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Lesson Plan

SUBJECT/Grade:

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COURSE/Type/Code:

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LESSON TITLE :

Grade 10 Academic Science

Suggested Time:

SNC2D

The Respiratory System

75 minutes

Classroom Organization: Students sitting in groups of four per table

Planning Information:

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Curriculum Connections

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Overall Expectation(s):

Investigate systems in animals using research and inquiry skills, including laboratory techniques

Specific Expectation(s):

Explain the primary function of the respiratory system in animals

Learning Goal(s) or Enduring Understandings:

Learn how oxygen enters the body

Learn how carbon dioxide leaves the body

Understand how the lungs and diaphragm help us breathe

Essential Questions:

How do you think oxygen and carbon dioxide are moved between our lungs and the atmosphere?

What is the role of the diaphragm?

How do molecules most often move?

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!Prior Knowledge Required (the knowledge/concepts and skills students must possess to be successful in this
lesson)

Parts of the respiratory system

trachea

Lung

bronchioles

alveoli

diaphragm

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Differentiated Instruction Details

How will you differentiate your lesson? Provide details

Think, Pair, Share

- to assess prior knowledge
- to allow students to ease into class by giving them the opportunity to socially share ideas in a group
- to get students to actively begin thinking about the lesson content.

Four, Two, One

- to assess what students learned from the lesson
- to give the students a change to reflect on the content of the lesson to better solidify their understanding

!Resources


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OISE lesson plan template

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Appendix A:

model lung

respiratory system mind map

Appendix B:

homework reading

- http://scc.scdsb.edu.on.ca/

!Agenda (to be listed on board)

1. Think Pair Share

2. Building a Lung model

3. Four Two One

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Minds On (Hook)
Establishing a positive learning environment
Connecting to prior learning and/or experiences
Setting the context for learning

Whole Class Think Pair Share Squared

Time: 10 minutes

Students are asked to on their own think about how oxygen from the atmosphere gets into
their bodies which will be written on the board when they come in

After two minutes of coming up with their own answer students will then share their
answers with a partner

once each partner has explained to the other what they think they will choose the
components they like best and then share that with another group of two

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Connections

L: Literacy

AfL, AoL: Assessment
for/of Learning

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AfL

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Action

Introducing new learning or extending/reinforcing prior learning

Providing opportunities for practice and application of learning (guided > independent)

Groups of 2 Building a Lung model

Time: 50 minutes

I will begin the activity with an analogy on the movement of molecules

basketball analogy of molecules:

- imagine the oxygen molecules are basketballs

- inside this room there are so many basketballs that not another one could possible fit in here.

- but when the door is open the basketballs inside want to get out into the hall because there is lots of
space out there for them.

- so if we think about a room full of basketballs with very little space we could say that the room is high
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pressure, and the hallway where there is maybe just a few basketballs and lots of space, is an area of
low pressure.

the basketballs want to flow from the area of high pressure to the area of low pressure.

so after thinking about that movement of basketballs, we will begin an activity that will model for us
how oxygen molecules use this to get into our bodies.

Students will use provided materials to construct a working model of the respiratory
system
materials required

- water bottles

- straws

- small + large balloons

- scissors

- tape

- modelling clay

directions

- cut the opening off a small balloon and stretch balloon around one end of the straw then reinforce with
tape

- cut the end off a water bottle

- cut the neck off the large balloon and stretch it over the cut end of the water bottle

- insert straw w small balloon attached into the water bottle

- use the modelling clay to hold the straw in place at mouth of bottle



students will answer questions on worksheet using their model as a guide

Questions

- what happens to the small balloon when you push the big balloon up into the bottle? When you pull the
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big balloon away from the bottle?

what part of the body does the straw represent?

what part of the body does the small balloon represent?

what part of the body does the big balloon represent?

after considering the model, describe what happens to our bodies when we breath.

describe how the model lung differs from a real one.

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AfL: Strategy/Assessment
Tool

worksheet

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Consolidation and Connection

Helping students demonstrate what they have learned

Providing opportunities for consolidation and reflection

Whole Class Four Two One

time: 10 mins

Students will write four words that best describe what they learned from the activity

From the four words students will choose the two most relevant words to the lesson

Students will further narrow down their words to one final word best describing the
content of the lesson

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AfL

On the Smartboard Respiratory System will be written in a bubble

Using the words that each student chose, the teacher will construct a mind map to outline
the key points to the system.

Extension/PREP/Hwk

We now understand how our lungs bring oxygen into our bodies and how carbon dioxide
is expelled. Next let us discover how these molecules are transported through the body.

Students should read and understand the provided reading on the circulatory system and
identify words of interest for discussion next class.

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Teacher Reflection on Lesson: (to be completed after teaching, you do not need to fill this out for this assignment, just
an FYI for reflective practice)

Aspects that worked:

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Changes for next time:

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Appendix A

carbon
dioxide

oxygen

Respiratory!
System

diaphragm

lungs

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Appendix B

THE CIRCULATORY SYSTEM

The TRANSPORT or CIRCULATORY system connects all other systems. This

system performs four (4) principal functions:

Transportation of oxygen and carbon dioxide

Distribution of nutrients and transportation of wastes

Maintenance of body temperature

Circulation of hormones

Structure of circulatory system

Three general components:

FLUID (blood) in which materials are transported

System of BLOOD VESSELS in which the fluid moves in

PUMP (heart) that pushes fluid throughout system

The heart is divided into four (4) chambers:

ATRIA: top two chambers, thin walls, RECEIVE blood

VENTRICLES: bottom two chambers, thick walls, PUMP blood

VALVES: these are found between atria and ventricles and where ventricles empty

into arteries that leave the heart

ex. Atrioventricular valves: a) bicuspid valve- between RA and RV

b) tricuspid valve- between LA and LV

Semilunar valves: found between ventricles and arteries

Function of Valves: to ensure blood flows in ONE DIRECTION only

- prevents blood from going the wrong way

There are THREE main types of blood vessels:

1. ARTERIES:

carry blood AWAY from the heart

THICK walls (extra muscle)

blood under high pressure

largest called the AORTA

most have HIGH amounts of OXYGEN except

pulmonary artery (low O2

goes to lungs)

ARTERIOLES: small arteries

2. CAPILLARIES:

smallest blood vessels

where exchange of materials between blood and

cells occurs

one cell thick

3. VEINS:

carry blood BACK to the heart

THIN walls (less muscle)

blood under LOW pressure

contain VALVES to keep blood moving in one

direction

VENULES: small veins

Blood flow through vessels:

Heart - arteries - arterioles - capillaries - EXCHANGE - venules - veins - heart

BLOOD COMPONENTS

Normal adult contains about five liters (5L) of blood.

Blood: 55 % liquid - called PLASMA

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45 % cells - 1 % WBC (white) , rest are RBC (red)

PLASMA: functions carries dissolved nutrients, hormones, wastes, and

antibodies

BLOOD CELLS:

WBC: - white

- many types, called LEUKOCYTES

- function: protect the body from invading microorganisms and toxins

- cells have a nucleus

RBC: - red

- contain hemoglobin: an iron-containing protein which helps blood

carry OXYGEN and CARBON DIOXIDE

- with oxygen the blood is bright red

- with carbon dioxide blood is dark red

- cells do NOT have a nucleus

PLATELETS: - small cell fragments (not really true cells)

- job: help blood CLOT by working with SERUM proteins