This Algebra II and Trig curriculum includes eleven units. Each unit contains an objective, "Do Now" (warm-up problem), procedure and a summary. The units employ a great variety of activities. All necessary information to carry out the activities are included; however, many of the activities do not include answer keys and rely on students having previous knowledge. Additional instruction by the teacher will be necessary. This curriculum contains many unique activities that will engage students.
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Air Sac Game
•Since the lesson focuses on
smoking cigarettes, be prepared for students to possibly pretend to smoke the
•Make sure that students get their
own straws and that they do not share or trade straws to prevent the spread of
•Allow children time to catch
their breath between rounds.
•If students have been diagnosed
with asthma, it is strongly recommended for the participant to serve as the
The purpose of this game is to provide students with a
visual representation of how smoking tobacco products damage the air sacs
within the lungs making it more difficult to breathe.
•Air Sac Tags
•Blood Stream labels
•Yarn or tape, for Air Sac Tags
•Tables or desks pushed together
to make a cafeteria-sized table
Use cafeteria-style tables. However, if cafeteria-style
tables are not available, arrange desks so that they resemble a cafeteria-style
table. Divide the class in half and assign each group to a different table.Cut out the “Air Sac Tags.” You may either tape them to students’ shirts or use
yarn to make necklaces.Lay the “Bloodstream” labels on the tables.For a class of 20 students, cut holes or slits
in ten of the straws to represent the damaged air sacs of the smoking team.
the class in half and designate students on each team as smokers or
non-smokers – one team of each!
to the students that the two teams represent the air sacs within the lungs
of the person who either smokes or does not smoke.Give each student an Air Sac Tag (see below) to help
them visualize that they are the air sacs within someone’s lungs.
both teams up at the end of two tables (lunch room tables, library tables,
desks, etc.) all facing the same way. Place the teams apart from one
another so that they can distinguish the difference between the teams.
team is given 15 cotton balls and straws for each team member.
their straws, each team must blow all of their cotton balls across the
table until they fall off the edge of the table. The cotton balls falling
off of the table represent the air sacs ability to release the oxygen into
team that blows all of their cotton balls off the far edge of the table
first wins the game.
smoking team still manages to win, mention that the students on the
smoking team are more out of breath than the non-smoking team.This illustrates that they still had to
work much harder to win.
the game over.This time make the
other team the smoking team so the students have a chance to experience
the game from both perspectives.
Discuss the following questions with the students. Which
team had the harder time blowing the cotton balls off of the table?Why was it harder for the smoking team to
blow the cotton balls off of the table?What
can you do to prevent yourself from having trouble breathing?