Health & Environment Activities Research Tool HEART
Health & EnvironmentActivities Research Tool[HEART ]85Middle School Students ExploringEnvironmental HealthInterdisciplinary, Problem-Based EnvironmentalHealth Education for Middle School Studentshttp://depts.washington.edu/iehmsp/
“The goal of environmental health isto maintain a healthy, livable environmentfor humans and other living species,an environment that promotes well being and ahigh quality of mental and physical healthfor its inhabitants.”** From the summary from the Institute of Medicine Roundtable: Rebuilding the Unity of Health and the Environment: A New Vision ofEnvironmental Health for the 21st Century; June 2000
For information about the Integrated EnvironmentalHealth Middle School Project, please contact KatieFrevert, IEHMSP Program Manager, at (206) 616-7557or kfrevert@u.washington.edu.These materials are produced by the NIEHS Center for Ecogenetics & Environmental Health at theUniversity of Washington, Seattle. Funding provided by the Integrated Environmental Health Middle School Project(NIEHS grant ES 10738 and ES 07033). Any opinions, findings, conclusions, or recommendations expressed in thispublication are those of the authors and do not necessarily reflect the view of the funding agency.Copyright 2005 by the University of Washington.You have the permission of the authors to reproduce items in this curriculum for your classroom use.
Teacher ToolsHEARTMaterials developed by the Integrated Environmental Health Middle School Project (NIEHS Grant #ES10738 and #ES07033).Copyright 2005 University of Washington.
Table of ContentsOverviewProject OverviewAbout the Integrated Environmental Health Middle School Project (IEHMSP). . . . . . . . . . . . . . . . . 1How to Contact Us . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1About the NIEHS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2About the Research Centers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Introduction to the HEART manual . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Teacher ToolsStep by Step Guide for Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Teacher KeyStudent Research Projects Curriculum Web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Student Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Connecting to the Washington State Essential Learning Requirements (EALRs) . . . . . . . . . . . 15Environmental Health Research Topics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Student Introduction: Environmental Health (Teacher Key) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Rubric for Final Project Presentations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Student ActivitiesIntroduction to Environmental Health (Student Handout) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Student HandoutResearch Project Guidelines #1: The Student Research Project . . . . . . . . . . . . . . . . . . . . . . . . 35Research Project Guidelines #2: Defining Your Community . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Research Project Guidelines #3: EH Website Evaluation Activity. . . . . . . . . . . . . . . . . . . . . . . . 39EH Websites for Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Research Project Guidelines #4: Sharpening Your Focus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49Research Project Guidelines #5: Collecting and Analyzing Information . . . . . . . . . . . . . . . . . . . 51Research Project Guidelines #6 Communication and Action . . . . . . . . . . . . . . . . . . . . . . . . . . . 55Research Project Guidelines #7: Final Presentation Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . 59Teacher ResourcesThe Quicksilver Question Web Module . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63Websites for Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67Other Curricula and Lesson Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71Environmental Health in the News . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77Environmental Justice Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81Materials developed by the Integrated Environmental Health Middle School Project (NIEHS Grant #ES10738 and #ES07033).Copyright 2005 University of Washington.HEART
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OverviewKey to Symbols& FitlthssneHeaThroughout this manual, you will encounter a variety of symbols. Icons clearlyindicate the SUBJECT AREA for which a lesson plan or resource is aligned.This icon in the margin indicates points in the lesson plan that provide goodOpportunities for Student Assessment.This icon in the margin indicates a handout that should be Copied andDistributed to Students.This icon in the margin indicates a Teacher’s Answer Key for a StudentHandout.Student HandoutTeacher KeyThis icon in the margin indicates content that relates to the core environmentalhealth concept of Exposure.This icon in the margin indicates content that relates to the core environmentalhealth concept of Toxicity.This icon in the margin indicates content that relates to the core environmentalhealth concept of Dose/Response.This icon in the margin indicates content that relates to the core environmentalhealth concept of Individual Susceptibility.This icon in the margin indicates content that relates to the core environmentalhealth concept of Risks and Benefits.This icon in the margin indicates content that relates to EnvironmentalJustice.This icon in the margin indicates content that relates to CommunityResources and Action.Materials developed by the Integrated Environmental Health Middle School Project (NIEHS Grant #ES10738 and #ES07033).Copyright 2005 University of Washington.HEART
Teacher ToolsHEARTMaterials developed by the Integrated Environmental Health Middle School Project (NIEHS Grant #ES10738 and #ES07033).Copyright 2005 University of Washington.
OverviewAbout the IEHMSPThe Center for Ecogenetics and Environmental Health (CEEH) at the University ofWashington, along with the New Mexico Center for Environmental Health Sciences at theUniversity of New Mexico, received funding from the National Institute of EnvironmentalHealth Sciences (NIEHS) for a collaborative seven-year project. The IntegratedEnvironmental Health Middle School Project (IEHMSP) trains middle school teachers inenvironmental health, giving them the expertise to help students identify and researchenvironmental health issues in their communities. The IEHMSP is part of a nationalEnvironmental Health Sciences as an Integrating Context (EHSIC) program funded bythe NIEHS. The IEHMSP involves teachers from a variety of subjects, as well as schoollibrarians and technology coordinators. Students and teachers from several districts inWashington and from several schools in New Mexico are participating.How to Contact UsAs the organizers of the Integrated Environmental Health Middle School Project, we arehere to serve as resources for students and teachers involved in the project. Pleasefeel free to contact any of us with questions, concerns or requests for more informationon a research topic.85IEHMSP Mailing Address:Integrated Environmental Health Middle School Projectc/o CEEH-COEP4225 Roosevelt Way NE, Suite 100Seattle, WA 98105Phone Number: (206) 616-7557Fax Number: (206) 685-4696IEHMSP Website: http://depts.washington.edu/iehmsp/The HEART Manual was compiled by:Kristen Clapper Bergsman, Katie Frevert, Lyle Rudensey and Jon SharpeMaterials developed by the Integrated Environmental Health Middle School Project (NIEHS Grant #ES10738 and #ES07033).Copyright 2005 University of Washington.HEART1
OverviewAbout the NIEHSThe National Institute of Environmental HealthSciencesThe National Institute of Environmental Health Sciences (NIEHS) is one of 25 Institutes andCenters of the National Institutes of Health (NIH),which is a component of the Departmentof Health and Human Services (DHHS). The Director of the NIEHS is Dr. Kenneth Olden.Mission StatementHuman health and human disease result from three interactiveelements: environmental factors, individual susceptibility and age. Themission of the National Institute of Environmental Health Sciences(NIEHS) is to reduce the burden of human illness and dysfunctionfrom environmental causes by understanding each of these elementsand how they interrelate. The NIEHS achieves its mission throughmultidisciplinary biomedical research programs, prevention andintervention efforts, and communication strategies that encompasstraining, education, technology transfer, and community outreach.About the Research CentersThe University of Washington (UW) NIEHS Center for Ecogenetics and EnvironmentalHealth strives to understand and communicate how genetic factors influence humansusceptibility to environmental health risks. Center researchers study the biochemicaland molecular mechanisms underlying human variability in response to environmentalexposures. The Center’s more than 50 core investigators hold appointments in 15departments within the UW Schools of Medicine, Public Health and Community Medicine,Law, and Pharmacy, as well as the Fred Hutchinson Cancer Research Center. The Center’sorganizational structure encourages collaboration among these distinguished scientists.For more information, go to: http://depts.washington.edu/ceeh/The New Mexico Center for Environmental Health Sciences is an NIEHS funded centerat the University of New Mexico (UNM) Health Sciences Center and Lovelace RespiratoryResearch Institute. The Center addresses the needs and concerns of Southwesterncommunities relating to environmental health issues and conducts basic and transnationalresearch on regionally-relevant environmental public health issues. Many New Mexico andTribal communities in the Southwest have historically borne a disproportionate share ofexposure to a wide variety of environmental toxicants in the air, water and soil, and recentevidence raises concerns that members of many communities are suffering adverse healtheffects from environmental exposures. The theme of this NIEHS Center is “EnvironmentalDisease and Health Promotion in Susceptible Southwestern Populations.”For more information, go to: http://hsc.unm.edu/envirohealth/2HEARTMaterials developed by the Integrated Environmental Health Middle School Project (NIEHS Grant #ES10738 and #ES07033).Copyright 2005 University of Washington.
OverviewIntroduction to the HEART manualThe Health & Environment Activities Research Tool (HEART) is an instructional tool.It is intended to provide guidance on how to incorporate environmental health intoyour curriculum by engaging students in locally relevant research projects.The manual contains four sections. Project Overview provides information aboutthe Integrated Environmental Health Middle School Project (IEHMSP). TeacherTools provides step-by-step information on planning environmental health researchprojects. Student Activities provides lesson plans, activities and worksheets to guidestudents as they develop research projects. Teacher Resources provides informationon environmental health curricula, activities resources and agency and communitycontacts.The mission of the IEHMSP is to enhance middle school students’ awareness of thefundamental relationship between the health of the environment and human health.Environmental health topics offer a natural way for students to make connectionsbetween math, language arts, social studies, science, health and fitness andtechnology. By using environmental health as the integrative theme across thecurriculum, the IEHMSP encourages teachers to work in interdisciplinary teams.The HEART manual helps teachers engage students in research projects focusedon locally relevant environmental health topics. Students are encouraged to use theresources in their local community and to report back their research findings to thatcommunity in some manner. Through the community research projects, students learnfirsthand about community structure, resources, and civic forums for communication.When students translate their research findings into constructive action that can betaken on their issue, they strengthen their own sense of place within the community. Inaddition, student projects have the potential to affect the general public, empoweringfriends, neighbors and community members to make informed, responsible choicesabout how they interact with the environment.The HEART manual is intended to help teachers plan problem-based learningexperiences for students, in the form of a community based research project. Problembased learning experiences are valuable for several reasons. By researching relevantenvironmental health issues, students will improve their critical thinking skills anddevelop a sense of personal involvement in societal issues that affect themselves,their families, and communities. Problem-based learning experiences can be studentdriven, in a way that allows the students’ own ideas, questions, theories and intereststo guide their investigation of the research topic. In this way, the students’ learning ismeaningful and relevant to their own interests. Students are encouraged to becomeexperts on their research topic, which in turn allows them to become active in theirown learning. Rather than seeking instruction from the teacher, the students have theopportunity to become the classroom expert on their topic by using primary sources.The research project experiences will also help prepare students for WashingtonState’s new graduation requirement for a culminating senior project. The skills learnedby students in communicating their research projects will better prepare them for thisgraduation requirement.The strength of the HEART manual is that it has a variety of resources and tools. To getstarted, take a look at the Step by Step Guide for Teachers. You will find recommendationson how to approach an environmental health research project with your students.Materials developed by the Integrated Environmental Health Middle School Project (NIEHS Grant #ES10738 and #ES07033).Copyright 2005 University of Washington.HEART3
OverviewSpecial Note: Teaching about Environmental HealthThe most important environmental health topics to share with students are thosethat have a direct impact on them and the things that they have control over in theirlives. By being aware of an environmental health issue in their own community,students can become empowered with that knowledge to reduce their personalrisks and lessen their opportunities to come in contact with the hazard.Environmental health hazards are present within your students’ own environment;at home, at school and in their community. With an understanding of coreenvironmental health concepts, students can learn how to protect themselves andtheir family members from these health hazards. The prevalence of environmentalhealth hazards makes it an important topic for the middle school curriculum.When teaching about environmental health issues, it is important to keep in mindthat some of the students in your class may be personally impacted by theseenvironmental exposures. Middle school students often want nothing more thanto fit in with crowd. Be sensitive to this by avoiding pointing out students in yourclass that may be impacted by an environmental health issue. Rather, let thembring their experience to the discussion, it they choose to do so.4HEARTMaterials developed by the Integrated Environmental Health Middle School Project (NIEHS Grant #ES10738 and #ES07033).Copyright 2005 University of Washington.
Teacher ToolsStep by Step Guide for TeachersThis manual will help you guide your students through the process of creating studentresearch projects around relevant environmental health (EH) issues. Focusing the projectson locally relevant environmental health issues is a great way to spark students’ interestin their own communities. The process of researching an environmental health issue andpresenting their findings allows students to develop their critical thinking and problemsolving skills. Whether you are working as part of a teaching team, or working alone,the student research projects provide many opportunities to make connections betweenmultiple disciplines.By following these steps, you will help your students build relevant environmental healthprojects, while meeting the Washington State Essential Academic Learning Requirements(EALRs), or your own state learning standards, in an effective and creative way.Step 1: Envisioning environmental health projectsWhat is a community-based EH research project?A quality research project that is focused around EH themes should aim to incorporatethe following components: The students should be able to choose research topics that are real and importantto them. Students should be actively engaged in choosing projects after they havedefined their community, explored local EH issues, and thought about what issuesare the most relevant to their lives. The students should examine how the following EH core concepts are related to theissue: dose/response, exposure, toxicity, individual susceptibility, risks & benefits,environmental justice, and community resources & action. The projects should benefit from teachers taking an interdisciplinary approach byeither working with teachers from other disciplines, or incorporating skills fromother disciplines into the projects. Most EH issues naturally integrate skills frommany disciplines; these skills will help enrich and guide the students’ research andpresentation. Students should seek out members of their community as information resources.There are many local experts and community members who are probablyknowledgeable and willing to help students with their research. Also, studentsshould be encouraged to use resources in addition to websites, such as books, films,newspaper articles and scientific studies. Students should present their research findings back to the community of concern,and should consider positive actions for enacting change.How do I begin?Begin by looking through the contents of the Teacher Tools section of this manual.The Curriculum Integration Web demonstrates how environmental health content isrelevant to a variety of disciplines. By engaging your students in EH research projects,they will be challenged to address questions and use skills from across the disciplines. Inaddition, you may to review Environmental Health Research Topics to provide you witha sense of the kind of research topics your students may choose as their project focus.Materials developed by the Integrated Environmental Health Middle School Project (NIEHS Grant #ES10738 and #ES07033).Copyright 2005 University of Washington.HEART5
Teacher ToolsReviewing the IEHMSP Student Learning Outcomes will give you a sense of the overalllearning goals of the IEHMSP, and how they relate to different disciplines. WashingtonState teachers will find the document, Connecting to the Washington State EssentialAcademic Learning Requirements (EALRs) useful in understanding what studentswill gain by completing a community-based EH research project, and how the projectsare aligned to the EALRs. Teachers from other states may find this information useful inaligning the project elements to their own state learning standards.Reading the Student Introduction: Environmental Health will familiarize you withthe seven core EH concepts and important vocabulary. Before beginning their researchprojects, all students should read this document.You may choose to use the Quicksilver Question Web Module as a way to introducestudents to the idea of conducting community-based research. The storyline of themodule models how students may investigate a local issue by assessing resources intheir community. You can preview the module by choosing the Quicksilver Questionoption from the IEHMSP website at http://depts.washington.edu/iehmsp/. Then,choose the Teacher tab, and follow the registration directions.The flow-chart on Research Project Guidelines #1: The Student Research Projectshows the process by which projects can be created. This chart parallels ResearchProject Guidelines #2: Defining Your Community, and the project guidelines onResearch Project Guidelines #4-6. Begin by guiding students in defining anddescribing their own communities. Who do they consider to be their community? Theirschool? Neighborhood? Cultural group in their neighborhood? Their city or town?Once students have done this, they can begin to think about the kinds of environmentalhealth issues that may be affecting their community. Oftentimes, these issues arise outof the process of looking around their own school or neighborhood. For example, atone school, a group of students took a walk around their school and began noticingthat there were a lot of cigarette butts on the ground. They decided to pick startpicking them up, and counting them. Soon they found 10,000 cigarette butts in thetwo-block radius around their school! The students made the connection between theenvironmental problem (litter) and the human health problem (tobacco smoke). Thisspurred the students to dive into projects concerning cigarette smoking and its effecton the health of their community.Step Two: Integrating into your curriculumHow will it fit with the rest of what I need to teach?Take a look at your teaching plan, and see how the EH projects might fit in. There maybe natural places to provide background information about the EH core concepts usingthe Introduction to Environmental Health handout and/or lessons from other IEHMSPcurricula. The Student Research Projects Curriculum Web provides ideas on howto integrate environmental health across disciplines and throughout your curriculum.The chart on Connecting to the Washington State Essential Academic LearningRequirements also provides information on how the different activities involved in theresearch projects are aligned to state learning standards in multiple disciplines.If you are working as part of a teaching team, you will want to discuss with partnerswho will take responsibility for teaching each part of the research projects and6HEARTMaterials developed by the Integrated Environmental Health Middle School Project (NIEHS Grant #ES10738 and #ES07033).Copyright 2005 University of Washington.
Teacher Toolspresenting each of the student handouts. Examining the Student Research ProjectsCurriculum Web may give your team some ideas on how different project elements fitinto your individual disciplines. As a team, you can plan out who will be responsible foreach step of the research process and for assessing the students’ work.How can I introduce the topic?We have two useful tools to help you introduce the topic of environmental health toyour students: a student reading with an accompanying PowerPoint presentation andan interactive web module. The topic of environmental health should be introduced using the StudentIntroduction: Environmental Health. An accompanying PowerPoint presentationcan be downloaded from our website at http://depts.washington.edu/iehmsp/. The Quicksilver Question Web Module is an exciting way to introducestudents to conducting community-based environmental health researchprojects. This interactive computer-based activity models the process ofresearching an environmental health project in a community. The module isdesigned as a problem-based learning exercise, where students must engagewith people and places around the fictional town of Quicksilver to investigatean environmental health issue. The Quicksilver Question Web Module canbe downloaded from our website; more information on the module and itsaccompanying extension activities can be found in the Teacher Resourcessection of this manual.How will it conclude?The student projects should culminate in some kind of presentation. Will the studentswork in teams and present as a group? Decide whether you would like the presentationsto be in-class, for the whole school, or open to parents and the larger community. Willthey present posters, PowerPoint presentations, use a town meeting format, debates?Brainstorm the possibilities, using the ideas on Research Project Guidelines #6:Communication & Action.How will I evaluate the projects?A rubric for evaluating student presentations is provided for teachers. The Rubricfor Final Project Presentations allows you to evaluate students’ research projects,ensuring that they included all of the required elements in researching an environmentalhealth topic. The teacher’s rubric also includes criteria for evaluating presentationssuch as organization, creativity, delivery, and teamwork. The teacher’s rubric is similarto Research Project Guidelines #7: Final Presentation Checklist, which is a toolstudents can use to make sure they have incorporated all of the essential elementsinto their research projects and presentations. The Final Presentation Checklistcorresponds to the steps outlined in the student research guidelines on ResearchProject Guidelines #4-6.How long will it take?Only you will know how much you (and your teaching team) can devote to theseprojects. Your timeline for student research projects might be as follows on the tablebelow. The sequence and time allotted to each activity will vary according to yourneeds, and there may be gaps between activities. You may also be able to work onthe projects while also covering other related topics and class material. As you can see,the suggested sequence below would require about twenty class periods to complete.Materials developed by the Integrated Environmental Health Middle School Project (NIEHS Grant #ES10738 and #ES07033).Copyright 2005 University of Washington.HEART7
Teacher ToolsClass PeriodsResearch Project Element1Introduce the topic of environmental health using the StudentIntroduction: Environmental Health and accompanyingPowerPoint Presentation.2-3Engage students in The Quicksilver Question Web Module,which models the process for undertaking a community-basedenvironmental health research project. (You will need access toa computer lab for this activity).4-7 (variable)Introduce the research projects using Research ProjectGuidelines #1. If students will be working in groups, makegroup assignments. Assign and discuss Research ProjectGuidelines #2 – 4. At this point, students will choose theirresearch topics and develop their focus questions. (Studentswill need computer access for several of these activities).8-13 (variable)Assign Research Project Guidelines #5: Collecting &Analyzing Information. (Students will need access to theresearch materials, computers and the library).14-17 (variable)Provide in-class time for students to plan their presentationsand create visual aids. Research Project Guidelines #6-7 willhelp them plan their presentations.18-20 (variable)Provide in-class time for student presentations, unless you areplanning a special event. The timing for student presentationswill depend on whether students are presenting as individualsor groups.Step 3: Following the project guidelinesThe Student Activities section of this manual includes research project guidelinesto help guide students through the process of researching and presenting theirenvironmental health projects. The activities are described below:Student Introduction: Environmental HealthThe Student Introduction provides students with the background knowledge andkey vocabulary they need about environmental health before proceeding with theirresearch projects.Research Project Guidelines #1: The Student Research ProjectThis handout introduces a model for the steps in conducting a community-basedresearch project. Students progress from examining their foundation knowledge tocollecting data and sharing their findings with the affected community.Research Project Guidelines #2: Defining Your CommunityThis handout walks students through the process of identifying and describing theircommunity, and identifying potential environmental health issues.Research Project Guidelines #3: EH Website Evaluation ActivityMost students turn to the Internet when conducting research. This handoutdemonstrates how students can critically evaluate each website they visit. A list of EHwebsites is included.8HEARTMaterials developed by the Integrated Environmental Health Middle School Project (NIEHS Grant #ES10738 and #ES07033).Copyright 2005 University of Washington.
Teacher ToolsResearch Project Guidelines #4: Sharpening Your FocusIn this handout, students sharpen their focus by identifying their environmental healthissue, developing their focus question, and identifying community resources.Research Project Guidelines #5: Collecting & Analyzing InformationStudents are now ready to collect research and analyze data about their environmentalhealth issue. This handout prompts students to consider human health effects,stakeholders’ viewpoints, and possible solutions.Research Project Guidelines #6: Communication & ActionThe culmination of the student research projects is the creation and delivery ofpresentations. This handout encourages students to approach their presentations withcreativity, while keeping them on track with the required elements. You may want toadd yo
here to serve as resources for students and teachers involved in the project. Please feel free to contact any of us with questions, concerns or requests for more information on a research topic. IEHMSP Mailing Address: Integrated Environmental Health Middle School Project c/o CEEH-COEP 4225 Roosevelt Way NE, Suite 100 Seattle, WA 98105
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