Classroom Activities
Time is Running Out
Time Needed: Minimal (Enough time to instruct student assigned to timer and to explain to the entire class the significance of the activity.)
Materials Needed: A timer.
Instructions: At the beginning of class, assign one student to set the timer for ten minutes and to reset it for another 10 minutes each time it goes off. Remind students that another person is added to the national organ transplant waiting list every time it goes off.
Student Writing Activity: Have students complete the activity by writing an essay about what things they do that take about ten minutes. The significance of this portion of the activity is to help students to realize how easy it is to take ten minutes for granted and yet how significant that same period of time is to someone else. Discuss as a whole group.
Materials Needed: A timer.
Instructions: At the beginning of class, assign one student to set the timer for ten minutes and to reset it for another 10 minutes each time it goes off. Remind students that another person is added to the national organ transplant waiting list every time it goes off.
Student Writing Activity: Have students complete the activity by writing an essay about what things they do that take about ten minutes. The significance of this portion of the activity is to help students to realize how easy it is to take ten minutes for granted and yet how significant that same period of time is to someone else. Discuss as a whole group.
Every Breath I Take
Time Needed: Approximately five minutes
Materials Needed: Small straws/stirrers (the type that are used for coffee and tea drinks) – one per student
Instructions: Give a small straw/stirrer to each student. Have the students hold their nose and breathe through their straw for 20 seconds. This demonstrates what it is like to be waiting for a lung transplant, struggling for each breath. Ask your students to imagine what it would be like to wait this way, often needing to use an oxygen tank for months.
Curriculum Connection: Discuss the impact that smoking has on lung function and increased risk of cancer and emphysema.
Supplemental Activity: After the activity, ask the students to write a short story or journal entry as someone who is waiting for a lung transplant. Encourage them to imagine what it would be like to do everyday activities that they now take for granted and to write about it.
Materials Needed: Small straws/stirrers (the type that are used for coffee and tea drinks) – one per student
Instructions: Give a small straw/stirrer to each student. Have the students hold their nose and breathe through their straw for 20 seconds. This demonstrates what it is like to be waiting for a lung transplant, struggling for each breath. Ask your students to imagine what it would be like to wait this way, often needing to use an oxygen tank for months.
Curriculum Connection: Discuss the impact that smoking has on lung function and increased risk of cancer and emphysema.
Supplemental Activity: After the activity, ask the students to write a short story or journal entry as someone who is waiting for a lung transplant. Encourage them to imagine what it would be like to do everyday activities that they now take for granted and to write about it.
Make sure your family is aware of your donation decision.
Knowing your intentions will provide comfort to your family.
Most families want to follow through on their loved ones’ final life-giving wishes.
The next of kin of registered donors under the age of 18 still must
consent to donation before it can be carried out.
Knowing your intentions will provide comfort to your family.
Most families want to follow through on their loved ones’ final life-giving wishes.
The next of kin of registered donors under the age of 18 still must
consent to donation before it can be carried out.
