Gotcha!
Mei Ling and her friends were at Tom’s house playing ‘Catch’ in the garden. Tom was
sitting on a bench, eating potato chips.
“Tom,” she gasped, “I’m having
trouble with my breath!”
“What’s wrong?” Tom asked.
“You seem to be breathing now and I just
saw you run over here.”
“I can breathe,” she said. “That’s
not it. I can’t hold my breath very long
today and I am normally quite good at
holding my breath!” Mei Ling seemed a
little panicked.
Mei Ling sat beside Tom on a
bench.“Do you feel alright? Are you
sick?” Tom asked.
“I’m not feeling sick,” she said.
“Well, what were you doing when you couldn’t hold your breath?”
“We were playing catching. Then we decided to change to a new game called
‘Gotcha’,” Mei Ling explained. “First, you run and then find a spot to hide. I was
running to look for a good spot to hide when I realized Kumar had stopped counting. So I
hid behind the Banyan tree and held my breath.
“That sounds like fun,” Tom said. “So what happened?”
“Well, I was running really fast. And then I was breathing really hard after the
run. And then I couldn’t hold my breath as long as I normally could. I gasped for breath
and that’s when Kumar caught me.”
Jill, Ali, Jo, Hanna
NIE 2011
Resources:
Breathing Simulation:
1) http://www.teachhealthk-12.uthscsa.edu/studentresources/AnatomyofBreathing3.swf
2) http://www.youtube.com/watch?v=936j2nLyli0 (1.02 min)
3) http://www.youtube.com/watch?v=Ovk5qEQ9vmw
4) http://www.youtube.com/watch?v=jxEaoM9G9GI
Products:
1) Design and conduct an experiment related to the case study
2) Compose a song, rap or poem
3) Construct a model
4) Create a poster/ comic strip (effects of smoking, respiratory problem, respiratory
system)
5) Write a report on respiratory problems.
Activities:
1) Identify potential issues on the case study
2) KW – “ What I know” and “What I want to know”
3) Choose appropriate resource(s) or references (from the list given - optional)
Jill, Ali, Jo, Hanna
NIE 2011
4) Rubrics (Design and conduct an experiment related to the case study) :
Criteria
Organiz
ation
Data &
Observat
ions
1
2
3
4
 Most parts
present (1 or 2
missing)
All present
 No data
present
 Some data
missing
All data present
 All data present
 Graphs/tables
/drawings
absent
 Graphs/tables/
drawings poorly
presented/missi
ng parts
Some
mislabelling or
missing labels
 Graphs/tables/
drawings
complete
Some data
presentation not
clear
 Data presented
appropriately
and clearly
Data mostly
credible
 Data credible
 Questions
answered
inaccurately
Most questions
accurately
answered
 One word or
fragmented
answers
Questions
 Questions
answered
thoroughly and
in complete
sentences
 Numerous
parts missing
 Material out of
order
 Data present
but
inappropriate
or
incomprehensi
ble
Not organized
properly
 All parts
present and in
proper sequence
 Data missing
Analysis
(Discuss
ion
Questio
ns)
 Analysis not
present
 No thought
 No relations to
data
 Analysis shows
little thought,
little relation to
data
Conclusi
on
 Conclusion
absent or
unrelated to
purpose/hypot
hesis
 Student does
not use data at
all
Jill, Ali, Jo, Hanna
 Little relation to
purpose/hypoth
esis
 Students shows
little relation to
data
Analysis
somewhat
thoughtful;
partially related
to data
 Analysis
thoughtful,
directly related
to data
Somewhat
related to
purpose/hypoth
esis
 Student fully
relates to
purpose/hypoth
esis
Student
somewhat uses
data, refers to
data
 Student uses
data to support
conclusion
NIE 2011