Lesson: Sponge Bob and Party Blowers
Teacher: |
Kaylan Duthie |
Unit Theme/Course: |
Human Respiration – 7^{th} Grade Life Science |
Date: |
November 15^{th} and 16^{th} |
Timing: |
2 Days |
Rationale/Goal:
· Students will learn that a person cannot exhale the entire amount of air in their lungs through the use of a model and experimental evidence.
· Problem: If your lungs hold about 6 liters of air, how much air (liters) can you exhale?
·
Overview:
Lungs have a large internal surface area mad up tiny sacs called alveoli, enabling them to hold large amounts of air. Students will explore various aspects of lung capacity during this lesson through two activities. In the first activity, students will measure the amount of water soaked up by a dry sponge, how much can be squeezed out, and determine the amount of water remaining in the sponge. The sponge can be compared to the branching alveoli in the lungs. In the second activity, students will use a bag graduated in liters to determine how much air they can breathe out, and then compare that to the average 6 liters lungs can hold.
Learning
Objectives [cognitive,
academic, language, socio-cultural] |
Assessment
Criteria |
Students will use a sponge to model the vital capacity of lungs, and show that they cannot exhale the entire contents of their lungs |
Student will complete the data table and perform correct calculations to determine the amount of water remaining in a sponge |
Students will graduate and assemble a device that measures vital capacity |
Students will define a liter ruler as measuring volume. |
Students will determine their own vital capacity |
Using the graduated bags, students will complete 2 trials for each individual and determine an average amount of exhaled air for each student. |
Students will understand why lung capacity is important. |
Students will list five factors that affect lung capacity, and describe the effects of oxygen shortages on the body. |
EALR:
6-8 INQB Investigate |
Different kinds of questions suggest different kinds of
scientific investigations. |
Plan and conduct a scientific investigation (e.g., field
study, systematic observation, controlled experiment, model, or simulation)
that is appropriate for the question being asked. Propose a hypothesis, give a reason for the hypothesis, and
explain how the planned investigation will test the hypothesis. Work collaboratively with other students to carry out the
investigations. |
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. |
sponge_bob_lesson_plan.pdf | |
File Size: | 381 kb |
File Type: |
sponge_bob_worksheet.pdf | |
File Size: | 794 kb |
File Type: |