DOCUMENT RESUME SP 039 607 ED 447 124 Tharp, Barbara; Dresden, Judith; Denk, James; Moreno, Nancy AUTHOR My World Indoors: My Health My World. TITLE Baylor Coll. of Medicine, Houston, TX. INSTITUTION National Inst. of Environmental Health Sciences (NIH), SPONS AGENCY Washington, DC. ISBN-1-888997-11-7; ISBN-1-888997-29-X ISBN PUB DATE 2000-00-00 124p.; Illustrated by T. Lewis. NOTE R25-ES06932 CONTRACT Baylor College of Medicine, 1709 Dryden, Suite 54, Houston, AVAILABLE FROM TX 77030. Tel: 800-798-8244; Fax: 713-798-8201. Guides - Classroom - Teacher (052) PUB TYPE MF01/PC05 Plus Postage. EDRS PRICE *Air Pollution; Biological Sciences; Curriculum Guides; DESCRIPTORS Ecology; Elementary Education; *Elementary School Science; Environmental Education; *Environmental Influences; Physical Sciences; *Science Education ABSTRACT This curriculum guide for students in grades K-4 is part of the My Health My World series which explores environmental health issues. Focusing on indoor environmental health, it includes (1) an activities guide for teachers which focuses on physical science, life science, and the environment and health, presenting activity based lessons that entice students to discover concepts in science, mathematics, and health through (2) a colorful illustrated storybook entitled, "Mr. hands-on activities; Slaptail's Secret," which teaches science and health concepts; (3) a reading activities booklet entitled, "The Reading Link," which presents reading "Explorations for activities to use with "Mr. Slaptail's Secret"; and (4) Children and Adults," a mini-magazine full of information, activities, and fun things to do in class or at home related to indoor air, tips for healthy living, breathing, and making a difference. (SM) Reproductions supplied by EDRS are the best that can be made from the original document. My World Indoors: My Health My World. Barbara Tharp Judith Dresden James Denk Nancy Moreno Illustrated by T. Lewis U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Ift GUIDE FOR TEACHERS ""/. w ."7,v t V '4\op- A rIE 1,, 47 Mt lir 1! .1,1 I 7-A .71, 11 "rry e 1, 1:111111._ to- 31 fr tf II-17,id# C ..,11111; p. -/ 'irrT 4Pri. it)14. fi(* -AL The My Health My World® series for health and science education provides: Adventures in learning: Story Books Exciting hands-on: Activities Guide for Teachers Engaging health/science mini-magazine: Explorations for Children and Adults The My Health My World series includes: Mystery of the Muddled Marsh Mr. Slaptail's Secret My World Indoors Water and My World GOIDF r01 TEACIIM yr A My Health My World® J kkQffikRis3 % Uj I QD, T. My World Indoors Nancy Moreno, Ph.D. Barbara Tharp, M.S. Judith Dresden, M.S. Baylor College of Medicine Houston, Texas 5 © 1997 by WOW! Publications All rights reserved. Published 1997 Printed in the United States of America WOW! Publications, Inc. 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 ISBN: 1-888997-11-7 The mark "My Health My World" is a registered trademark of WOW! Publications. No part of this book may be reproduced by any mechanical, photographic or electronic process, or in the form of an audio recording, nor may it be stored in a retrieval system, transmitted, or otherwise copied for public or private use without prior written permission of the publisher. Black-line masters reproduced for classroom use are excepted. The activities described in this book are intended for school-age children under direct supervision of adults. The authors, Baylor College of Medicine and the publisher cannot be responsible for any accidents or injuries that may result from conduct of the activities, from not specifically following directions, or from ignoring cautions contained in the text. Development of My Health My World® educational materials was supported, in part, by the National Institutes of Health, National Institute of Environmental Health Sciences grant number 1 R25ES06932 to Baylor College of Medicine. The opinions, findings and conclusions expressed in this publication are solely those of the authors and do not necessarily reflect the views of Baylor College of Medicine, the sponsoring agency or the publisher. Cover design: Bob Peretti Design and production: Kerrie Kerns Illustrations: Kerrie Kerns and T Lewis 6 Contents e ® Acknowledgments ii About My Health My World iii Where Do I Begin? iv Sample Sequence of Activities, Adventures and Explorations Materials vi Physical Science Physical Science Basics The Air Around Us 1 Gases Matter What Is a Gas? 2 1. About Air Which Gases Are in Air? 4 2. Moving Air Why Does Air Move? 3. 8 Life Science Breathing Life Science Basics 12 Breathing Machine How Does Air Move Into 4. and Out of the Lungs? 13 Lungometer How Much Air Can Be Blown 5. Out of the Lungs? 15 Heart and Lungs Do Activity Levels Affect 6. Breathing and Heart Rates? 22 Environment and Health Indoor Air Pollution Environmental Health Basics 29 Dust Catchers What Is in Dust? 30 7. Fungus Among Us What Does Mold Look Like? 36 8. There's Something in the Air Do Pollutants 9. Become Concentrated Indoors? 45 10. Healthy Homes Can We Improve the Air in Our Own Homes? 48 Science and Health for Kids! These My Health My World Activities are designed to be used with other components of the My World Indoors unit: My Health My World Adventures Mr. 51aptairs Secret My Health My World Explorations My World Indoors 7 Contents Brain Link My World Indoors 01997, WOW! Publications Acknowledgments The My Health My World project at Baylor College of Medicine has benefited from the vision and expertise of scientists and educators from a wide range of specialties. Our heartfelt appreciation goes to Michael Lieberman, M.D., Ph.D., W. L. Moody, Jr. Professor and Chairman of Pathology, Ellison Wittels, M.D., Associate Professor of Clinical Medicine and Director, Occupational Health Program, and Carlos Vallbona, M.D., Distinguished Service Professor and Chairman of Community Medicine at Baylor College of Medicine, who have lent their support and expertise to the project. Special acknowledgment is due to our partners in this project, the Texas Medical Association and the American Physiological Society. We especially thank Allison Schmidt, M.P.H., Kristine Niemeyer, M.P.Aff., and Marsha Lakes Matyas, Ph.D., of those organizations, respectively, for their active support and direction of field test activities. Several colleagues provided valuable assistance during the development of this unit. In particular, we would like to thank Zenaido Camacho, Ph.D., Cynthia Jumper, M.D., Fabiola Pineda, M.S., Ronald Sass, Ph.D. and Cathey Whitener, M.S. Special thanks go to the National Institute of Environmental Health Sciences, National Institutes of Health, and to Allen Dearry, Ph.D., for their support of the My Health My World project. We are especially grateful to the many classroom teachers in Washington, D.C., and Houston and Austin, Texas, who participated in the field tests of these materials and provided invaluable feedback. My Health My World Project Director: Nancy Moreno, Ph.D. My Health My World Project Co-director: William Thomson, Ph.D. My Health My World Project Faculty: Barbara Tharp, M.S. Judith Dresden, M.S. Acknowledgments Brain Link 8 My World Indoors C11997, WOW! Publications About My Hea th My Won- d The My Health My World Project's exciting Activities, Explorations and Adventures link students, teachers and parents to significant knowledge of the environment and its relationship to human health. Prepared by teams of educators, scientists and health specialists, each My Health My World unit focuses on a different aspect of environmental health science. The activity-based, discovery-oriented approach of the My Health My World materials is aligned with the National Science Education Standards and the National Health Education Standards. The three components of each My Health My World unit help students understand important health and environmental issues. My Health My World Adventures presents the escapades of o Riff and Rosie in an illustrated storybook that also teaches science and health concepts. My Health My World Explorations for Children and Adults o is a colorful mini-magazine full of information, activities and fun things to do in class or at home. FOR CHILDREN AND ADULTS Guide for Teachers My Health My World Activities o presents activity-based lessons that entice students to discover concepts in science, mathematics and health through hands-on activities. GUIDE FOR TEACHERS My Health My World materials offer flexibility and versatility and are adaptable to a variety of teaching and learning styles. 9 BrainLink About My Health My World My World Indoors @1997. WOW! Publications 'Where Do Begin? The Adventures, Explorations and Activities components of each My Health My World unit are designed to be used together to introduce and reinforce important concepts for students. To begin a My Health My World unit, some teachers prefer to generate students' interest by reading part or all of the Adventures story. Others use the cover of the Explorations mini-magazine as a way to create student enthusiasm and introduce the unit. Still others begin with the first discovery lesson in the My Health My World Activities Guide for Teachers. If this is your first My Health My World unit, you may want to use the pacing chart on the following page as a guide to integrating the three components of the unit into your schedule. When teaching My Health My World for 45 to 60 minutes daily, most teachers will complete an entire My Health My World unit with their students in two to three weeks. If you use BrainLink every other day or once per week, one unit will take from three to nine weeks to teach, depending on the amount of time you spend on each session. The My Health My World Activities Guide for Teachers provides background information for you, the teacher, at the beginning of each activity. In addition, a listing of required materials, estimates of time needed to conduct activities, and links to other components of the unit are given as aids for planning. Questioning strategies, follow-up activities and appropriate treatments for student-generated data also are provided. Student pages are provided in English and in Spanish. The final activity in each My Health My World Activities Guide for Teachers is appropriate for assessing student mastery of concepts. Using Cooperative Groups in the Classroom Cooperative learning is a systematic way for students to work together in groups of two to four. It provides an organized setting for group interaction and enables students to share ideas and to learn from one another. Through such interactions, students are more likely to take responsibility for their own learning. The use of cooperative groups provides necessary support for reluctant learners, models community settings where cooperation is necessary, and enables the teacher to conduct hands-on investigations with fewer materials. Organization is essential for cooperative learning to occur in a hands-on science classroom. There are materials to be managed, processes to be performed, results to be recorded and clean-up procedures to be followed. When students are "doing" science, each student must have a specific role, or chaos may follow. The Teaming Up model* provides an efficient system. Four' jobs" are delineated: Principal Investigator, Materials Manager, Reporter and Maintenance Director. Each job entails specific responsibilities. Students wear job badges that describe their duties. Tasks are rotated within each group for different activities, so that each student has an opportunity to experience all roles. Teachers even may want to make class charts to coordinate job assignments within groups. Once a cooperative model for learning has been established in the classroom, students are able to conduct science activities in an organized and effective manner. All students are aware of their responsibilities and are able to contribute to successful group efforts. Jones, R. M.1990. Teaming Up! LaPorte, Texas: ITGROUP. Where Do I Begin? BrainLink 10 iv My World Indoors @1997, WOW! Publications