ALEX Learning Activity

  

E-Cigarettes: Fact or Myth?

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  This learning activity provided by:  
Author: Georgeann Hester
Organization:0
  General Activity Information  
Activity ID: 2987
Title:
E-Cigarettes: Fact or Myth?
Digital Tool/Resource:
AccessScience (McGraw Hill) accessed through Alabama Virtual Library (AVL) - Click on “High School,” Click on “AccessScience (McGraw Hill)”, Search for “Are E-cigs Safer Than Cigarettes?
Web Address – URL:
Overview:

In this learning activity, students will be introduced to information regarding electronic cigarettes and vaping by answering Fact or Myth questions. Students will indicate their answers using whiteboards or by hand-raising. The teacher will be able to use student responses to gauge their understanding about the effects of electronic cigarettes and vaping on respiratory health. This learning activity was created as a result of the ALEX - Alabama Virtual Library (AVL) Resource Development Summit.
  Associated Standards and Objectives  
Content Standard(s):
Science
SC2015 (2015)
Grade: 9-12
Human Anatomy and Physiology
9 ) Develop and use a model to explain how the organs of the respiratory system function.

a. Engage in argument from evidence describing how environmental (e.g., cigarette smoke, polluted air) and genetic factors may affect the respiratory system, possibly leading to pathological conditions (e.g., cystic fibrosis).

Unpacked Content
Scientific And Engineering Practices:
Developing and Using Models; Engaging in Argument from Evidence
Crosscutting Concepts: Cause and Effect; Structure and Function
Disciplinary Core Idea: From Molecules to Organisms: Structures and Processes
Evidence Of Student Attainment:
Students:
  • Obtain and analyze information about the respiratory system, including its structure and function.
  • Develop and use a model to explain how the organs of the respiratory system function.
  • Develop and use a model to test respiratory function.
  • Use a model to predict and explain relationships between parts of the respiratory system and its function.
  • Obtain and evaluate information on environmental factors that may affect the respiratory system.
  • Obtain and evaluate information on genetic factors that may affect the respiratory system.
  • Use appropriate sufficient evidence and scientific reasoning to defend claims and explanations about environmental or genetic factors that may lead to pathological conditions in the respiratory system.
  • Defend a claim against counter-claims and critique by evaluating counter-claims and by describing the connections between the relevant and appropriate evidence and the strongest claim.
Teacher Vocabulary:
  • Lung
  • ventilation
  • lower/ upper respiratory system
  • nose
  • quadrangular cartilage
  • nostrils/ nares
  • nasal cavity
  • paranasal sinuses
  • turbinates
  • pharynx
  • nasopharynx
  • adenoids
  • oropharynx
  • tonsils
  • laryngopharynx
  • glottis
  • larynx
  • vocal cords
  • epiglottis
  • thyroid cartilage
  • laryngeal prominence (adam's apple)
  • cricoid cartilage
  • arytenoid cartilage
  • trachea
  • primary bronchi
  • tracheal cartilage
  • bronchial tree
  • bronchi (secondary and tertiary)
  • bronchioles (terminal, respiratory)
  • brochoconstriction
  • bronchodilation
  • pleura (parietal, visceral), pleuritis
  • lobes, lobule
  • surfactant
  • alveolus
  • diaphragm
  • inspiration/ inhalation
  • expiration/ exhalation
  • phrenic nerve
  • intrapleural pressure
  • partial pressure
  • bronchitis
  • emphysema
  • ARDS
  • atelectasis
  • pneumothorax
  • bronchiectasis
  • COPD
  • sleep apnea
  • lung cancer
  • pneumonia
  • tuberculosis
  • tidal volume
  • vital capacity
  • residual volume
  • lung capacity
Knowledge:
Students know:
  • The respiratory system is composed of the upper respiratory system (nose, nasal cavity, paranasal sinuses, pharynx),and the lower respiratory system (larynx, trachea, bronchial tree and lungs).
  • Breathing is due to the action of the muscles and bones of the thorax and is controled by the antonomic and somatic nervous systems.
  • Inspiration is due to the contraction of the diaphram and expansion of the rib cage.
  • Alveoli expand and fill with air upon inspiration
  • The partial pressure of gases in the air determines the direction of diffusion during breathing.
  • Diseases of the respiratory system are either developmental (due to genetic conditions or lifestyle factors) or infectious (due to microorganisms).
  • Lifestyle plays a significant role in respiratory system aging. Aging can lead to a reduced ability to carry out respiration and reduced diffusion of gases across the alveoli.
Skills:
Students are able to:
  • Gather, read, and interpret scientific information about the respiratory system including its structures and their function.
  • Use evidence to develop a model of the respiratory system.
  • Develop a model to predict and show relationships among variables between the respiratory system and its components.
  • Use a model to collect respiratory function data.
  • Gather, read and interpret scientific information about environmental factors that may affect the respiratory system.
  • Gather, read and interpret scientific information about genetic factors that may affect the respiratory system.
  • Use evidence to form an argument about environmental or genetic factors that may cause pathological conditions in the respiratory system.
  • Use evidence to defend an argument about environmental or genetic factors that may cause pathological conditions in the respiratory system.
  • Evaluate counter-claims and revise argument based on evidence.
Understanding:
Students understand that:
  • The respiratory system is made of several different tissues, and organs that move air in and out of the body.
  • The respiratory system closely interacts with the cardiovascular system performing gas exchange between capillaries and alveoli.
  • Numerous organs organs are structurally designed to play several different roles in the respiratory process.
  • Genetic, environmental, and lifestyle factors can contribute to the development of respiratory disorders.
  • Lifestyle choices and various medications can help alleviate respiratory disorders.
Learning Objectives:

Students will be able to identify facts and myths about e-cigarettes and their effect on the respiratory system to prepare for engaging in argument from evidence on the topic. 
  Strategies, Preparations and Variations  
Phase:
Before/Engage
Activity:

1. The teacher will project the Fact or Myth slideshow for student viewing.

2. The teacher will explain to students that there will be a series of statements pertaining to electronic cigarettes and vaping, some of which are facts and some of which are myths. Students will be given 15-20 seconds to decide whether the statement is fact or myth. If using whiteboards, students will write “fact” or “myth” and hold up their board or students can raise their hands after the allotted 15-20 seconds.

3. The teacher will project statements one at a time, allowing a few seconds for students to reflect on the statement and provide an answer.

4. The teacher will ask students to hold up their boards or raise hands to demonstrate their answers. Call on a couple of students per statement to ask why they decided the statement was fact or myth. Do not explain the correct answer–students will determine whether they were correct based on the linked video and research in the following phase of the lesson (Research: Are E-Cigarettes Safe?).

5. The teacher will project the video “Are E-Cigs Safer Than Cigarettes?” To access the video, go to the AVL website, click "High School" then "AccessScience (McGraw Hill)." Search for "e-cigs" then click on the video.

6. The teacher will ask students to share anything that surprised them or changed their opinion about e-cigarettes after watching the video.
Assessment Strategies:

The teacher will assess student knowledge by taking note of how students answered the Fact or Myth prompts.
Advanced Preparation:

This learning activity will take approximately 10-15 minutes.

Teacher Materials and Preparation:

  • Fact or Myth slideshow

  • Laptop or tablet

  • Interactive whiteboard or projector

  • Teacher should have a familiarity with the structures and functions of the respiratory system.

  • Teacher should be familiar with the Fact or Myth slideshow and whether the statements are true or false.

  • Teacher should be prepared to project the Fact or Myth slideshow for student viewing.

  • Teacher should be familiar with what electronic cigarettes are and their effects on general health and the respiratory system specifically.

Student Materials and Preparation:

  • Optional: whiteboards and dry erase markers

  • Optional: pencil/pen and paper

  • Students should have a familiarity with the structures and functions of the respiratory system.

  • Students should be familiar with what electronic cigarettes are.

Variation Tips (optional):

Acceleration: Students who feel strongly about their opinions may share any facts or statistics they know pertaining to electronic cigarettes, vaping, and their effects on the respiratory system.

Intervention: Students who need more time to think about the statements can be given a print out of the Fact or Myth statements to look over or prepare prior to class.
Notes or Recommendations (optional):

This lesson should be used in conjunction with the Research: Are E-Cigarettes Safe? (during activity) and Write: Are E-Cigarettes Safe? (after activity).
  Keywords and Search Tags  
Keywords and Search Tags: cigarettes, ecigarette, lungs, respiratory system, smoking