects respiration. Opening ritual: lung capacity exercise Mini Lesson: Asthma as a respiratory disease Intro Asthma, Define Go through environmental triggers of asthma (play the trigger matching game give out candy for correct answers) The basics, muscle constriction, inflammation, mucus Treatment of asthma with medication Activity 1: bronchial binoculars See the attached instruction sheet for activity 1. They will work in partners but will make their own graph. One volunteer will work with a table (group of four, or more depending on how many kids show up). Send them to the board when they finish recording and graphing their numbers, and make sure that they record and graph the numbers from the other groups. I have enough bronchial binoculars for everyone. At the end of the lesson, we can pass out the left over bags for them to take home. Activity 2: Revisit Darshinis inflatable lung model. This should be done in groups as they finish their experiment and graph. Activity 3: What does it feel like to have an asthma attack? They will simply put a straw in their mouth, hold their nose shut, and try to breathe through the straw. Teach back/close: Review, Asthma Q&A game

Activity 1 Bronchial Binoculars Work in pairs. The cardboard tube with a black ring at the bottom and 2 slits in the middle is the asthmatic bronchial tube. The cardboard tube with NO black ring at the bottom is the normal tube. Instructions:
Materials: 2 cardboard tubes (1 has a black ring at the bottom and 2 slits in the middle) 2 rubber bands

1) Wrap one rubber band around each cardboard tube. There 4 cotton balls are 2 slits in the middle of the asthmatic bronchial tube. Make sure the rubber band goes into these slits, which will 2 plastic tubes filled with blackeyed peas make the center of the tube collapse a little. What are the rubber bands supposed to be? Why does the asthmatic bronchial tube look different than the normal bronchial tube? 2) Place the tubes on the table with the black ring of the asthmatic tube at the bottom.

Black ring is the bottom normal asthmatic tube tube 3) Insert the cotton balls into the asthmatic tube. What are the cotton balls supposed to be? asthmatic 4) Open one tube filled with the black-eyed peas. Pour the blacktube eyed peas into the normal tube. Pick up the normal tube and count the number of black-eyed peas that fell through. Record this number on your graph sheet. What are the black-eyed peas supposed to be? Did many of them pass through the tube? Why? 5) Open the other tube of black-eyed peas. Pour the black-eyed peas through the asthmatic tube. Pick up the asthmatic tube and count the number of black-eyed peas that fell through. Record this number on your graph sheet. How many black-eyed peas fell through? Was it the same, more than, or less than the normal tube? Why? 6) Plot your counts on the graph.

One person from each group will go to the board to write and graph their numbers. Record and graph all of the numbers on your graph sheet.

Week 8 Lesson Plan NIEHS Spring 2012 Curriculum

Lesson Plan 8: Recap & WOW! Preparations Instructions: Activity #2A- 15 minutes- Each student will take the data from their notebook and apprentices will graph it with help from volunteers. Data will be graphed as boys vs girls. Data will be graphed vs height. What are the trends? Why do we see those trends? 1. 2. 3. 4. 5. 6. 7. 8. Take 4 or 5 data points from your table. Calculate the average. Add numbers and divide. This is your average. Define average? Graph your data on the sheet of graph paper. X-axis label with: your name; Y-axis label with average number of cups displaced. Write your average on the white board. Graph boys vs girls Do you see a pattern? What is a trend? Give an example

Activity #2B 15 minutes 1. A CT will measure your height. 2. Write height on white board next to your average number of cups displaced. 3. We will graph height vs. average number of cups displaced as a group. 4. What do we observe? 5. Is there a correlation? 6. Why is this an important skill to perfect? 7. Can you give us a real life example? 8. Here, I can ask the students about their interests in particular video games. How is the audience for a particular game targeted? Research and data analysis. The results will point to trends, correlations etc. This is an example of a 21st century skill that will be used beyond the classroom.

Activity #4: Assign WOW! Presentation Groups and roles 1. Project groups on the board 2. Describe stations. Encourage student participation for explanation/description of each station. 3. Work with CT to complete worksheet. Reassessment- 5 minutes. Students will participate in an anonymous quiz (same as in Week 1). Jeopardy, Teach back, WOW! Students explain each station and preparations achieved for WOW! During Week 8.

Week 9 Lesson Plan NIEHS Spring 2012 Curriculum

Lesson Plan 9: WOW! Preparations Lesson Objectives: By the end of the lesson, the students will have reviewed: 1. I can define presentation skills. 2. I can explain importance of WOW stations. 3. I can explain how the environment affects lung health. 21ST Century Skill Set: I can work as a team to develop the WOW station presentation. I can develop an organized presentation for my WOW station. I can present clearly my oral presentation for the WOW. Agenda: Typed and handed to students 1.Opening: Recap 10 minutes Repeat of assessment from week 1. 2. Mini lecture - 10 minutes - CT will give a mini lecture/lead a class discussion of oral presentation skills. Topics will include eye contact, volume, practice, etc. Students can brainstorm ideas with the CT writing topics on the whiteboard. 3. WOW! Prep - 35 minutes Students will assemble into their presentation groups and go over assigned roles. Groups will continue brainstorming what they will present for the WOW! and volunteers will make sure that all content is understood. 4. WOW! Rehearsal in front of the class 20 minutes. Each group will have a chance to practice their presentation to the whole group with time for audience feedback and questions. 5. Teach Back (15 minutes) 1. Students will participate in a jeopardy game to answer questions that were posed in Week 1. 2. Review topics: Math skills, review lung function, 3. How can we apply what we learned today? 4. Discuss in context of what our WOW! Goal- One student from each group can explain what is the group goal for the WOW!

Lesson By Activity Activity #2: Mini lecture about presentation skills. Students will listen to 2 brief oral presentations by CT volunteers. One speaker will be demonstrating an effective communication style (with appropriate eye contact, volume, clarity, posture, etc). The other speaker will demonstrate an ineffective communication style (no eye contact, fidgeting, low volume, mumbling, etc). After both presentations, students will be asked to comment on their observations about what makes for a good presentation vs. a poor presentation.

21ST Century Skill Set: Citizen Schools students will demonstrate an ability to work as a member of a team and citizen schools students will practice their presentation skills, Teach Back 3. Review what we learned Why are healthy lungs important? 4. How can we apply what we learned today? Why is it harder for someone with asthma to breathe? How can other factors like smoking or air pollution affect this (relate this back to the airways, again why was it harder to exchange the balloon in a more restricted path. Explain the effects of breathing in a smoggy city or near someone who is smoking. 3. Assign Groups and Roles for the WOW!

WOW! Stations: 1. Station 1 Lung capacity activity. Here we should include data (from class) of their lung capacity. Involve audience in competition. 2. Station 2: Phenol Red 3. Station 3: Lung model (purchased, made and inflatable) and students can explain second hand smoke, third hand smoke. Students explain effects of air pollution, what happens to the lung. Have extra models

of lungs for students to show effects of different toxins. Extra models for audience involvement. (Message- How can we protect our lungs?)

4. Station 4: Asthma and environmental effects.

Week 10 Lesson Plan NIEHS Spring 2012 Curriculum

Lesson Plan 10: WOW! Preparations Lesson Objectives: By the end of the lesson, the students will have reviewed: 1. I can explain how the environment affects lung health. 2. I can demonstrate good presentation skills. 3. I can effectively present my WOW station. 21ST Century Skill Set: I can work as a team to develop the WOW station presentation. I can clearly communicate what I have learned in an oral presentation for the WOW. Agenda: 1. Recap (10 minutes): CT will review the structure of the WOW, the WOW groups, and the oral presentation skills that were covered in week 9. 2. WOW! Preparation (20 minutes): Students will assemble into their WOW! groups to finalize and practice their presentations. 3. WOW! Practice in Front of the Class (20 minutes): Each group will have a chance to practice their presentation to the class with feedback and questions. 4. WOW! Dress Rehearsal (20 minutes): Students will practice the WOW format with CTs who will rotate stations every 3 minutes. 5. Student Evaluations (10 minutes): Students will complete fill out an evaluation of the Healthy Lungs, Happy Living apprenticeship. 6. Awards (10 minutes): Presentation of gift cards for the best presentations and certificates of completion! WOW! Stations: 1. Station 1 Lung capacity activity and presentation of data from the class of their lung capacity. 2. Station 2: Demonstration of gas exchange by the lungs using phenol red as a pH indicator.

3. Station 3: Demonstration of lung function using lung models (purchased and those made by the class) and explanation of the effects of air pollution/smoking on the lung. 4. Station 4: Bronchial binoculars activity and explanation of the environmental triggering of asthma and its effect on the lung.