UNIT TITLE: My Healthy Lungs            

Author: Barbara Wiechert               

E-Mail Address: bwiechert@ridgeland122
School: George W. Lieb: Bridgeview, IL. 60455
School Home Page URL: DNA

THEME: Health Concepts

BROAD CONCEPT: Healthy Lifestyle

GRADES: Third Grade

INTEGRATED SUBJECTS: Math, Science, Language Arts, Social Studies, and Art

UNIT GOALS AND PURPOSE:

Develop a basic understanding of the lungs and what can harm them. Become aware of how lifestyle can affect their health.

Apply and transfer information presented in the lessons to real-life situations.

Create an awareness of healthy lifestyle choices, and the responsibilities each individual has to keep his/her body healthy.

Investigate ways to support friends and family members who may have a disease of the lungs.

Apply math skills to problem solve and discover how much smoking costs, not only financially, but what health costs are involved.

Use graphic organizers to collect data.

Use technology to enhance classroom instruction:

To explore and investigate

To collect and organize data

To address individual needs and interests

For cooperative group learning

To empower students to achieve their own learning goals.
 
 

TIME FRAME:  This is an 11-day unit. 

OBJECTIVES:

In this lesson, students will:

1. Students will be involved in comprehensive activities:

Identify parts of the lung

Understand how the lungs work

Apply what they know and explain how to keep our lungs healthy.

2. Students will use the Internet to learn about our respiratory system.

To explore

To investigate

3. Students will use Kid Pix Version Three to create graphics and text:

Use the pencil to draw and stamps to create a picture

Select a background color

Write 3-5 sentences about their picture

Use correct capitalization and punctuation

Incorporate ISAT writing skills

4. Students will use computer programs to enhance classroom instruction.

Cruncher Program to create a spreadsheet showing how many students knows someone with asthma.

Maptastic Voyage to make a map-plotting incidence of lung disease by state.

5. Students will take a field trip to:

Children’s Health World and use the digital camera to take pictures of the lung exhibit.

Hope Children’s Hospital to tour the respiratory therapy department and take digital pictures of the equipment and interview respiratory therapists.

6. Culminating Activity Students will use Kid Pix to create a slide show representing what they learned about how to care for their lungs.

MATERIALS:

• General materials and equipment

Overhead projector                                       Construction paper               Jar of tar

Graphic organizer worksheet                          Scissors, glue, glitter              What’s in it cigarette           

Graph paper                                                  Crayons, markers  

Writing paper                                                 Model of healthy lungs

Pens/pencils                                                   Model of smoked lung    

• Technology tools

Computer

Digital Camera

Scanner

Computer Presentation Projector

• Software Used in this Unit

Word Processing   Microsoft Word

Spreadsheet   Cruncher

Multimedia   Kid Pix Version Three

Other   Maptastic Voyage

STATE STANDARDS ADDRESSED BY THIS UNIt

Language Arts

Reading                       

    1.A.1a Apply word analysis skills (e.g., phonics, word patterns) to recognize new words.                             

1.C.1a Use information to form questions and verify predictions.

1.C.1b Identify important themes and topics.

1.C.1c Make comparisons across reading selections.

1.C.1d Summarize content of reading material using text organization (e.g., story, sequence

4.A.1a Listen attentively by facing the speaker, making eye contact and paraphrasing what is said.

4.A.1b Ask questions and respond to questions from the teacher and from group members to improve comprehension.

4.A.1c Follow oral instructions accurately.

4.A.1d Use visually oriented and auditorily based media.

4.B.3a Deliver planned oral presentations, using language and vocabulary appropriate to the purpose, message and audience; provide details and supporting information that clarify main ideas; and use visual aids and contemporary technology as support.

4.B.3b Design and produce reports and multi-media compositions that represent group projects.

4.B.3c Develop strategies to manage or overcome communication anxiety and apprehension (e.g., sentence outlining, note cards).

.

Writing

3.A.1 Construct complete sentences which demonstrate subject/verb agreement; appropriate capitalization and punctuation; correct spelling of appropriate, high-frequency words; and appropriate use of the eight parts of speech.

3.B.1a Use prewriting strategies to generate and organize ideas (e.g., focus on one topic; organize writing to include a beginning, middle and end; use descriptive words when writing about people, places, things, events).

3.B.1b Demonstrate focus, organization, elaboration and integration in written compositions (e.g., short stories, letters, essays, reports).

3.C.1a Write for a variety of purposes including description, information, explanation, persuasion and narration.

3.C.1b Create media compositions or productions which convey meaning visually for a variety of purposes

5.C.1a Write letters, reports and stories based on acquired information.

5.C.1b Use print, nonprint, human and technological resources to acquire and use information

Mathematics

6.A.1a Identify whole numbers and compare them using the symbols <, >, or = and the words "less than", "greater than", or "equal to", applying counting, grouping and place value concepts.

6.A.1b Identify and model fractions using concrete materials and pictorial representations.

6.C.1a Select and perform computational procedures to solve problems with whole numbers.

6.C.1b Show evidence that whole number computational results are correct and/or that estimates are reasonable.

8.A.1b Solve simple number sentences (e.g., 2 + o = 5).

10.A.1a Organize and display data using pictures, tallies, tables, charts or bar graphs

10.B.1a Formulate questions of interest and design surveys or experiments to gather data.

10.B.1b Collect, organize and describe data using pictures, tallies, tables, charts or bar graphs.

10.B.1c Analyze data, draw conclusions and communicate the results.

Science

11.A.1c Collect data for investigations using measuring instruments and technologies.

11.A.1d Record and store data using available technologies.

11.A.1e Arrange data into logical patterns and describe the patterns.

11.A.1f Compare observations of individual and group results.

12.A.1a Identify and describe the component parts of living things (e.g., birds have feathers; people have bones, blood, hair, skin) and their major functions

Social Studies

18.B.1a Compare the roles of individuals in group situations (e.g., student, committee member, employee/employer).

18.B.1b Identify major social institutions in the community

15.A.1b Describe how wages/salaries can be earned in exchange for work.

16.D.1 (W) Identify how customs and traditions from around the world influence the local community.

16.E.1 (US) Describe how the local environment has changed over time.

Physical Education/Health

22.B.1 Encourage and support others in making positive health choices (e.g., eating practices, cleanliness, safety practices

22.C.1 Identify sources and causes of environmental health risks (e.g., air, soil, sun, water, noise, food, chemicals)..

23.A.1 Identify basic parts of body systems and their functions (e.g., heart, lungs, eyes).

23.B.1 Identify healthy actions that influence the functions of the body (e.g., cleanliness, proper diet, exercise).

24.B.1 Recognize how choices can affect health (e.g., not brushing/tooth decay, smoking/risk of cancer and heart disease).

24.C.1 Demonstrate basic refusal skills (e.g., "Just Say No", "Stranger Danger").

Fine Arts

26.A.1e Visual Arts: Identify media and tools and how to use them in a safe and responsible manner when painting, drawing and constructing

26.B.1d Visual Arts: Demonstrate knowledge and skills to create visual works of art using manipulation, eye-hand coordination, building and imagination.

27.A.1b Identify how the arts contribute to communication, celebrations, occupations and recreation.

N.C.T.M. STANDARDS ADDRESSED BY THIS UNIT:

Instructional programs from prekindergarten through grade 12 should enable all students to—

• build new mathematical knowledge through problem solving;
• solve problems that arise in mathematics and in other contexts;
• apply and adapt a variety of appropriate strategies to solve problems;
• monitor and reflect on the process of mathematical problem solving

Instructional programs from prekindergarten through grade 12 should enable all students to—

• organize and consolidate their mathematical thinking through communication;
• communicate their mathematical thinking coherently and clearly to peers, teachers, and others;
• analyze and evaluate the mathematical thinking and strategies of others;
• use the language of mathematics to express mathematical ideas precisely.

Instructional programs from prekindergarten through grade 12 should enable all students to—

• recognize and use connections among mathematical ideas;
• understand how mathematical ideas interconnect and build on one another to produce a coherent whole;
• recognize and apply mathematics in contexts outside of mathematics.

Instructional programs from prekindergarten through grade 12 should enable all students to—

• create and use representations to organize, record, and communicate mathematical ideas;
• select, apply, and translate among mathematical representations to solve problems;
• use representations to model and interpret physical, social, and mathematical phenomena.

STUDENT ACTIVITIES WHICH WILL PROMOTE ENGAGED LEARNING:

Activity #1 

In Lesson 1, the students will be able to identify the different parts of the lung. This will be a large group session. Following classroom instruction, the class will complete a language arts activity sheet. They will name the main parts of the lungs and airway filling in the diagram.

We will address higher order thinking skills; students will describe how lungs and airways work to help us breathe. Students will discuss how it feels when they have trouble breathing; an example would be if one had asthma.

This lesson will be the introduction to the unit, as well as the broad concept. Large group instruction will be used and all students will be included in the activities and discussion.

Activity #2

In Lesson 2, students will be given the opportunity to investigate and explore our respiratory system. As a class we will explore the respiratory system using the following websites:

                        www.aarccc.org American Association for Respiratory Care

                        www.kidshealth.com Kids Health Web Page

                        www.lungusa.org American Lung Association

This lesson will give students the opportunity to work independently and individually to investigate and explore.

Activity #3

In Lesson 3, students will create a product based on their research and investigation.

Using the information from lesson 1 and their Internet search, students will create a picture and text using Kid Pix Version Three.

Students will be expected to draw the airways and lungs. They must select one color for the airways and a different color for the lungs. The main parts must be labeled, if the need arises, students will be able to use their worksheet from the first lesson as a reference.

After the picture is created, students must add three to five sentences telling facts about the lungs and airways. ISAT writing skills should be incorporated. Correct capitalization, punctuation and sentence structure is expected. Vocabulary words that students will need for the sentence writing will be generated by the students and written on the blackboard. (Ex: windpipe, air sacs, oxygen, carbon dioxide, lungs etc.)

During this lesson students will work independently. It will be an assessment of their ability to apply material that has been learned. Also, it will assess each student’s writing skills.

Activity #4

In Lesson 4, students will learn about the disease asthma. The class will discuss the signs and symptoms of asthma as well as how it affects our lungs and airways. Treatment options will also be reviewed.

As a class we gather information showing how many people the students know that have asthma. This information will be included on their spreadsheet using a Presentation Projector and the Cruncher Software. Students will be introduced to the concept of how to make a spreadsheet using the Presentation Projector.

The following information will be included on the spreadsheet: student’s names, if they know someone who has asthma, if they have asthma themselves. By participating in this lesson the student will be able to work together to share information, to help one another and to problem solve.

Activity #5

In Lesson 5, students will use the information from their spreadsheets to create a bar graph.

Together we will analyze the data and as a group will design the bar graph.  Using different colors, red, green, orange etc. students will see how many people students know that have asthma, how many students do not know someone with asthma and how many students have asthma. The group will decide the format of the graph and whether to make individual graphs or one graph for the classroom.

Students will create math sentences using greater, less, and equal to describe the information presented on the spreadsheet and bar graphs.

This lesson will be a cooperative group lesson. Students will be paired and together they will help each other and support one another to accomplish this task.

Activity #6

In Lesson 6, students will learn what factors contribute to asthma attacks. The class will discuss the different substances that can trigger asthma (ex: mold, dust, pollen, pets, cold air, exercise etc.) Students will be able to identify things people can do to control their asthma, and what they can do to support classmates who have asthma. The class will also compare the different types of medication used to control asthma.

. Based on what they have learned   students will make a picture of the different types of asthma triggers.  Using the information depicted on the picture students will use Math manipulatives to create addition and subtraction problems. Based on the picture students will write a math story for either addition or subtraction to go with their picture. The math story must include all the necessary information to complete the problem. The students must write the math sentence to go with their story.

This lesson gives students the opportunity to learn new information, but to practice previously learned concepts. After they are through practicing these skills, students will create a product, which will assess how well they apply previously learned skills. 

Activity #7

In Lesson 7, students will take a field trip to the Children’s Health World. They will be given an opportunity to integrate knowledge previously learned to interact with new knowledge they will be exposed to at this museum. Students will not only learn about how to keep their lungs healthy, they will also be exposed to how to keep our bodies healthy. We will use the digital camera to take pictures of the lung exhibits.

When we return from the field trip, students will begin a writing activity. We will scan the museum pictures from the digital camera on to the computer. Using MS Word, students will select the part of the exhibit that interested them, and create an expository paragraph about that particular part of the exhibit. Their paragraph must include:   

                                                            Main idea

                                                             Three supports

                                                            Conclusion    

This lesson allows students to select their own topic for their main ides. They have the freedom to create their own story reflecting their own interests. There will be support and guidance from the teacher and other students, even though students will be working on their own story.

Activity #8  

In Lesson 8, students will describe the health effects of smoking, identify three harmful chemicals found in cigarettes, identify three reasons for not smoking and explain why people have trouble quitting smoking. These concepts will be introduced by using the “smoked lung model, the what’s in it cigarette and the jar of tar” as well as classroom discussion. Each student will be involved in our discussion and have the opportunity to examine the visual aids used in this lesson.

After completing the above, students will have the opportunity to work in small cooperative groups. Using the overhead projector we will create a list of health effects of smoking, harmful chemicals found in cigarettes, and reasons for not smoking. Using a graphic organizer worksheet, each group will create a web from one of the three lists; every group will do a different subject.

                        The first group will do a web about effects of smoking.

                        The second group will do a web about the chemicals found in cigarettes.

                        The third group will do a web about reasons for not smoking.

Students will be able to visit the following Internet sites to learn more about lungs and smoking:

www.cdc.gov/tobacco/tips4youth.html Tobacco Tips for Kids from the CDC

 www.health.org/gpower Girl Power Campaign Headquarters

www.journeyworkd.com Journeyworks Publishing

www.tobaccofreekids.org National Center for Tobacco-Free Kids

www.nhlbi.gov/health/public/lung National Heart, Lung and Blood Institute

http://165.112.78.61/MOM/TG/morntg-nicotine.html National Institute on Drug Abuse

www.smokefree.gov Smoke-Free Kids

As a class we will discuss each of the webs produced. This brainstorming activity will allow the students or help one another:

                        Gather data

                        Become more aware that the choice to not smoke is each person’s responsibility

                        Learn techniques to resist peer pressure to smoke

At the end of this lesson we will use our multiplication skills to figure out how much it costs to smoke one pack a day for one year and determine what else we could spend that money on.

Activity # 9

In Lesson 9, students will use the Maptastic Voyage Software to create a map plotting the incidence of lung disease by state.

Every student will work independently at the computer with the Maptastic Voyage Program to create his or her own map of lung disease incidence. Each student will be required to visit the CDC site for statistics regarding lung disease incidence  They do not have to plot every state in the USA but must complete one region (ex: Midwest states, northeast states etc.)

This lesson is an assessment of each student’s ability to transfer knowledge. To create a product representing material that has been previously presented.

Activity #10

In lesson 10, students will take a field trip to Hope Children’s Hospital . They will tour the respiratory therapy department, where they will have the opportunity to see the different equipment used by respiratory therapists, and to interview therapists  about  what activities are included in their job and what qualifications one needs to become a respiratory therapist. The therapists will reinforce how to keep our lungs healthy. We will use the digital camera to take pictures of the equipment and of the therapists.

Our class will use the pictures from the hospital to make an interactive bulletin board about the lungs.

This lesson gives students the opportunity to gather and organize information. It becomes much more meaningful when students have the opportunity to see real people in real-life situations.

Activity #11

In Lesson11, students will use Kid Pix  to create a slide show about healthy lungs.

Each student will be responsible for creating one slide. The slide must contain graphics representing one of the topics covered in class. Also the slide will include two sentences:

                        1 sentence describing the topic of the slide

                        1 sentence telling how this subject relates to healthy lungs

This is the culminating activity for this unit. The students will create a product that represents the theme and broad concept, which every activity in the unit has taught and reinforced.

SHARE YOUR IDEAS:

The Healthy Lungs Unit includes many activities where the student creates a product, which can be shared with others. The products can be tools for students to share information they have learned with parents and peers. Using authentic assessment gives students the criteria for grading before the project is started. This allows students to share information with their classmates-thus students teaching students.

In Activity #3 the students will share the slides they made about the lungs. They will present to the class their slides and the sentences they wrote. A  class book can be assembled  including each student’s picture and text. This book can be left in the LRC for other student’s to read or sent home for parents to see. This artifact would be a good presentation for a School Board meeting.

In Activity # 7 students wrote paragraphs about the trip to Children’s Health World. They can read their paragraph to  younger students or to their classmates. The pictures can become a book about the field trip and included in a Third Grade Web Site or newsletter. We may include the pictures in the school year book.

In Activity #10 students created a bulletin board with pictures from their field trip to the hospital This allows the third graders to share with the other students in Lieb school the experiences they had while visiting the hospital. It also gives them a fun way to share what they have learned.

In Activity #11 students created a slide show about healthy lungs. This represents what they learned because of this unit. It also would be a good product to share with the community, parents and the School Board.  

Final Project

 Based on the Theme and Broad Concept running throughout this lesson:

Students will create a slide show about healthy lungs, using  one of the major topics covered  in our class lessons.

Each student must create one slide with graphics and text using the Kid Pix Version Three.

Graphics:

            a picture about lungs, asthma, or smoking

            include background

            add  one detail about the topic chosen

Text:

1 complete sentence about the topic

1complete sentence about  what this topic has to do with the health of lungs

good sentence structure

correct capitalization, punctuation, and spelling

Transition:

            Select a transition to use with your slide

Grading Rubric:                             Student Created Slide                                    Kid Pix Version Three

Total 20 Points Possible

Activity                                                                                         Total Points Possible            Your Points

 Presentation focused on given topic                                                         5

Graphics:        picture                                                                               3

                      graphic                                                                              1

                       detail                                                                                 1

Text:                complete appropriate sentences                                        3

                        Correct spelling                                                                1

                        Capitalization and punctuation                                           1

Transition: select a transition for the slide                                                    5

Total                                                                                                       20

Grading Scale:

Excellent                                  18-20points

Satisfactory                              17-19points

Needs Improvement                 16-14points

Unsatisfactory                           12and below                        

  STUDENT AND TEACHER ROLES:

Teacher:

To act as a facilitator for students.

Provide students the opportunity to develop learning strategies, set goals and choose areas of investigation. 

ADDITIONAL REFERENCE PRINT RESOURCES STUDENTS MAY USE:

Childcraft

World Book Encyclopedia

The Golden Book  Encyclopedia

Young Scientist from the World Book

THE FOLLOWING BOOKS CONTAIN INFORMATION ABOUT THIS TOPIC:

Encyclopedia of the Human Body
by Richard Walker (Editor)

The Magic School Bus: Inside the Human Body
by Joanna Cole, Bruce Degen (Illustrator)

The Coolest Cross-Sections Ever!
by Stephen Biesty (Illustrator), Richard Platt

The Human Body: A Fascinating See-Through View of How Bodies Work
by Lawrence T. Lorimer, Keith Fowler (Illustrator), Tim Odam (Illustrator), Tim Barrel (Illustrator), John Dacruz (Illustrator), Tom Brenner (Illustrator), Ralph Kelliher (Illustrator), Keith Fowles (Illustrator)

Human Anatomy Coloring Book
by Margaret Matt

We're Different, We're the Same (Sesame Street Picturebacks)
by Bobbi Jane Kates, Joe Mathieu (Illustrator)

We're Different, We're the Same (Sesame Street Picturebacks)
by Bobbi Jane Kates, Joe Mathieu (Illustrator)

Oliver's Fruit Salad (Venture-Health & the Human Body)
by Vivian French, Alison Bartlett (Illustrator

The Lungs and Breathing (Body Focus: The Science of Health, Injury and Disease)
by Carol Ballard
 
   

FOR ADDITIONAL ONLINE INFORMATION AND MEDIA PERTAINING TO THIS UNIT, TEACHERS MAY WANT TO USE THE FOLLOWING INTERNET ARTICLES:   

Title1: Healthy Lifestyles - Lucile Packard Children's Hospital

URL1: packardchildrenshospital.org//DiseaseHealthinfo/HealthLibrary/growth/htl

Description1: Includes healthy eating and exercise. Encouraging healthy lifestyles in children .
 
 

Title2: Amarillo Globe-News: Food: Smith: Parents should encourage healthy lifestyles for kids 09/27/00

URL2: www.amarillonet.com/stories/092700/foo_smithparent.shtml

Description2: Articles on how parents can encourage healthy lifestyles for their children.
 
 

Title3: City of Toronto, Public Health

URL3: www.toronto.ca/health/baby.htm

Description3: Listing of  programs, information and resources available to keep children and babies healthy.
 
 
 

Title4: Smoking during pregnancy damages children's lungs

URL4: www.nietrokers.nl/e/n14030.html

Description4: Information  regarding the effects of smoking during pregnancy. 
 

Title5: ECES - Health: Asthma, Allergies and Other Resspiratory Disorders

URL5: www.eces.org/ec/halth/asthma.shtml

Description5:  Information about the connection between pollution,asthma,allergies and other respiratory disorders.
 

Title6: Asthma in Child @ Acurian - Working Toward Cures

URL6: www.acurian-online.com/asthma_child-fst

Description6: Information about new trials , therapies and medications for asthmatic children.
 
 
 

RELEVANT INFORMATION, STUDENTS WILL VISIT THE FOLLOWING WEB SITES: (minimum 6 sites)

Title1: Howstuffworks - How Your Lungs Work

URL1: www.howstuffworks.com/lung.htm

Purpose of Use1: To investigate and explore how our lungs work.

Description1: Explore the anatomy of the lung, learn how breathing is controlled.
 
 

Title2: Respiratory Links

URL2: www.xmission.com/~gastown/herpmed/respi.htm

Purpose of Use2: To obtain information regarding respiratory-related links.

Description2: Educational programs, societies, publications for respiratory-related information.
 
 

Title3: Lung Association - Breathe Easy

URL3: www.lung.ca/copd/tofc.html

Purpose of Use3: Information regarding anatomy, medications related to COPD

Description3: A guide for living with a respiratory disease. 
 

Title4: Occupational Outlook Handbook - Respiratory Therapists

URL4: stats.bis.gov/oco/ocos084.htm

Purpose of Use4: Learn about the job of respiratory care practitioners, to do this prior to field trip to hospital.

Description4: Learn about the training requirements, job prospects of respiratory therapists.
 

Title5: About - Lung Diseases From Tobacco <

URL5: quitsmoking.about.com/library/weekly/aa090400.htm

Purpose of Use5: Adjunct to instruction about smoking.

Description5: Covers diseases of the lung caused by tobacco.
 
 
 

Title6: American Lung Association

URL6: www.lungusa.org/disease/lungchronic.html

Purpose of Use6: Adjunct to instruction about the lung.

Description6: learn about cigarette smoking and lung disease.