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"I feel like a
fish with no water." From an AD Council
Environmental Protection Agency poster a fish out of water: a person who is in an uncomfortable or unnatural situation
Lesson Objectives: - to be educated about asthma and asthma triggers in the home and environment - to develop skills in working together successfully with others - to develop community problem solving strategies - to develop skills in thinking logically - to use English to talk about solving problems - to help students develop a textual visual map for solving problems Multiple Intelligences Developed in this Lesson: - Linguistic - Logical/Mathematical - Interpersonal - Intrapersonal - Visual/Spatial Procedure: - Ask the students what they know about asthma. - Distribute an Asthma lesson packet to each student. A lesson packet includes a title page, a content outline, a group problem solving activity* and a student feedback form. Have the students complete the left side of the feedback form. -Read the quote on the title page to the students. - Have the students take turns reading the outline. Define any unfamiliar vocabulary for the students using the glossary. Answer any questions the students may have. - Direct the students to turn to the "How can I intervene?" page in their packets. Read the problem aloud to the students. Read aloud the parts of the chart to the students. Divide students into groups of 3, 4 or 5 depending on class size. Direct each group to appoint a reader, a secretary and a spokesperson. Once each group has completed its chart, have the groups share their results with the rest of the class. - Direct the students to complete the right side of the feedback form. Collect the forms. Using the facts on these forms for dictation would be an excellent additional use of these forms. *The group problem solving lessons in
this manual have a multiple intelligence focus and are adapted from a unit on social
responsibility in A Guidebook for Applying MI Theory in the Second Language Classroom by
Maryann Christison, Ph.D., Burlingame, CA: Alta Book Center Publishers, 1999.
I. Definitions
A. Asthma
A. Hereditary
2. Allergens B. Outdoors
1. Irritants
2. Allergens C. Viral respiratory infections and colds D. Strenuous exercise
E. Emotional stress IV. Warning signs
A. A feeling of tightness in the chest V. Treatment and management of asthma
A. Identify your triggers VI. Community Resources
For asthma management for children who live in or receive their medical care in Hartford: Michele
Cloutier, M.D. For home visits and housing modifications for children with asthma: Lisa Menillo, M.D. For asthma education and information on summer camps for children with asthma: American
Lung Association of Connecticut State of Connecticut Department of Public Health For joining a grassroots community organization concerned with environmental issues in Hartford and the possible link between asthma and diesel emissions: Mark Mitchell, M.D., MPH
Directions: Read through the problem carefully. Select a reader, a writer, and a speaker within your group. Complete the chart. Share your group's recommendation with the rest of the class. Your six year old son has recently been diagnosed with asthma. He has a play date with a friend from his new school. When you drop him off at Charlie's house, you notice a few yellow signs on the lawn that indicate the lawn has recently been treated with a chemical. When you enter the house, a beautiful grey cat brushes up against your leg and you meet Charlie's grandfather who is smoking a pipe. How can you intervene on behalf of your son? Identify the problem in your own
words:
Group Recommendation:
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