Lesson: Breathing Models
Teacher: |
Kaylan Duthie |
Unit Theme/Course: |
Human Respiration – 7th Grade Life Science |
Date: |
November 5th, 8th, 9th |
Timing: |
3 days |
Rationale/Goal:
· Breathing is the mechanical process of moving air into and out of the lungs
· Models have strengths and limitations
· The respiratory system is made up of organs with special structures and functions
Overview:
This is the first lesson in the unit on human respiratory and circulatory systems. The lesson begins with students creating a class list of what they already think they know about breathing, allowing me to identify their preconceptions. They will then explore what happens when they inhale and exhale by first attempting to create their own model using a syringe and balloon. The students will then complete a reading about the process of breathing, and label diagrams of the respiratory system. Then they will recreate the syringe model, incorporating any new knowledge. Last, they will observe a bell jar model of breathing and compare the strengths and weaknesses of both the syringe and bell jar models. Later on in the unit, the students will return to the list of what they think they know about breathing, and have the opportunity to make any modifications or additions.
Learning
Objectives [cognitive,
academic, language, socio-cultural] |
Assessment
Criteria |
Students will share any prior knowledge of the breathing process/respiratory system. |
Students will complete individual class T-Charts representing what they know. |
Students will create a model to represent how human lungs work |
Students will create an accurate model based on 4 criteria and then draw and label the diagram, indicating what parts represent the lungs, diaphragm, pleural cavity, and ribs. |
Students will describe how the breathing models are similar to and different from the actual phenomenon |
Students will complete a T-chart with at least 3 strengths and 3 weaknesses listed for either the bell jar or syringe model. |
Students will gain a preliminary understanding of the anatomy of the respiratory system. |
Students will have accurately labeled diagrams of the respiratory system in their journals, along with new vocabulary words. Students will have completed the second journey handout describing structures and functions of the respiratory system. |
EALR:
6-8 INQE Model |
Models are used to represent objects, events, systems, and processes. Models
can be used to test hypotheses and better understand phenomena,
but they have limitations. |
Create a model or simulation to represent the
behavior of objects, events, systems, or processes. Use the model to
explore the relationship between two variables and point out
how the model or simulation is similar to or different from the actual
phenomenon. |
6-8 LS1C |
Multicellular organisms have specialized cells that perform different functions.
These cells join together to form tissues that give organs their
structure and enable the organs to perform specialized functions within
organ systems. |
Relate the structure of a specialized cell (e.g., nerve and
muscle cells) to the function that the cell performs. Explain the relationship between tissues that make up
individual organs and the functions the organ performs (e.g., valves
in the heart control blood flow, air sacs in the lungs maximize
surface area for transfer of gases). Describe the components and functions of the digestive,
circulatory, and respiratory systems in humans and how these systems
interact. |
breathing_models_lesson_plan.pdf | |
File Size: | 661 kb |
File Type: |