Profile Sheet for PBL Plan
Teacher: Deborah McDaniel
Primary Subject Area: Science
Outside Subject Area: Language Arts
Class: General Science
Class Level: Regular
Grade Level: 5th Grade
Class Time: Eight 60-minute science blocks
PBL Title:
Citizens Investigate Possible Solutions to Students’
Sicknesses During PE Class
Description of Student Roles and Problem Situation:
Students will act as principals or health department doctors
investigating illnesses in students who participated in PE class. They
will report to the Parkway School Board on how to best keep the
students safe and healthy during PE and avoid further illnesses.
Adaptations for a student from a non-Western culture:
I will first have the student(s) explain to me any prior knowledge they
have about the human body and Western medicine. I will clarify any
misconceptions of fill in any knowledge gaps that may be present both
prior to the PBL and during their work time, as I circulate throughout
the room.
I will sit down with students from non-Western cultures and explain
that even though we have uniform guidelines, students typically have
a lot of latitude with their clothing options. I will also explain that
many American students do not spend much time outside, so their
bodies are not well adapted to extreme temperatures. Additionally, it
is important for them to understand that American students do not
always have a healthy diet, so their bodies may not be ready to deal
with the elements as well as they could be.
Adaptations for ESOL student:
I will provide translated copies of the memos and other materials for
these students as necessary.
I will assign a peer tutor to work with the ESOL student in his or her
small group.
I will have the ESOL student keep a PBL vocabulary journal of any new
words they encounter. I will examine this each day to help them
understand the material.
I will allow the written report to be presented in more of a bulleted
format, looking more for content accuracy than writing ability.
Title, Learner Characteristics,
Next Generation Sunshine State Standards
Teacher: Deborah McDaniel
Class: General Science
Class Level: Regular
Grade Level: 5th grade
Primary Subject Area: Science
Outside Subject Area: Language Arts
PBL Title: Citizens Investigate Possible Solutions to
Students’ Sicknesses during PE Class
NGSSS in Science:
Grade 5, Life Science, Organization and Development of
Living Organisms: (A.) All plants and animals, including
humans, are alike in some ways and different in others. (B.)
All plants and animals, including humans, have internal parts
and external structures that function to keep them alive and
help them grow and reproduce. (C.) Humans can better
understand the natural world through careful observation.
SC.5.L.14.1: Identify the organs in the human body and
describe their functions, including the skin, brain, heart,
lungs, stomach, liver, intestines, pancreas, muscles and
skeleton, reproductive organs, kidneys, bladder, and sensory
organs.
Grade 5, Life Science, Interdependence: (A.) Plants and
animals, including humans, interact with and depend upon
each other and their environment to satisfy their basic
needs. (B.) Both human activities and natural events can
have major impacts on the environment. (C.) Energy flows
from the sun through producers to consumers.
SC.5.L.17.1: Compare and contrast adaptations displayed by
animals and plants that enable them to survive in different
environments such as life cycles variations, animal
behaviors and physical characteristics.
NGSSS in Language Arts:
Grade 5, Communication, Listening and Speaking: The
student effectively applies listening and speaking strategies
LA.5.5.2.1: The student will listen and speak to gain and
share information for a variety of purposes, including
personal interviews, dramatic and poetic recitations, and
formal presentations; and
Learner Characteristics #1, Physical: This is a period of
relative calm and predictability in physical development.
Justification for #1: Since both boys and girls are at a stage
of relative calm, and hormonal imbalances are absent, it
should be safe to place the students in heterogeneous peer
groups to work on the PBL lesson. The students should feel
comfortable and supported working in mixed gender
groupings.
Learner Characteristics #2, Social: The peer group becomes
powerful and begins to replace adults as the major source of
behavior standards and recognition of achievement.
Justification for #2: This is important to consider because I
want to ensure that the classroom rules for working in
groups are followed. I want to ensure that the more
extroverted students do not alter the behavior expectations
for their groups, leading to decreased productivity.
Learner Characteristic #3, Cognitive: The elementary grade
child can think logically, although such thinking is
constrained and inconsistent.
Justification for #3: This characteristic is important to
consider in the PBL plan because the problem the students
are tasked to solve must be a real, tangible idea that the
students have experienced or can imagine.
Learner Characteristic #4, Emotional: Disruptive family
relationships, social rejection, and school failure may lead
to delinquent behavior.
Justification for #4: This is important to consider in the PBL
plan because I want students to feel free to express their
ideas and opinions regarding the solutions to the problem. I
do not want students to wander off-task because they feel
rejected by their peer group.
Learner Characteristic #5, Emotional: During this period,
children develop a more global, integrated, and complex
self-image.
Justifications for #5: The child’s sense of self is influenced
by the information and attitudes that are communicated by
peers, so I want to ensure that as students are working
together on the PBL lesson, they are respectful to one
another. The students should be working together as a
team, with each member being allowed to exercise his or
her strengths.
Learning Outcomes, Student Roles and Problem Situation,
Meet the Problem Method
Citizens Investigate Possible Solutions to Students’ Sicknesses during PE Class
NGSSS in Science:
SC.5.L.14.1: Identify the organs in the human body and describe their
functions, including the skin, brain, heart, lungs, stomach, liver,
intestines, pancreas, muscles and skeleton, reproductive organs,
kidneys, bladder, and sensory organs.
LO #1: Working in groups, students will examine 3 ways the human
body is affected by exercising in hot weather and correctly summarize
their findings in a short written report.
SC.5.L.17.1: Compare and contrast adaptations displayed by animals
and plants that enable them to survive in different environments such
as life cycles variations, animal behaviors and physical
characteristics.
LO #2: Working in Groups, students will assess the effectiveness of 3
human behaviors that aid in our ability as a species to tolerate hot
environments and provide 1 documented description for how each
behavior is effective.
NGSSS in Language Arts:
LA.5.5.2.1: The student will listen and speak to gain and share
information for a variety of purposes, including personal interviews,
dramatic and poetic recitations, and formal presentations; and
LO #3: Given the oral presentation rubric, each group will present their
solutions to the problem, earning 3 out of 5 points in each category of
the rubric.
Description of Student Roles and Problem Situation:
Students will act as Parkway School District elementary school
principals or as Parkway Health Department doctors investigating
possible solutions to prevent hyperthermia in students during PE
classes. Both student roles will report their findings to the Parkway
School Board.
Meet the Problem Documents:
Students will receive a memo from the Parkway School District
Superintendent and two documents related to hyperthermia in children
and at school. The first document is from Peaceful Playgrounds and
the other is from MedicineNet.com
Parkway School District
9900 Clayton Rd.,
Parkway, FL 90210
Main: (805) 555-9900
MEMORANDUM
To: All Elementary School Principals
From: Mr. Don Senti, Superintendent
RE: Hyperthermia in students during PE classes
Date: October 25, 2012
As you are already aware, an alarming number of fourth and fifth grade students have
become ill during PE classes in the last two months. At least 5 students at each
elementary school, (97 children total) have been sent home and several have been sent
to the hospital via ambulance because they showed symptoms of hyperthermia while
engaging in typical outdoor PE activities.
Since the exact cause of these illnesses is unknown, I am asking you to form a school
level team to investigate the possible reasons why these students became overheated
and to formulate solutions for this problem.
Since you do not all possess a medical background, I am attaching some information
about hyperthermia in children. Additionally, members of the Parkway Health
Department have also been asked to investigate this matter. Please allow them full
access to your campus, so they can fully understand the nature of the problem.
Together, we will find solutions that work to keep our students safe and healthy.
I expect to hear oral reports on your findings at the next school board meeting,
scheduled for Thursday, November 8, 2012 at 215pm.
Parkway School District
9900 Clayton Rd.,
Parkway, FL 90210
Main: (805) 555-9900
MEMORANDUM
To: Dr. George Sato, Administrator Parkway Health Department
From: Mr. Don Senti, Superintendent, Parkway School District
RE: Hyperthermia in students during PE classes
Date: October 25, 2012
As you are already aware, an alarming number of fourth and fifth grade students have
become ill during PE classes in the last two months. At least 5 students at each
elementary school, (97 children total) have been sent home and several have been sent
to the hospital via ambulance because they showed symptoms of hyperthermia while
engaging in typical outdoor PE activities.
Since the exact cause of these illnesses is unknown, I am asking you to form a team to
investigate the possible reasons why these students became ill and to formulate
solutions for this problem.
I have also tasked my elementary school principals with looking into this matter. You will
have the full cooperation of my principals while on campus. I am hoping we can all work
together to quickly resolve this issue for the health and safety of the students in this
district.
I expect to hear oral reports on your findings at the next school board meeting,
scheduled for Thursday, November 8, 2012 at 215pm.
http://www.peacefulplaygrounds.com/keeping-kids-cool-at-school.htm
Keeping Kids Cool at School
When is it too hot to play?
By Melinda Bossenmeyer
As most of the nation heads back to school facing triple digit heat, schools face the challenges
associated with outdoor recess and overheated classrooms. Principals and physical educators will face
daily decisions regarding children’s heat health on the playground.
In this article we will review some information regarding different playground challenges and solutions
to those problems.
Of particular concern to schools is that “kids absorb more heat than adults while sweating less. The
result is kids have a greater propensity for heat cramps, exhaustion or heat stroke”, according to Dr.
Melinda Bossenmeyer, also known as theRecess Doctor.
Too Hot to Play?
So how hot is too hot for physical activity? The determination depends on a number
of factors including:
1.
2.
3.
4.
5.
How high is the humidity,
How hot is it on the blacktop,
What kind of access do children have to water to hydrate,
Is there a shade area with benches to cool off , and
Length of playtime and sun exposure.
The single most important factor to acknowledge is children seldom complain when over heated and
most children rarely self regulate.
Asphalt
A researcher from Columbia University in NY City found that when air temperature outside was 91
degrees the surface heat of the asphalt was 134 degrees. The researcher, Stuart Gaffin and his team,
are measuring ground and air temperatures and the amount of sun light different surfaces reflect.
Some of his other findings may surprise you.
In a recent interview with WNYC he pointed out that while some things are obvious: schools could use
a lot more shade, black surfaces get a whole lot hotter than those painted white, blue or red, or a nice
green-grass lawn would be wonderful, if it weren’t pretty much impossible to maintain in a schoolyard,
certain things are less obvious. For instance: Well-intentioned ‘astro-turf’appears to get even hotter
than asphalt. [i]
Playground Equipment
Playground equipment can heat up quickly and retain the heat easily, causing serious burns to skin
upon contact. According to the U.S. Consumer Product Safety Commission (CPSC), young children are
particularly at risk of second and third-degree burns because they don't react by pulling away from
hot surfaces as quickly as older children do.
CPSC Safety Alert - Prevent Burns on Hot Metal Playground Equipment
A safety alert was issued by the CPSC regarding hot metal playground equipment in June 2009. The
advisory points out that solid steel decks, slides, or steps in direct sunlight may reach temperatures
high enough to cause serious contact burn injuries in a matter of seconds. The CPSC advises parents
and school personnel to be diligent in checking the playground equipment which can reach 166
degrees in hot weather due to heat and sun exposure.
A TV news station in San Antonio, Texas tested some playground equipment on a summer day where
the temperatures reached 100 degrees.
Here are the results of their testing. “When we checked a playground slide, the thermometer read
134-degrees. The children's swing was a white-hot 146-degrees. Some of the playground's coated
metal steps read 133-degrees. The baby swing came in at a scorching 150-degrees.”
The play structure readings were based on both plastic and metal play equipment. The News 4 crew
then tested the mat playground surfacing. It measured a whopping 180-degrees! [ii]
Symptoms of Heat Injuries
Upon a return to the classroom, the symptoms of heat injuries often surface. Symptoms include:



Heat Cramps-Early warning sign of heat exhaustion or stroke.
Heat Exhaustion- Extreme sweating, dry mouth, fatigue, headache, nausea and/or
dizziness.
Heat Stroke- Considered a medical emergency. Body Temp above 104 degrees,
confusion, deep breathing, stops sweating, and loss of consciousness.
Prevention Strategies include:






Hydrate before and after physical activity.
Avoid sweet or caffeinated drinks which dehydrate.
Rest often at least each 20 minutes on hot days.
Allow hats for outside use.
Consider allowing water bottles in classrooms and playgrounds on hot days.
Shorten Recess and outdoor exposure.
Keeping Kids Cool at School is a Shared Responsibility
Parents and schools working together can mitigate this problem and keep kids safe. Parents can send
their children to school ready to deal with the heat by:




Sending students in light-weight, loose-fitting, cotton clothing.
Make sure kids have a cap with a brim that protects the face.
Send child with small water bottle on hot day.
Talk to their child about the dangers of getting overheated.
Schools can:






Allow water bottles at school so that teachers make sure their students have access to plenty
of liquids.
Limit recess time outdoors.
Encourage sipping water frequently after time spent following physical activity.
Teach students warning signs of heat exhaustion.
When possible conduct activities in the shade.
Minimize time spent on playground structures or hot asphalt playgrounds.
Strategies for Mitigating Hot Playground Exposure
Canopies provide a more comfortable place to play
Canopies or Shade Structures:
Harbour View Elementary School in Summerfield, Florida began tackling the heat problem a few years
back. They have installed a canopy which is hurricane proof and blocks UV rays over the kindergarten
playground structure. Kindergarten teacher, Melinda Boatright commented that it’s working, "We don't
see those red, flushed cheeks like we used to."
"The canopies provide a safer and more comfortable place to play," said Zanetti School Board
Chairperson, adding that burns from the metal or mats have now been eliminated, as well as the
potential for sunburns. "They're fabulous." The estimated cost of the canopies installed at all district
elementary schools is approximately $15,000 each. An added bonus is that the P.E. program is using
the space to teach physical education on hot days.
American Academy of Dermatology - Shade Structure Grant Program
If you have a grant writer, be sure to apply for the annual Shade Structure Grant offered through the
American Academy of Dermatology. The American Academy of Dermatology's Shade Structure
Program awards grants in the amount of $8,000 each for the purchase of permanent shade structures
designed to provide shade and ultraviolet (UV) ray protection for outdoor areas. The AAD also
provides a permanent sign to be displayed near the shade structure that promotes the importance of
sun safety. The AAD receives support for this program from Johnson & Johnson Consumer Products
Company.
Misters use little water and are inexpensive to install
Playground Heat Solution:
Water Misters
With year-round schools in session, kids are spending recess in sometimes scorching heat. Some
schools are looking into ways to limit sun and heat exposure. That has some school officials across the
nation looking for ways to block out the bright sun.
Dr. Melinda Bossenmeyer, Retired Principal from E. Hale Curran Elementary School in Murrieta, CA,
and Peaceful Playgrounds Founder suggests that the solution is water misters. High pressure pumps
stainless steel mist lines and brass misting nozzles produce microscopic droplets of water that cool the
surrounding air down by 30 degrees.
Curran Elementary installed the misters in covered structures after Murrieta transitioned its schools to
year round in the early 90's. It is not uncommon for temperatures to reach 105 degrees regularly
during the months of July through September in the Murrieta area which is only about 50 miles from
Palm Springs.
"The misters provide much needed relief from the sweltering summer sun and they were economical
as well. Misters use little water and are inexpensive to install", according to Bossenmeyer. "It is well
documented that students have a great deal of difficulty regulating physical activity in the heat. Many
students play hard and get sick. We found that the students would self regulate and go under the
shade structures and cool off once the misters were installed."
Hot weather, exercise and dehydration a deadly combination
Water bottles, sunscreen, hats and verbal reminders are all a part of keeping kids safe in summer sun.
Scientists don’t yet know why some people become seriously ill while exercising in hot weather, and
others don’t. “There’s still a lot we don’t understand” about heat illness, says Douglas Casa, an
associate professor in the Department of Kinesiology at the University of Connecticut, who’s
extensively studied athletic performance in the heat.
Heat illness itself is an omnibus term, covering “a spectrum of seven or eight different conditions,”
that range from mild heat exhaustion to life-threatening heat stroke, Casa says. August is prime
season for the illnesses, since, even as temperatures soar, many athletes must or choose to continue
exercising outside.
Scientists have a pretty clear picture of what happens inside athletes as they exert themselves. They
bake. Muscles in motion generate enormous amounts of energy, only about 25 percent of which is
used in muscle contractions. The other 75 percent or so becomes body heat.
Exercising at play can raise core body temperature by almost 2 degrees every five minutes, “if no heat
is removed from the body.”Humidity also plays a villainous role, slowing or preventing the evaporation
of sweat, one of the human body’s main mechanisms for removing heat. For children, the sweating
process becomes particularly problematic, as mentioned earlier, due to the fact that“kids absorb more
heat than adults while sweating less”.
The biggest issue in heat illness, then, is not the outside temperature, but the internal one. If a
person’s core body temperature rises to about 105 degrees Fahrenheit, a critical threshold, the
consequences can be dire. The body overheats and puts strain on the heart, pumping less blood to
vital organs and bringing less of the rising core body heat to the skin’s surface.
According to a recent article in the New York Times, “Why someone has more difficulty dissipating
body heat on one hot afternoon rather than on another is still mysterious. But researchers do have a
growing knowledge of some of the factors that predispose people to heat illness. Being out of shape or
overweight, having a fever, a sunburn or wearing too much, heavy clothing contribute. “
Additionally, an unusual hot spell in which the body has not had time to acclimate to the heat should
be of concern to teachers and school administrators. Research indicates that “it’s much harder for the
body to cope with heat if it’s not used to it.” [iii]
Heat Exhaustion and Heat Stroke Treatment
When to Send Student to the School Nurse:
A school nurse may be appropriate for mild forms of heat exhaustion. Heat stroke is a medical
emergency, and an ambulance should be called immediately. For mild cases of heat exhaustion:




Rest in a cool, shaded area.
Give cool fluids such as water or sports drinks (that will replace the salt that
has been lost). Salty snacks are appropriate as tolerated.
Loosen or remove clothing.
Apply cool water to skin
When to Seek Emergency Medical Care
As with all other medical problems, a doctor should be called if you are not sure what is wrong, if you
do not know what to do for the problem, or if the person is not responding to what you are doing for
them.
Call a doctor for heat exhaustion if the person is unable to keep fluids down or if their mental status
begins to deteriorate. Symptoms of shortness of breath, chest pain, or abdominal pain may indicate
that the heat exhaustion is accompanied by more serious medical problems.
Suspected heat stroke is a true, life-threatening medical emergency. Call for an ambulance and
request information as to what to do until the ambulance arrives.
A person with suspected heat stroke should always go to the hospital (or call for an ambulance) at
once. For heat exhaustion, a person should go to the hospital if any of the following are present:







Loss of consciousness, confusion, or delirium
Chest or abdominal pain
Inability to drink fluids
Continuous vomiting
Temperature more than 104°F
Temperature that is rising despite attempts to cool the person
Any person with other serious ongoing medical problems
(from eMedicineHealth.com)
So when is it too hot to play?
As explained in this article, that depends on: the availability of shade, accessible water, cooling areas
with water misters, humidity, types of surfacing, age of children and length of playtime, and to name
a few. It is recommended that you acquire local Heat Advisories that are produced by school districts
and regional offices of education. Finally, limit children to short sessions of physical activity and
ensure that they hydrate frequently on hot days and seek medical attention when in doubt.
Remember. Water bottles, sunscreen, hats and verbal reminders are all a part of keeping kids safe in
summer sun.
http://www.medicinenet.com/hyperthermia/article.htm
Heat-Related Illness
Heat-related illness facts

Hyperthermia is overheating of the body.

Heat-related illness occurs as a result of heat exposure.

Heat-related illnesses include heat stroke, heat exhaustion, heat cramps, heat syncope, and
heat rash.

Heat stroke is the most severe form of heat-related illness, and requires immediate medical
attention.

Certain individuals, such as the elderly, infants and young children, the obese, and those with
chronic medical conditions are at increased risk for developing heat-related illness.

Signs and symptoms of heat-related illness vary based on the condition, but may include an
elevated body temperature, headache, nausea, weakness, dizziness, fainting, muscle cramps,
seizures, confusion, and coma.

Treatment for heat-related illness generally includes moving the individual out of the hot
environment, implementing cooling measures as needed, rest, and rehydration.

Prevention of heat-related illness is best accomplished through proper planning and
preparation, such as increasing fluid intake, wearing appropriate clothing and sunscreen,
remaining in a cool environment, acclimating yourself to the hot environment, and using
common sense.
What is a heat-related illness?
A heat-related illness is a medical condition that may occur as a result of heat exposure. Even short
periods of high temperatures can cause serious health problems. Heat-related illness encompasses
a spectrum of conditions that range from minor illnesses to life-threatening medical emergencies.
There are several heat-related illnesses, including heat stroke, heat exhaustion, heat cramps, heat
syncope (fainting), and heat rash.
Summer can bring heat waves with unusually high temperatures that can last for days and
sometimes weeks. According to statistics from the Centers for Disease Control and Prevention,
there were 8,015 death due to heat-related illness in the United States from 1979-2003, or an
average of approximately 334 death per year. Heat waves lead to more deaths annually in the
United States than tornadoes, earthquakes, floods, and hurricanes combined. In the summer of
1980, a severe heat wave hit the United States, and approximately 1,700 people lost their lives from
heat-related illness. Likewise, in the summer of 2003, tens of thousands of people died in Europe
from an extreme heat wave. Most recently, the summer of 2012 heat wave in the United States has
already led to many heat-related deaths, and numerous all-time high temperature records have been
broken throughout the United States. High temperatures put people at risk.
What causes a heat-related illness?
People suffer heat-related illness when the body's normal temperature control system is unable to
effectively regulate its internal temperature. Normally, at high temperatures the body primarily cools
itself through the evaporation of sweat. However, under certain conditions (air temperatures above
95 F or 35 C and with high humidity), this cooling mechanism becomes less effective. When the
humidity is high, sweat will not evaporate as quickly, preventing the body from releasing heat
quickly. Furthermore, without adequate fluid intake, excessive fluid losses and electrolyte
imbalances may also occur leading to dehydration. In such cases, a person's body temperature rises
rapidly. Very high body temperatures can damage the brain and other vital organs.
Other conditions that can limit the ability to regulate body temperature include old age, obesity,
fever, dehydration, heart disease, poor circulation, sunburn, and drug or alcohol use.
Those at greatest risk of heat-related illness include:

infants and children up to four years of age,

people 65 years of age or older,

people who are overweight,

people who overexert during work or exercise,

people with mental illness, and

people who are chronically ill or on certain medications.
Infants and children up to four years of age are very sensitive to the effects of high temperatures and
rely on others to regulate their environments and to provide adequate fluid intake. Moreover, they
have a higher metabolic rate and inefficient sweating compared to adults.
People 65 years of age or older may not compensate for heat stress efficiently, and are less likely to
sense and respond to changes in temperature. The elderly population also is at a higher risk
because they usually have other pre-existing medical conditions, and they often take medications
that can make them more vulnerable to dehydration.
Overweight people may be prone to heat-related illness because of their tendency to retain more
body heat.
Any health condition that causes dehydration makes the body more susceptible to heat-related
illness. If you or someone you know is at higher risk, it is important to drink plenty of fluids, avoid
overexertion, and get your doctor or pharmacist's advice about medications being taken for:

high blood pressure,

depression,

nervousness,

mental illness,

insomnia, or

poor circulation.
Problem Statement, Know/Need to Know Boards,
Possible Resources
Citizens Investigate Possible Solutions to Students’ Sicknesses during PE Class
NGSSS in Science:
SC.5.L.14.1: Identify the organs in the human body and describe their
functions, including the skin, brain, heart, lungs, stomach, liver,
intestines, pancreas, muscles and skeleton, reproductive organs,
kidneys, bladder, and sensory organs.
LO #1: Working in groups, students will examine 3 ways the human
body is affected by exercising in hot weather and correctly summarize
their findings in a written report.
SC.5.L.17.1: Compare and contrast adaptations displayed by animals
and plants that enable them to survive in different environments such
as life cycles variations, animal behaviors and physical
characteristics.
LO #2: Working in Groups, students will accurately assess the
effectiveness of 3 human behaviors that aid in our ability as a species
to tolerate hot environments and provide 1 documented description for
how each behavior is effective.
NGSSS in Language Arts:
LA.5.5.2.1: The student will listen and speak to gain and share
information for a variety of purposes, including personal interviews,
dramatic and poetic recitations, and formal presentations; and
LO #3: Given the oral presentation rubric, each group will present their
solutions to the problem, earning 3 out of 5 points in each category of
the rubric.
Sample Problem Statement
How can we, as principals, find solutions to prevent illness in students during
PE class in such a way that

We meet the deadline for the presentation at the school board meeting

We do not interfere with the normal operations of the school day

We provide the School Board with accurate and useful data

We explain why those solutions are going to be the most effective

We figure out what exactly is wrong with the sick students

We correctly identify the possible reasons students are getting sick

We provide solutions to prevent further illnesses

We discover behaviors the students can engage in that will help them
“beat the heat” while at PE

We determine if it is the exercise itself, the environment, or a
combination of both that are making the students sick
Know Board
1. We have two weeks to discover why some students are becoming ill during
PE class.
2. We do not have additional funds to help us in our investigation. We do not
have additional funds to help us in our investigation.
3. “Kids absorb more heat than adults while sweating less,” so they are more
prone to heat related illness. (Peaceful Playgrounds)
4. The surface temperature of asphalt far exceeds outside air temperature
when exposed to direct sunlight. (Peaceful Playgrounds)
5. Heat stroke prevention strategies include hydrating before activities,
resting every 20 minutes, and having students wear light-weight clothing.
(Peaceful Playgrounds)
6. According to Douglas Casa, associate professor in the Department of
Kinesiology at the University of Connecticut, “There’s still a lot we don’t
understand” about heat illness. (Peaceful Playgrounds)
7. The internal temperature of a body is more of an issue with heat related
illnesses than the outside temperature. (Peaceful Playgrounds)
Need to Know
1. What were the students wearing when they became ill?
2. What activities were the students engaged in when they became ill?
3. Where were the students when they became ill?
4. Are the students in these grades allowed to drink water during the school
day?
5. Are the students allowed to have water to drink during PE?
6. Do the students who got sick have any other conditions that could have
contributed to their illness?
7. Out of a 50 minute PE class, how much time is spent on the blacktop? In
the shade? At rest?
8. How many schools where students got sick have gymnasiums?
9. What was the outside temperature when the students became ill?
10. What time of the day do 4th and 5th grade have PE?
11. What symptoms did the sick students exhibit?
Resources
Websites:
http://www.medicinenet.com/hyperthermia/article.htm
http://www.peacefulplaygrounds.com/keeping-kids-cool-at-school.htm
http://www.safekids.org/safety-basics/safety-resources-by-risk-area/sportsand-recreation/dehydration-and-heat-illness.html
http://www.epa.gov/climatechange/impacts-adaptation/health.html
Videos:
http://abcnews.go.com/Health/video/protecting-kids-heat-exhaustion13814540
http://www.youtube.com/watch?v=RTVeqf99vSY (Heat exhaustion vs heat
stroke---tips from Chris Longhurst, MD, Lucile Packard Children's Hospital
Books:
Fusion Science. Houghton Mifflin Harcourt. Student textbook
Sciencesaurus. Houghton Mifflin Harcourt. Supplement to textbook
The Complete Human Body. DK Publishing
Animal Adaptations. Scholastic Publishing
Human Resources:
Dr. Eehab Kenawy, Emerald Coast Pediatrics. Phone: (850) 747-3661; 1133
Baldwin Rd., Panama City, FL 32404
Bay County Health Department, 597 West 11th Street, Panama City, FL
32401-2330. Phone: (850) 872-4455.
CAPSTONE PERFORMANCE
Citizens Investigate Possible Solutions to Students’ Sicknesses during PE Class
NGSSS in Science:
SC.5.L.14.1: Identify the organs in the human body and describe their
functions, including the skin, brain, heart, lungs, stomach, liver,
intestines, pancreas, muscles and skeleton, reproductive organs,
kidneys, bladder, and sensory organs.
LO #1: Working in groups, students will examine 3 ways the human
body is affected by exercising in hot weather and correctly summarize
their findings in a written report.
SC.5.L.17.1: Compare and contrast adaptations displayed by animals
and plants that enable them to survive in different environments such
as life cycles variations, animal behaviors and physical
characteristics.
LO #2: Working in Groups, students will accurately assess the
effectiveness of 3 human behaviors that aid in our ability as a species
to tolerate hot environments and provide 1 documented description for
how each behavior is effective.
NGSSS in Language Arts:
LA.5.5.2.1: The student will listen and speak to gain and share
information for a variety of purposes, including personal interviews,
dramatic and poetic recitations, and formal presentations; and
LO #3: Given the oral presentation rubric, each group will present their
solutions to the problem, earning 3 out of 5 points in each category of
the rubric.
Sample Problem Statement
How can we, as principals, find solutions to prevent illness in students during
PE class in such a way that

We meet the deadline for the presentation at the school board meeting

We do not interfere with the normal operations of the school day

We provide the School Board with accurate and useful data

We explain why those solutions are going to be the most effective

We figure out what exactly is wrong with the sick students

We correctly identify the possible reasons students are getting sick

We provide solutions to prevent further illnesses

We discover behaviors the students can engage in that will help them
“beat the heat” while at PE

We determine if it is the exercise itself, the environment, or a
combination of both that are making the students sick
Capstone Performance Description
The capstone performance will have 2 parts: an individual report and a group
presentation. These will both be assessed using rubrics. The student groups
will be given 2 weeks to work on this in class and at home before the
capstone performance.
The student must first write an individual report where he or she will take
the role of either a doctor at the County Health Dept. or an elementary school
principal. The student report will describe 2 possible solutions to the
problem and 4 justifications for why he or she is recommending one solution
over the other. Solutions and justifications must demonstrate mastery of the
science LO’s by giving examples of how hot weather and exercise affects the
human body and how humans adapt to hot environments.
Student groups (of 4-5 students) will present their findings to their small
group and read each others’ reports. They will pick one solution that is the
overall best. Students may also choose to use different portions of several
reports to devise a best solution. Students will have one class period to
complete this portion of the assignment.
For the group oral presentation, each student will present their own best
solution from their written report. One student on the team will then present
the group’s overall best solution. Each member of the team must then
present 1 justification for why this solution is the best choice. Groups will
have 5 minutes to present their information, followed by a question and
answer session.
Members of the Parkway School Board, including Superintendent Don Senti,
will be in class as the intended audience. Principal Hoppe and Vice Principal
Underwood have agreed to stand in if the school board members are
suddenly or unexpectedly unable to attend. Each member of the school
board will be provided a question that relates to the human body’s biological
cooling functions, effects of exercise or heat on the human body, or
adaptations that help our species thrive in hot environments. Each member
of the team will be asked one of these questions.
The room will be arranged so that the School Board will sit in desks facing
the front of the room. The student teams will stand facing the class. Teams
may use the white board, SMART Board with necessary technology to make
their presentation. Other students and audience members will be seated
behind the School Board. (See room arrangement)
Student autonomy is maintained since the student gets to choose which
solutions he or she wants to present during the group presentation. Student
will also get to plan his or her own part of the group presentation. Students
will be scored individually on their performance. They will also be individually
scored based on the report that they present to their small group. Metacognition is encouraged as each student will complete his or her own
reflection questionnaire after the presentation that will address both group
and individual performance.
Room Arrangement
White Board and IWB
Computer and
Projector
Principals or Doctors
School Board Members
Student Desks
RUBRIC for Assessing the Capstone Performance
Citizens Investigate Possible Solutions to Students’ Sicknesses during PE Class
NGSSS in Science:
SC.5.L.14.1: Identify the organs in the human body and describe their
functions, including the skin, brain, heart, lungs, stomach, liver,
intestines, pancreas, muscles and skeleton, reproductive organs,
kidneys, bladder, and sensory organs.
LO #1: Working in groups, students will examine 3 ways the human
body is affected by exercising in hot weather and correctly summarize
their findings in a written report.
SC.5.L.17.1: Compare and contrast adaptations displayed by animals
and plants that enable them to survive in different environments such
as life cycles variations, animal behaviors and physical
characteristics.
LO #2: Working in Groups, students will accurately assess the
effectiveness of 3 human behaviors that aid in our ability as a species
to tolerate hot environments and provide 1 documented description for
how each behavior is effective.
NGSSS in Language Arts:
LA.5.5.2.1: The student will listen and speak to gain and share
information for a variety of purposes, including personal interviews,
dramatic and poetic recitations, and formal presentations; and
LO #3: Given the oral presentation rubric, each group will present their
solutions to the problem, earning a “Good” rating for each of the
criteria of the rubric.
Sample Problem Statement
How can we, as principals, find solutions to prevent illness in students during
PE class in such a way that

We meet the deadline for the presentation at the school board meeting

We do not interfere with the normal operations of the school day

We provide the School Board with accurate and useful data

We explain why those solutions are going to be the most effective

We figure out what exactly is wrong with the sick students

We correctly identify the possible reasons students are getting sick

We provide solutions to prevent further illnesses

We discover behaviors the students can engage in that will help them
“beat the heat” while at PE

We determine if it is the exercise itself, the environment, or a
combination of both that are making the students sick
Criteria
Answering
the Problem
Solutions
Demonstrate
Content Area
Knowledge
Excellent
18 points
Each solution supports all 9
conditions found in the
problem statement.
30 points
Report must have
a) The group’s problem
statement.
b) Two written solutions to
the problem.
c) 4 justifications for why
the student is
suggesting one solution
over another. Student
will use information from
the textbook or other
reliable resource to
support their reasons for
picking one solution
over another.
15 points
a) 3 examples from the
textbook or other
sources (documentation
must be provided for
outside sources) of how
Written Report Rubric
Good
10 points
Each solution supports 6-8 of the
conditions found in the problem
statement. Between the two solutions,
all 9 conditions are included.
20points
The report has
a) No problem statement
b) 1 written solution to the
problem.
d) 2-3 justifications for why the
student is suggesting one
solution over another. Student
will use information from the
textbook or other reliable
resource to support their
reasons for picking one solution
over another.
12 points
a) 2 examples from the textbook or
other sources (documentation
must be provided for outside
sources) of how the body is
affected by exercising in hot
Needs Improvement
5 points
Each solution
supports fewer than 6
conditions in the
problem statement or
not all 9 conditions
are included.
10 points
The report has
a) 1 written solution
to the problem.
b) 1 justification for
they the student is
suggesting one
solution over another.
Student will use
information from the
textbook or other
reliable resource to
support their reasons
for picking one
solution over another.
7 points
a) 1 example from
the textbook of
how the body is
affected by
exercising in
Mechanics
the body is affected by
exercising in hot
weather.
b) 3 examples from the
textbook or other
sources (documentation
must be provided for
outside sources) of how
humans adapt to hot
weather. 1 piece of
evidence from textbook
or other source is used
to rate the effectiveness
of adaptations.
12 points
Report contains no more than
2 grammatical errors (spelling,
capitalization, punctuation,
subject/verb agreement).
weather.
b) 2 examples from the textbook or
other sources (documentation
must be provided for outside
sources) of how humans adapt to
hot weather. No evidence to rate
effectiveness of adaptations is
present.
8 points
Report contains 3-5 grammatical
errors.
hot weather.
b) 1 example from
the textbook of
how humans
adapt to hot
weather.
4 points
Report contains more
than 5 grammatical
errors.
Criteria
Oral Presentation Skills
Understanding of
Content Area Information
Presentation of
Justification for Overall
Best Solution
Oral Presentation Rubric
Excellent
Good
30 points
20 points
Student maintains eye
Students maintain eye
contact with audience
contact with audience
90% or more of the time; over 80% of the time; 1-2
volume, tone of voice,
unnecessary movements;
and speed of speech add volume is loud enough to
to the clarity of the
be heard in the back of
presentation; no
the room 80-89% of the
unnecessary movement;
time.
volume is loud enough to
be heard in back of room
90% or more of the time.
10 points
7 points
Student correctly
Student correctly
answers School Board’s
answers the School
question and provides
Board’s question but
evidence from the
does not provide a
textbook as proof.
resource for his or her
response.
10 points
Student states 1
justification for the
group’s overall best
solution based on the
data compiled by the
group. Justification
directly supports the
7 points
Student states 1
justification for the
group’s overall best
solution, but it is unclear
how it supports the
solution.
Needs Improvement
7 points
Eye contact is less than
80% of the time; more
than 2 unnecessary
movements; cannot hear
student in back of room
more than 20% of the
time.
5 points
Student does not
correctly answer the
School Board’s question.
5 points
Student does not provide
an accurate justification
for the group’s overall
best solution.
Quality of Individual
Solution Explanation
Reflection
proposed solution with at
least 1 example from the
textbook.
25 points
Individual solution
supports all 9 conditions
from the problem
statement.
10 points
Student answers all 5
reflection questions
Scoring Guide for Oral Presentation Rubric
A
68-85
B
56-67
C
42-55
D
30-41
F
Less than 30 points
12 points
Individual solution
supports 6-8 conditions
from the problem
statement.
6 points
Student answers 4 of the
reflection questions
5 points
Individual solution
supports less than 6
conditions from the
problem statement.
0 points
Student answers less
than 4 reflection
questions
Two Alternative Solutions and “Best” Solution Analysis
Citizens Investigate Possible Solutions to Students’ Sicknesses During PE Class
NGSSS in Science:
SC.5.L.14.1: Identify the organs in the human body and describe their
functions, including the skin, brain, heart, lungs, stomach, liver,
intestines, pancreas, muscles and skeleton, reproductive organs,
kidneys, bladder, and sensory organs.
LO #1: Working in groups, students will examine 3 ways the human
body is affected by exercising in hot weather and correctly summarize
their findings in a written report.
SC.5.L.17.1: Compare and contrast adaptations displayed by animals
and plants that enable them to survive in different environments such
as life cycles variations, animal behaviors and physical
characteristics.
LO #2: Working in Groups, students will accurately assess the
effectiveness of 3 human behaviors that aid in our ability as a species
to tolerate hot environments and provide 1 documented description for
how each behavior is effective.
NGSSS in Language Arts:
LA.5.5.2.1: The student will listen and speak to gain and share
information for a variety of purposes, including personal interviews,
dramatic and poetic recitations, and formal presentations; and
LO #3: Given the oral presentation rubric, each group will present their
solutions to the problem, earning a “Good” rating for each of the
criteria of the rubric.
Sample Problem Statement
How can we, as principals, find solutions to prevent illness in students during
PE class in such a way that

We meet the deadline for the presentation at the school board meeting

We do not interfere with the normal operations of the school day

We provide the School Board with accurate and useful data

We explain why those solutions are going to be the most effective

We figure out what exactly is wrong with the sick students

We correctly identify the possible reasons students are getting sick

We provide solutions to prevent further illnesses

We discover behaviors the students can engage in that will help them
“beat the heat” while at PE

We determine if it is the exercise itself, the environment, or a
combination of both that are making the students sick
Solution 1:
Since the cause of the illnesses appears to be hyperthermia and dehydration
resulting from outdoor exercise during the hottest part of the day, the
principals recommend holding all PE activities inside gymnasiums or under
covered areas. They provide accurate information about how the body
responds to exercising in hot weather, how best to prepare the body for
exercising in hot weather, and how human behavior has adapted to tolerate
hot environments. They provide accurate information about how shaded
environments are safer for exercising in the heat than full-sun environments.
PROS
Gymnasiums provide a climate
controlled environment year round.
Covered areas keep the students out
of the sun, so they are less likely to
overheat.
Students will not have to worry about
how the weather may be different
during their PE time than it is in the
morning when they leave for school,
CONS
Not all schools have gymnasiums and
they are too costly to build at each
school.
Covered areas are generally small
and have concrete flooring, which is
not ideal for all sport activities.
Some students will still come to PE
class in inappropriate attire for
physical activity.
so they do not need to dress in layers
for significantly changing weather.
Gymnasiums and covered areas offer
protection from all kinds of weather,
not just heat and sunlight.
The PE curriculum mandates the
students do activities that cannot be
safely done inside or on hard
surfaces, such as football.
Consequences:
Having students exercise indoors will reduce the number of illnesses due to
hyperthermia and/or dehydration.
Pressure could be put onto the school board to build gymnasiums and/or
enclose covered areas at existing schools, but this could add financial strain
to the district’s budget.
Solution 2:
Since the cause of the illnesses appears to be hyperthermia and dehydration
resulting from outdoor exercise during the hottest part of the day, the
principals recommend allowing the students to drink water in PE class and
throughout the school day, so they are sufficiently hydrated during physical
activity. PE classes will adapt their curriculum to be based on a 15-15-15
minute schedule. (15 minutes of high impact exercise, 15 minutes of low
impact exercise in a shaded environment where possible, 15 minutes of high
impact exercise). School policy will also state that no jackets or outer
garments may be worn to PE when outside temperatures exceed 74˚F. They
provide accurate information about how the body responds to exercising in
hot weather, how best to prepare the body for exercising in hot weather, and
how human behavior has adapted to tolerate hot environments. Accurate
information about the importance of staying hydrated and allowing the body’s
natural cooling processes to work will also be presented.
PROS
By allowing students to drink water
throughout the day, students will be
adequately hydrated for afternoon PE
CONS
Some teachers worry about the
messes that could be created in
classrooms from spilled drinks.
classes.
By having students remove outer
garments or 2nd layers when
temperatures are warm (above 74
degrees) students are not likely to
overheat during exercise.
Drinking water throughout the day is
recommended to maintain overall
healthy body functions.
Having a cooling off period in the
middle of PE class will allow body
temperatures to come down and give
students the chance to get some
water to drink.
Some students, and their parents,
may complain that having them
remove their jackets is a violation of
their personal rights.
Students may have to use the
restroom more often.
The PE coaches will be responsible
for figuring out how to adapt the
curriculum to this new daily
schedule.
Consequences:
Students will be better hydrated and have better overall health to perform in
PE class.
Students will learn how to adequately adapt to hot weather conditions,
which are a major concern in this part of the country for most of the year.
Justifications:
Best Solution-Solution Two. Those schools that are fortunate enough to have
gymnasiums may certainly utilize that space when necessary or desired, but
it is not financially feasible to construct such buildings at all the schools.
Solution Two can be implemented immediately at every school in the district,
so we can begin to combat any further illness. Drinking plenty of water
throughout the day can help the body combat high temperatures when
exercising by allowing the body’s natural cooling processes to take over.
Children tend to sweat less than adults while absorbing more heat, so it is
essential that they are well hydrated before beginning physical activity
(Peaceful Playgrounds). We cannot simply have them gulp down large
amounts of water after exercise from the drinking fountains because this will
not help them during PE class.
In keeping students safe in very hot weather, it is recommended that
administrators limit outdoor activity time (Peaceful Playgrounds). State
mandates, however, a given amount of time each week that students must
attend PE classes. Therefore, we feel the best compromise is to have a
cooling off period in the middle of PE class when the students can perform
lower impact exercises, preferably in a shaded or indoor location. This period
will allow their internal temperatures to return to normal and give them a
chance to re-hydrate.
When children have trouble dissipating heat, they are more prone to
overheating, as their internal temperatures rise to about 105 degrees
Fahrenheit. (Peaceful Playgrounds). Wearing too much clothing is a
contributing factor to this problem. Many of the schools are kept cool and the
students wear jackets or sweatshirts to school to keep warm in class, even
on very hot days. Many students have been wearing their outerwear to PE
class. Unfortunately, this is one of the factors we found the sick students to
have in common. Therefore, we recommend that students not be allowed to
wear their outerwear if the temperatures exceed 74 degrees because it
could lead to overheating.
Some people may not feel that this is the best solution because it still leaves
many variables open. However, we feel that it is the best solution for several
reasons. First, it can be implemented immediately. Second, it addresses the
factors that have been contributing to student illnesses. Third, it is
financially responsible. Finally, it teaches the students how to take care of
their bodies in extreme heat, which is an important life skill for people living
in this region.
Debriefing Plan and Coaching Questions
Citizens Investigate Possible Solutions to Students’ Sicknesses During PE Class
NGSSS in Science:
SC.5.L.14.1: Identify the organs in the human body and describe their
functions, including the skin, brain, heart, lungs, stomach, liver,
intestines, pancreas, muscles and skeleton, reproductive organs,
kidneys, bladder, and sensory organs.
LO #1: Working in groups, students will examine 3 ways the human
body is affected by exercising in hot weather and correctly summarize
their findings in a written report.
SC.5.L.17.1: Compare and contrast adaptations displayed by animals
and plants that enable them to survive in different environments such
as life cycles variations, animal behaviors and physical
characteristics.
LO #2: Working in Groups, students will accurately assess the
effectiveness of 3 human behaviors that aid in our ability as a species
to tolerate hot environments and provide 1 documented description for
how each behavior is effective.
NGSSS in Language Arts:
LA.5.5.2.1: The student will listen and speak to gain and share
information for a variety of purposes, including personal interviews,
dramatic and poetic recitations, and formal presentations; and
LO #3: Given the oral presentation rubric, each group will present their
solutions to the problem, earning a “Good” rating for each of the
criteria of the rubric.
Sample Problem Statement
How can we, as principals, find solutions to prevent illness in students during
PE class in such a way that

We meet the deadline for the presentation at the school board meeting

We do not interfere with the normal operations of the school day

We provide the School Board with accurate and useful data

We explain why those solutions are going to be the most effective

We figure out what exactly is wrong with the sick students

We correctly identify the possible reasons students are getting sick

We provide solutions to prevent further illnesses

We discover behaviors the students can engage in that will help them
“beat the heat” while at PE

We determine if it is the exercise itself, the environment, or a
combination of both that are making the students sick
Debriefing Plan
All of the teams will present their findings to the class in the form of oral
presentations to the School Board. The other teams will be in attendance for
these presentations, so they will hear all of the proposed solutions. The
teacher will record the characteristics of each “best solution” and will
provide them to the students on a handout on the school day following the
presentations. Working individually, students will rate each “best solution” in
order from 1-5 (see rating chart below). These ratings will serve as points for
each solution. The teacher will tally up the points for each of the 5 best
solutions and present the winning best solution to the class. A group
discussion will examine the “best of the best solution” and the class will
create a bulleted list of the characteristics of this solution that relate to the
learning objectives and problem statement.
Rating (points value)-description
Scale:
5 (5 pts.)-Best solution. This will solve the problem in the most effective
and efficient way possible and meets all 9 criteria in the problem
statement.
4 (4 pts.)-Good solution. This will solve the problem but may take some
extra time or will require money be spent to help solve the problem.
3 (3 pts.)-Ok solution This solution does not address all 9 criteria in the
problem statement, but it could solve the problem.
2 (2 pts.)-Solution is adequate, but will have 1-2 major roadblocks.
1 (1 pt.)-This solution will not work as well as the others because there
are 3 or more major flaws in the plan.
Five Essential Concepts
The best solutions must utilize accurate scientific concepts. The following
are the concepts the students must accurately explain to successfully
complete the learning outcomes:
1. Effect of exercise on the human body.
2. What the body needs to function properly and how exercise changes those
needs.
3. Effects of dehydration on the human body.
4. Human adaptations to hot environments.
5. Human behaviors that affect the body’s natural cooling processes.
During the development of the presentations, the teacher will stay directly
involved with the student groups and will be informally observing the
conversations within those groups. The teacher will have a checklist of
concepts/questions that will be asked as prompting or probing questions
throughout the process that will ensure students stay on target with the
learning outcomes and benchmarks.
Coaching Questions: Cognitive, Metacognitive, Epistemic
Meet the Problem
C-What is you team’s role in this problem?
M-Are there any words you need to define because they are unfamiliar
to you?
E-Will this solution have a simple or a complex solution? Why?
Know/Need to Know Board
C-Where can you look to find the answers to these unknowns?
M-Can you explain more about what you know?
E-Which is the most/least important information you need to find out
more about?
Problem Statement
C-How long do you have to solve this problem?
M-Why do you think this problem needs to be addressed by this group
of people?
E-Have you considered the needs or interests of teachers and parents
in this problem?
Research
C-How does understanding the body’s response to exercise help us
understand this problem better?
M-Has your understanding of how to exercise safely changed?
E-What different types of resources are best to help solve this
problem?
Generating Problem Solutions
C-After implementing the best solution, what would the next step be?
M-How did the group decide which solution to present as the best
solution?
E-Do you think this solution would work in real-life?