Lesson Plan
Stage 1
Identify Desired Results
Catchy Title: Heavy Breathing
Theme/Topic of Lesson: Air pollution and Asthma
Time Commitment: 4-45 minute periods
Subject Area(s):
Science - Environmental
Grade Level(s): 6,7,8
Class Challenge Question:
Is there a connection between asthma and air pollution rates in the counties in
Maryland? In the states of the US? What other factors may influence the prevalence of
asthma?
Overview:
Lesson Information
Objectives
Assessment
Resources
Materials
Vocabulary
Procedures
Day Plans
Enrichment Options
Teacher Reflection
In this lesson students will learn about asthma and air quality. They will then map or
graph the incidence of asthma by county and air quality information by county in the
state of Maryland. They will attempt to see any correlations and note any limitations of the data. They will be asked to
recommend a place for someone to live with asthma based on their findings.
Stage 2
Determine Acceptable Evidence
Learning Objectives:
The Students will:
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gain an understanding of the air quality index rating scale
gain an understanding of the pollutants which affect air quality
describe possible triggers of an asthma attack
describe what happens during an asthma attack
utilize data on air quality by county in Maryland to map or graph relative values of air quality and amounts of
ozone and particulate matter pollutants
utilize data on asthma in Maryland to map or graph the relative asthma rates by county and over time
draw conclusions about relative rates of asthma in relation to air quality in Maryland
Assessment
Students will be responsible for creating maps or graphs and answering questions that relate to those maps or graphs.
They will write an essay making a recommendation about where people with asthma should try to live relative to
pollution sources and asthma rates. They should refer to their graphs or maps in the essay.
A rubric is provided for grading the essay.
If students haven't gathered enough data to answer the assessment questions, the assessment can be modified. A
simplified version is to have students write a reflection on asthma, air pollution (include ozone and particulate matter),
and the possible relationship between the two, discussing AQI and possible asthma triggers. They should include aome
analysis of as much data as they have gathered from the internet and the hands on experiences.
Stage 3
Plan Learning Experiences
Resources
Video(s Breathing and Asthma
)
This clip looks at human lungs and the breathing process. Learn how air travels through the mouth and into
the lungs. Also find out how asthma, one of the most common lung diseases, affects the lungs.
http://www.thinkport.org/Tools/ContentViewer/ContentPreview.aspx?ContentID=af38f46d-ced9-4dab-826b1e8a2762e1f3
Interne Clean Air Lesson Plans
t Sites
Access to lesson plans on clean air. Scroll down to Lesson #14, the lesson excerpted here. There is much more
at this website-- many high quality lesson plans, as well as a lot of other information about air quality. This is
the website of the Clean Air Campaign which is a Georgia-based organization whose mission is to encourage
individuals to take action to improve air quality and reduce traffic congestion.
http://www.cleanaircampaign.com/index.php/cac/for_schools/clean_air_lesson_plans/download_clean_air
_lesson_plans
Ground Level Ozone Testing
This site describes how to make ozone test strips. The test is over a hundred years old and was developed by
Dr. Schoenbein in the early 1800's. The test paper he developed contains Potassium Iodide, Corn Starch and
water. This site has links to other clean air information.
http://www.howstuffworks.com/framed.htm?parent=ozonepollution.htm&url=http://teachertech.rice.edu/Participants/lee/tropo.html
Safety Notes for handling Potassium Iodide
These are safety notes for handling iodine-potassium iodide solution.
http://www.flinnsci.com/Documents/MSDS/IJ/IoPoIoSo.pdf
Asthma and Air Pollution
A good summary of the various types of pollutants, the air quality index and the connection of air quality with
asthma.
http://www.nrdc.org/health/effects/fasthma.asp
Air Quality Index
EPA description of the Air Quality Index (AQI) Click on the right sidebar to get to the Air Quality Guide for
Particle Pollution and the Air Quality Guide for Ozone.
http://airnow.gov/index.cfm?action=static.aqi
Maryland BRFSS
This is the site to access the asthma data. It has quite a bit of other data as well.
http://www.marylandbrfss.org/
EPA air data
This is the site where students (or teachers) can access air quality data by county.
http://www.epa.gov/air/data/geosel.html
Breathe Easy
A thinkport lesson about asthma that describes the lab on particulate matter (look at day 2). On day 1 of this
lesson there is a description of a brief exercise to alllow students to feel what it is like to have asthma.
http://www.thinkport.org/Tools/ContentViewer/ContentPreview.aspx?ContentID=8e127005-eb44-482f-a7ea3f7039002b0d
Materials
Per class
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Heavy Breathing--OZONE TEST STRIPS INSTRUCTIONS (View)
Heavy Breathing--answers for AQI Worksheet (View)
Heavy Breathing--STANDARDS (View)
as determined by instructor
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computer with internet access and Excel.
a graphing program or graph paper and colored pencils.
a map of Maryland showing the counties outlined. (GIS software can be used in conjunction with this lesson, if
available and teachers and
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THESE MATERIALS ARE FOR MAKING THE OZONE TEST STRIP
distilled water, about 200ml, 250 ml beaker, 5g cornstarch, stirring rod, hot plate, or other heat source,
Potassium Iodide, filter paper
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FOR OZONE TEST STRIP
per student: zipper lock bag or glass jar
Per class: microwave if available
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FOR OZONE TEST STRIP
Schoenbein Color Scale
Relative Humidity Adjustment Chart
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petri dish
petroleum jelly
(alternatively you can use an index card with double sided tape on one side. )
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Heavy Breathing-- AQI Worksheet (View)
Per Student
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Heavy Breathing--K-W-L ORGANIZER (View)
Heavy Breathing -- ESSAY RUBRIC (View)
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Heavy Breathing--Asthma ATTACK (View)
Vocabulary
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air pollution - all physical (particulate matter), chemical, and biological agents that modify, usually in a
harmful way, the natural characteristics of the atmosphere.
air quality index - a number assigned to daily air quality which reflects how clean or dirty the air is and what
associated health effects may be.
asthma - a disease of the human respiratory system in which the airways narrow making it difficult to breathe.
correlation - the degree to which two or more variables are related and change together
ozone - a gaseous form of oxygen, consisting of three oxygen atoms instead of the usual two.
particulate matter - tiny particles of solids or liquids suspended in a gas
Procedures
This lesson asks students to explore the relationship between asthma and air pollution. In order to do this, students must
first learn about these topics. They will use web based materials to research asthma, air quality, and the components of air
pollution specifically ozone and particulate matter. They will do a hands on lab activity to test ground level ozone and
particulate matter levels in their area.
The students will then collect (or be given) data from the EPA and BRFSS websites about asthma prevalence and air quality
in the different counties in Maryland. They will map or graph these data to determine if there is a pattern that emerges
correlating air pollution with asthma. The BRFSS website gives access to a graph and a map of the data (see additional
information on Day 4, activity 1)
The BRFSS website requires login. It may be helpful to do this for the students in advance. (see Day 4, activity
1 description). Gathering these data may be quite cumbersome for students. At the very least, sites should be bookmarked
or a document can be created with the links available to click on. Alternatively, some or all of the data can be put into a
table by the teacher and be made available to the students. The amount of day in this lesson can be overwhelming for
students. Modify as appropriate.
The days in this lesson cam be switched around according to what works best for your students and curriculum. One
alternative is to teach asthma the first day (and set up the particulate matter experiment). Air quality can be taught the
second day, and on the third day students can collect day and set up the ozone strips. On the 4th day, the data could be
analyzed and the ozone strips examined.
Students will be responsible for selecting a place where someone with asthma should live and justifying the choice.
first day: Air Pollution
Daily Challenge Question: What is the air quality index? How do ozone and particulate matter affect air quality? How do
these affect health?
1 45 minute period
Set-up Directions:
Ideally each group should have:
Computer with internet access--print outs can be used if this is not available.
Petri dishes and petroleum jelly
distilled water, 250 ml beaker, cornstarch, stirring rod, heat source, Potassium iodide, filter paper, zipper lock bags or
covered glass jars, copies of Schoenbein color scale and Relative Humidity Adjustment Chart.
Microwave oven if available for the class
For each student: AQI worksheet
Teacher Presentation & Motivation:
Students will learn the basics of how air qualtiy is measured from the EPA website.This can be done using computers as a
class or in small groups or using handouts if computers are not available.
Students will do two hands on activities to get a general sense of the air quality in their area. The ozone test strip is
ready to set up after a day, and then needs to be left for another day to be read. The set up for testing for particulate
matter must be left for 3 or more days to get a good sense of the air quality. The results of these experiments can be
read on the final day of the lesson and the results used as part of a review and recap of the lesson. Ideas for more in
depth lab reports are in the references for each.
Making the Ozone Test Strip requires the use of Potassium Iodide. Please have students wear goggles while using and
wash their hands thoroughly after handling. Review the safety information with them. Please refer to INVESTIGATING BAD
OZONE for instructions and a link to a form for a lab report, if desired. The link to the instructions for making the ozone
test strip is in the resource section of this lesson as well as in INVESTIGATING BAD OZONE. This can be done as a
demonstration for the whole class (instead of having all the students do it) in the interest of time, or the teacher can
make the strips ahead of time for the class. It is not very complicated, but could take a while for multiple groups to do.
Testing for Particulate Matter is even simpler, and each group should be able to set up one or more dishes. If petri dishes
are hard to find any surface to put petroleun jelly on is fine, or an index card with double sided tape works well also (just
make sure it doesn't blow away.)
Activity 1 - AQI
Students will access the EPA website, the page titled Air Quality Index and from there access the pages Air Quality Guide
for Ozone and Air Quality Guide for Particulate Matter. Using the information on these pages, they will complete the AQI
worksheet.
Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify
during or after viewing of video segments, Web sites or other multimedia elements.
Students should gain an understanding of what Air Qualtiy Index is and what the various numbers mean. They will be able
to distinguish between good and bad ozone, and know what the effects of ozone and particulate matter on pollution are.
Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?
Students will complete AQI worksheet, beginning on the Air Quality Index page, and navigating from there to the pages
about ozone and particulate matter.
Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?
The information gained here is background for the rest of the lesson--the activities to gather particulate matter, and
measure ozone levels, as well as in gathering the air quality statistics.
Activity 2 - Our AIr
You can set up two experiments at this point.
Testing for Particulate Matter is very simple and uses petroleum jelly spread on a petri dish to "catch" particulate matter
for 2 or more days. This is not time consuming to set up, and students can decide where the petri dishes should be
placed. (If you would like you can give them the option to take one home) Take a little time to discuss where to set
them, and what you would expect in the various places. This lesson is set up so that the results of the experiment are
used informally as part of the review, but with the detailed directions (see Day 2) there is a lab write up to use if you
choose to do so.
Making the ozone test strip may be more time consuming. Making the strips can be done as a class or in advance by the
teacher. The students can then decide where to place the strips. The results of this activity are, like the other activity,
used informally for review in this lesson, but there is a link to a suggested lab write up included in the attached
document INVESTIGATING BAD OZONE. This document has a number of links, including safety information and
instructions to carry out the lab. The strips need to hang for about 8 hours before they can be tested. If they will not be
tested right away they should be put in a sealed bag or jar. It would be most convenient to hang them at the start of a
school day, and seal them at the end of that day, and then save the results for the final day of the activity.
Wrap Up:
As both review of today's lesson and introduction for the next , show students the website they will be visiting in the
next part of the lesson to gather air quality data. It has a lot of data and can be overwhelming, so it would be good to
preview it with them. Point out the various columns and review with them what each means in the context of what you
did in the lesson today.
Review ozone and particulate matter in the context of the activities, and explain when and how they will be checked.
Make sure students understand that these are not precise measurements, but can give an indication of local air quality
2nd day: Where is Air Pollution?
Daily Challenge Question: What is the air quality in different regions of Maryland? Where are ozone and particulate
matter levels particularly high?
1 45 minute period
Set-up Directions:
Computer with Internet access and excel for each group of students.
GIS software, graphing software, or graph paper and colored pencils.
Teacher Presentation & Motivation:
Students will gather data on air pollution from the EPA website.They will map or graph what they have gathered. The
data table from which the data is gathered is quite large. Initially the data gathering can be done as a class. First,
review all the columns and decide which columns you will use. Note that the total number of days data was collected (#
of days with AQI) is different for different counties, so you may want the students to calculate percentages (for example
:# of Unhealthy Days÷# Days with AQI will give a percentage of unhealthy days....) instead of using the numbers in the
table.
Recommended columns are :unhealthy daysand/or days unhealthy for sensitive groups, number of days pollutant was
ozone and number of days pollutant was particulate matter 2.5. You can add more according to the abilties of your
students.
Limiting the numbers of counties used will also make the task more manageable. Either selecting a few counties for the
whole class to do, or assigning a few counties to each group can make this a more reasonable task to complete. If each
group gets a few counties, the class can pool data and have a complete picture of the state. Record data for years 20012005 (the years for which asthma data is available).
Activity 1 - Air Pollution Data
As a class design a data table in Excel, another program or with pencil and paper, which is appropriate to the parameters
and counties you will record. Ideally, students should do more than one year (2001-2005 are recommended, the years for
which there is ashtma data), so they should have room for year on their data table, or create different sheets for
different years. Include a column on the table for incidence of asthma for each year. You will add these data on day 4.
Students will go the the EPA Air Quality Information Website.
Click on Maryland. Click go.
Look for Monitoring, underneath which is written Reports. The first report listed is Air Quality Index. Click on that.
Select year, and Summary Type (county or metropolitan statistical area). Click on Generate Report. You can select the
current year, but you will not have a complete data set. You are better off selecting previous years.
Enter data for that year into the appropriate place on the data table, entering county names and parameters chosen.
Repeat for other years.
Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify
during or after viewing of video segments, Web sites or other multimedia elements.
Students will gather data on air pollution for various counties in Maryland.
Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?
Students will fill in the data tables with data from the website.
Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?
Students will map or graph these data in order to show areas of low air quality, high levels of ozone pollution, and high
levels of pariculate matter pollution
If using GIS see AIR POLLUTION GIS INSTRUCTIONS.
If graphing, create a bar graph to display numbers. Students can use different colors on one graph for different years and
make a number of different graphs showing different parameters--one for ozone, one for particulate matter, one for
percentage of unhealthy days. Leave room on the graph to include data on asthma prevalence. This will be added on day
4.
Wrap Up:
Generate one data base with all the class data, so it is as complete as possible. Share these data with all students. If
using GIS or a good graphing program the all the data can now be manipulated. However, if students are graphing by
hand a smaller data set should be used.
Review the findings and what they mean--the implications of ozone pollution, particulate matter pollution, unhealthy
days, etc.
Do students detect any trends in air pollution --increases or decreases over the years? any consistent differences county
to county? Try to analyze the data that has been collected so far.
Explain that on the next day you will be discussing asthma. Have students explain to you how asthma may be connected
to what you have been discussing.
Third day: What is Asthma?
Daily Challenge Question: What is asthma? What causes asthma?
1 45 minute periods
Set-up Directions:
Ideally, each student or pair of students should have access to a computer. If that is not possible there should be a
projector so students can view the video clips and some of the information from the web on the screen. Other
information can be printed out.
KWL organizer for each student
ASTHMA ATTACK graphic for the class (or each student)
Teacher Presentation & Motivation:
During this class period students will learn what asthma is and what common triggers are for an asthma attack. There are
probably students that suffer from or have family members or friends that suffer from asthma. Have students share what
they know and the questions they have about asthma and have them record the information in the KWL organizer.
Students may be very concerned about asthma or know a lot. Make sure they record facts (or what they think are facts)
and correct any misconceptions once they have viewed the video.
Activity 1 - Asthma
Students will fill in the Know and Want to Know columns of the KWL organizer during the class discussion. They will then
view a short video clip which describes asthma. Watch the video clip from the beginning until 1:01.
Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify
during or after viewing of video segments, Web sites or other multimedia elements.
Students will gather information about what exactly happens during an asthma attack.
Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?
Students will fill in the Learned column of the organizer during the clip, making certain to correct any misconceptions in
the Know column.
Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?
Students will list the possible causes of an asthma attack in the K or W column.
Activity 2 - Causes of Asthma
Students will view the rest of the video clip (1:02- until the end).
Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify
during or after viewing of video segments, Web sites or other multimedia elements.
Students will learn some of the causes of asthma.
Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?
Students will check off the causes that they listed which are mentioned in the video clip. They will add any that are
mentioned that they did not have to the L column.
Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?
Students will review all causes of asthma and decide if the ones that they had which were not in the video are
reasonable.
Wrap Up:
Review information on asthma using Asthma ATTACK worksheet.
Refer back to data gathered on Day 2. Have students predict where they think the incidence of asthma would be greatest
in Maryland, and explain why they think so.
4th day: Where is Asthma?
Daily Challenge Question: What is the prevalence of asthma in different counties in Maryland?
1 45 minute period
Set-up Directions:
A computer with internet access and Excel for each group is best. If this is not possible data can be shown with a
projector and/or printed out.
If possible, register for BRFSS before this activity. (you can use one login and password simultaneously on a number of
computers)
G raphing program or graph paper with colored pencils.
GIS software can be used if available.
HEAVY BREATHING ESSAY RUBRIC
Teacher Presentation & Motivation:
In this lesson students will access asthma data and add it to the maps they made on Day 2 with GIS software, or they will
add it to their graphs from Day 2. Use data only for counties for which you gathered air pollution data.The asthma data
are just a percentage of adults who have ever had asthma and so far more straighfoward than the air pollution data
(although no easier to access). Students can add the asthma data to the data tables they have from day 2. The mechanics
of accessing the data are a little tricky, so that can be done as a class. Asthma data can be displayed within the BRFSS as
a graph or a map, see directions in Activity 1. The color coded map tends to interest students to in a way which a data
table does not.
Once they have recorded the data, they should relate it to the air pollution data. Do any of the air pollution parameters
correlate with asthma?
Stress that any pattern possibly, but does not necessarily mean causation, but not necessarily. It is certainly a place to
begin a further investigation. Lack of a pattern doesn't necessarily mean there is no correlation, we just may not be
looking correctly, eg air pollution may be localized and so might asthma, and county data is on too large a scale.
Take this opportunity to examine the ozone test strips and particulate matter measurements done on day one. Discuss
what the results tell you about local air quality. Given your findings, can you predict anything about asthma prevalence
locally?
Students will (possibly for homework) use their data to make a decision of where they could comfortably live if they had
asthma. This will allow them to review all they have learned in the lesson.
Activity 1 - Asthma Statistics
Now that students know what asthma is and what causes it, they will see how prevalent it is in different locations.
Remind students that the first part of the video says about 1 out of every 10 people has asthma. Ask students if they
think that some areas will have more asthma than others, and to offer possible explanations for differences in asthma
rates if they do. Review air pollution data, and ask students to hypothesize how that may impact asthma prevalence.
Students will use the computer to view asthma statistics by county in Maryland over four years (see detailed instructions
below) and record them in an Excel table. They can add to the table they created on Day 2. They should record the
percentage of people with asthma in each of the counties you examined with respect to air pollution in each of the years
available (currently 2001-2004).
Once students access the website:
1. They will need to register and login. It will make the process easier if you have registered them in advance and they
only need to login. The system asks for a phone number and email address. You can give the school's.
2. Once logged in they will have to look at the left hand column: Data Collection Status.Under this column they should
click on BRFSS 2004 results, to open those results.
3. Under Column variable they should use the drop down menu to choose: ASTHMA (not Adult Asthma) :EVER BEEN TOLD
BY A DOCTOR, NURSE OR HEALTH PROFESSIONAL YOU HAVE ASTHMA?
4. Under Row variable they should use the drop down menu to choose: DEMOGRAPHICS:COUNTY
5. Make sure all counties and 2004 are selected under choose county and choose year respectively.
6. Click on Run Tabulate.
7. Students will want to look at the % yes in each county and put each year's value in an Excel table.
Scroll down to the bottom of the table. You can view a graph or a map of the table. You an also download the table to
Excel.
8. Repeat for other years.
The entire class can work on the table together, each group do one year, or you can hand them the data already in table
form.
Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify
during or after viewing of video segments, Web sites or other multimedia elements.
Students will record the percentages of adults who have ever been told they have asthma from 2001 to 2004(the same
years that were done with pollution) in each county in Maryland. this can be done in groups or as a class.
Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?
The students should add the data they gather to the tables they created on Day 2.
Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?
Students will use these data to visualize the relative prevalence of asthma in the different counties in Maryland.
If graphing, graph the asthma data for the appropriate counties and years alongside the air pollution data.
Wrap Up:
Once students have generated their asthma/air pollution prevalence maps or graphs you can try to examine if there
are areas that tend to have a higher prevalence of asthma. Look at the air pollution data. Does the asthma data correlate
with ozone, particulate matter, or air quality? Stress again that this doesn't mean cause and effect, but certainly
something that should be investigated further.
Other questions that can be discussed:
Is the relative prevalence of asthma in the various counties the same for all the years studied? What about air pollution
levels, do they remain relatively constant from county to county?
Are there noticeable trends over the years in terms of increase or decrease in asthma prevalence overall? in specific
areas? Has air pollution increased or decreased noticeably over the years studied?
Explain to students that they should imagine that they have severe asthma but want to live in Maryland. They should
choose a county to live in and explain the following:
What asthma is and why it is enough to make you move.
Which county you chose and why in terms of air quality index, ozone levels and particulate matter levels. Explain what
each of these is and why it is important to your decision.
Does your decision relate to the asthma level in that county?
They should hand in their maps or graphs along with their essays.
The students will be graded on their answer according to the HEAVY BREATHING ESSAY RUBRIC.
If the students haven't gathered enough data to answer these questions the assessment can be modified. A simplified
version is to have students write a reflection on asthma and air pollution (including ozone and particulate matter). They
can also discuss the results of their investigations any data they found on the computer (or were given) and from the
hands on activities.
Enrichment Options
Community Connection
Have students investigate asthma incidence and air pollution in their own communities.
Parent-Home Connection
Conduct a survey of asthma incidence in students' families. What are the most common causes of asthma attacks in the
people the students know?
Field Experiences
Go to a local hospital to learn more about asthma and how to treat it.
Investigate any significant sources of air pollution in your community.
Cross-Curricular Extensions
Find out how weather (sun, wind, rain, humidity) impacts air pollution.
Find out if other factors (socioeconomic level, race, obesity, etc.) correlate with incidence of asthma.
Stage 4
Teacher Reflection
Author: Elissa Hozore
Modified by: Pat MacNabb
Program: EnviroHealth Connections
Author's School System: Baltimore County Public Schools
Author's School: Hereford Middle
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