Using taxonomy, place a mold in the appropriate classification category and discuss its reproductive strategy, list its environmental needs, and effects on humans. Explain how mold might threaten homeostasis for some individuals. Describe methods by which the presence of mold can be determined in an area. Name and diagram the parts of the respiratory system. Name the organs in this system, describe the functions of these parts and describe some common diseases affecting these organs. Name the parts of the immune system and describe how these parts interact in a person. Describe some diseases that result from an immune system that is not properly functioning. Determine what changes in the environment might improve the condition of a person with allergies and/or asthma. Prerequisite knowledge and skills: Ability to work in groups using PBL strategies. Procedure Classroom Timeline: One class period (45 min.) to take the pre-test provided, read Part 1 and Part 2 of the PBL including completion of the PBL chart. One class period (45 min.) to read the articles and record individual information to answer one set of questions. This could be given as a homework assignment. One class period (45 min.) to work in a cooperative group to share the information gathered from the articles and to complete their personal record of this information. Take the post test provided (5 min). My Environment, My Health, My Choices © 2006, University of Rochester May be copied for classroom use 7
Equipment and Supplies: Each group (3 or 4 students) needs o 2 sheets of large chart paper o markers for writing on the chart paper o 1 set of articles (these articles are listed under references – print from the websites only those pages directly needed to answer the questions). Each student needs a copy of: o Pre-Test o Cough, cough, wheeze, wheeze - Part A o Cough, cough, wheeze, wheeze - Part B o Cough, cough, wheeze, wheeze - PBL Chart o Cough, cough, wheeze, wheeze - Student Research Questions o Post-test A glossary sheet is provided. You could provide these pages as part of your group articles or provide a copy to each student at the beginning of the activity. A rubric for PBL and teamwork is provided. If you use these, provide a copy to each student at the beginning of the activity. My Environment, My Health, My Choices © 2006, University of Rochester May be copied for classroom use 8
Instructions for Implementing the Activity: 1. Administer the pre-test questions and collect the papers. (5 min.) 2. Place the students in groups of 3 or 4. Distribute markers and large chart paper (2 sheets) to each group. 3. Teacher distributes a copy of the Part A narration and PBL record sheet to each student. 4. Teacher selects one student in the class for each of the following roles – Mrs. Lang, narrator, Dr. Brown 5. Students with assigned roles read their parts aloud while the rest of the students follow along on their sheets. (5 min.) 6. Students work individually to complete 3 columns on the student PBL chart. (4 min.) 7. Students work in their groups to place answers on the large group chart, using the markers. (10 min) 8.
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- Spring '14
- Chemistry, University of Rochester