Duration: 13 min Middle School Grades: 6 - 8 CCSS, NGSS

PRESENTATION
ON

BRONCHIAL
ASTHMA

BY
PRACHI SHARMA
B.PT. 3RD YEAR
OVERVIEW

INTRODUCTION
ctives

PATHOPHYSIOLOGY
Standards

CLINICAL PRESENTATION

DRUG TREATMENT
INTRODUCTION

Asthma is a chronic inflammatory disorder of the

airways that is characterized:

 clinically by recurrent episodes of wheezing,

breathlessness, chest tightness, and cough, particularly at
night/early morning.

 physiologically by widespread, reversible narrowing of

the bronchial airways and a marked increase in bronchial
responsiveness.
CLASSIFICATION
 5
4. Plant vs. Somatic cell: Is there any difference? min

Open the model of the “Plant cell” located in the Plant Biology library in the Lifeliqe app.
Use the model to evaluate the parts of the cell your students are supposed to be familiar
with already (based on their knowledge of somatic cells).

Point out the unknown parts which are specific to plant cells. Encourage students to make
guesses and suggestions about the roles of these new parts. You can ask the following
questions:
• What might be the function of the chloroplast?
• If a human’s cells contained chloroplasts, would we still need plants?

Make a brief introduction of Chloroplast and its role in the plant cell:

A chloroplast is an organelle specific to plant cells that contains chlorophyll, which make
plants green. It is also responsible for enabling the essential chemical process called
photosynthesis. Thanks to it plants can convert sunlight into chemical energy and feed
themselves. At the same time they are producing a valuable resource for mankind, oxygen,
which we need for our survival.

Click on the model to interact

5. Activity – Every cell is unique
25
min

Tools:
Paper, Crayons, Computer with interactive board or data projector, Lifeliqe “Somatic cell” 3D model.

Instructions:
• Form groups of 3-4 students. These groups will have to draw their own somatic cell of various shapes with their appropriate parts.
• The instructor will personally assign by name each group a part of the somatic cell they should omit. Then the individual group must correctly identify the missing part and determine what ability or
characteristic the somatic cell would lose without it.
• After 10 min., ask every group to come in front of the class and present their own somatic cell. The other students are encouraged to determine the missing object and evaluate its lost factor. The group
presenting then checks the correct answers of their classmates. Compare the drawing with the LifeLiqe 3D model of a somatic cell.

6. Explain the subject topic – How a cell divides: Mitosis 10

min

Provide basic information about Mitosis. You may also elicit the beginning of the topic with a question concerning reproduction.

Mitosis describes a process in which chromosomes in a cell nucleus are separated into two identical sets, each ending with its own nucleus. It is referred to as a division of the nucleus.
It is often followed by cytokinesis, which divides the cytoplasm, organelles, and cell membrane into two new cells with an equal share of these parts.

7. Activity – How do cells reproduce? 10

min

Duration: 10 minutes preparation

15 – 20 minutes (depending on the number of groups)
Tools: Computer (with or without Internet connection), data projector or interactive board, LifeLiqe “Mitosis” 3D model, PowerPoint or Keynote

Preparation:
•Prepare screenshots of the Mitosis model with the following phases using the Share function of the Lifeliqe app. Mix the slides so that the phases are not in order.
•You can prepare more presentations with mixed variations. You can see the correct order in table 1.
•Prepare a file document with the names and brief descriptions of the phases, which can be found in a table 1. You can use your own.
Instructions: Interphase: The cell is undertaking metabolic activity
and preparing for the asexual reproduction (mitosis).
• Form groups of 6 students.
• Provide students with the presentations and document file.
• Students should find the correct order of phases and write down the correct
descriptions to them. They can use Lifeliqe “Mitosis” model and Internet to
help themselves.
•
Prophase: Chromatin in the nucleus starts to condense,
After a given duration for their preparation (5–7 minutes), have them present
resulting in the nucleolus disappearing. Centrioles move
their results. Each of the students should describe one phase (or more if you to opposite ends of the cell.
choose smaller groups).

If any mistakes in the order of the images are made or if the text parts are incorrectly
attached to the images, try to correct them through a series of questions.
Prometaphase: Prometaphase is marked by the
dissolution of the nuclear membrane.
Kinetochores are created by proteins attached to
the centromeres. Chromosomes start to move.

Metaphase: Chromosomes are aligned by spindle fibers

along the center of the cell nucleus. This ensures the
proper chromosome separation for each new nucleus.

Anaphase: The paired chromosomes separate

Click to open in Lifeliqe and move to opposite sides of the cell.
Telophase: Chromatids arrive at opposite poles of the
cell, new membranes form around the nuclei.

Telophase: Chromatids arrive at opposite poles

of the cell, new membranes form around the nuclei.
 15
8. Present the topic - Mitosis in real life min

Connect to the previous activity. Open the model of “Mitosis”

located in the Human Biology library in the Lifeliqe app. Here you
can show the animation, stopping it whenever you want to
describe a phase.

1. Spindle Fiber

2. Centrosome

3. Nucleus Membrane

4. Chromosome

5. Centriole

6. Cell membrane

Click to open in Lifeliqe

 10
9. Activity – See the world of a cell inside an onion min

Tools: Microscope, slice of onion.

Slice an onion and place a sample of it under a microscope. You should be able to
zoom in to a sufficient degree of detail to see the cells alone. If zoomed deeply
enough, the nucleus of each cell can be seen as a shadow dot.

This experiment should raise the following questions:

• Do cells need a source of nutrients in order to thrive and develop? If so, what
internal parts of the cell ensure food storage?
• What is a visible result of the mitosis process of the cell in the onion? (The growth of
the onion and its development.)
• Will the sliced part of the onion be able to thrive and develop further? (Question for
discussion.)

"Onion Skin Epidermal Cells: How to Prepare a Wet Mount Microscope Slide" by Tami Port is licensed under CC BY 2.0
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