Professional Documents
Culture Documents
Levels of Questioning
- What do we know about the respiratory system / smoking?
- Can you describe the symptoms of COPD?
- What is COPD?
- Can you explain how some of these treatment methods can help those with COPD?
- How can you apply what you learned to discourage smoking?
- Did you think that this was an informative article? If not, how could it have been improved?
Graphic Organizers
- Make mind maps / concept maps on COPD and smoking
Collaborative Learning Strategies
- Think-pair-share on the meaning of COPD
- Work together as a class to understand the article with direction from the teacher
- Work in pairs to create point-form summary of COPD after reading
- Work in groups to discuss treatment methods of COPD
Materials / Preparation for Teaching
- Large format version of the article as well as copies of the article to hand out
- iPads for group and individual research on the topic at hand
- YouTube videos and necessary materials to play it to the class
- Spirometer, if needed
- Large papers to make posters
Differentiated Instruction
- Lessons include visual (figures, videos) as well as written (text) elements
- Groups are formed so that students who need help are paired with stronger students
- Student/Teacher conferences are done when necessary at the end of the lesson
- End/extension activities can be assessed in a variety of formats
Instruction
DAY ONE
Before reading:
- Sit in a cluster facing the SmartBoard displaying the first page of the article.
- Observe the articles title, subheadings, and photos (only things visible; other parts of text covered).
- Predict what the article is going to talk about.
- Relate predictions to prior knowledge (respiratory system, smoking, asthma, symptoms).
- Record predictions.
During reading: uncover text as needed.
- Model read the first paragraph.
- Check predictions and modify them if necessary.
- Using the first figure and first paragraph, infer what chronic obstructive pulmonary disease means.
o Think-pair-share then discuss with whole class
o What clues can I find in this first paragraph and the accompanying figure?
o Model think-aloud: clues to meaning of COPD; relate back to science knowledge
- Share read with students the second paragraph.
o Do these symptoms match our predictions of COPD?
- Model read the first line of the third paragraph.
o Refer back to figure pictured on the left: What does this sentence mean?
o Model think-aloud for comprehension of harder words (i.e. affiliated)
- Share read with students the rest of the paragraph.
o Refer back to the first figure: How do the text and figure work together?
- Share read the fourth and fifth paragraph.
o Check predictions of meaning of COPD and make changes if necessary.
After reading:
- Leave text on SmartBoard
- Have students form pairs and create a point-form summary of important points on COPD.
o Write out the 4 letters in big in the middle of the page
o Mind map for each letter: write down important points.
o e.g. C (chronic, 2 years, long lasting), O (smaller air tubes, difficult to get air, fatigue), etc.
- If necessary, use time to conference with students who need additional support/clarification.
DAY 2
Before reading:
- Let students know that todays lesson will be a continuation from yesterdays reading on COPD
- Let students share their mind map on COPD
Watch video to deepen understanding: http://www.healthline.com/copd/anatomy-animations#1/how-copd-affects-your-lungs
- What would cause this to happen to our respiratory system in the first place?
During reading:
- Share read with students Causes.
Discuss other things they know about smoking. Model think-aloud: connect smoking to mucus
production, alveolar breakdown, and accordingly respiratory obstruction.
- Apply understanding: How might we diagnose COPD? (respiratory treatments learned in science unit)
- Model read first sentence of Dianogsis. Bring out spirometer if needed.
- Share read with students the rest of Diagnosis.
- Ask class what methods we can use to diagnose COPD: highlight it on the text.
- Ask students to make connections / think-aloud: how can these methods help us to diagnose COPD?
o Refer back to first figure and what we know about COPD.
After reading:
- Tell them we will now use our strategy of making connections to understand the rest of the text.
- Put students into groups of 3 or 4. Give each group an iPad.
o Give each student a copy of the full text.
o As a group, will read through the Treatment section of the article.
o Highlight all the treatments mentioned and discuss why they would work.
o Remember to make connections back to prior knowledge and understanding of COPD!
o Write down connections.
- If necessary, use time to conference with students who need additional support/clarification
DAY 3
Before reading:
- Were we able to apply our strategy of making connections to our reading?
- Let students share their groups thoughts on a treatment method.
During reading:
- Share read with students Treatment.
- Clarify understanding of some methods / model think-aloud in making connections.
- Discuss thoughts on COPD: there is no cure you can minimize symptoms quitting smoking
- Watch video on smoking and COPD: https://www.youtube.com/watch?v=LUw4VdJocm0
After reading:
- Can create mind map of smoking in relation to COPD.
- Write a letter to a smoker (can be someone you know).
o Include knowledge about the effects of smoking and COPD (symptoms, treatments)
EXTENSION ACTIVITIES
- Create a poster on smoking in relation to COPD
- Research (read about) a disease related to another organ system studied and apply strategies
o Present this to the class with a narrated skit, poster, or presentation.
Reflection
Were my students successful?
- Check that students are able to pick out key points in the text
- Check that students are able to make connections and express them in discussions and in writing
- Note responses of students to the videos / think-alouds / mind maps
What are my next steps?
2015 | Christina Mak
Students reflect on their learning and understanding of the text in their reflection journal
See extension activities for further steps