Lesson: What a Gas
|
Teacher: |
Kaylan Duthie |
|
Unit Theme/Course: |
Human Respiration – 7th Grade Life Science |
|
Date: |
November 30th-31st |
|
Timing: |
1.5 days |
Rationale/Goal:
· Students will draw upon a previous lab during the digestions unit where they investigated diffusion, and this time learn about diffusion of gas through a membrane
· Problem: How does CO2 get past the membranes in our body?
Overview:
Students will determine whether carbon dioxide can pass through a membrane through an activity that will provide evidence. They will pour carbonated water into a membrane and place in bromothymol blue solution. They will find that the carbon dioxide will diffuse through the membrane, demonstrated by a color change in the test tube outside of the membrane. In the body, oxygen and carbon dioxide are exchanged as blood circulates, and it is important that gases be able to easily cross membranes.
|
Learning
Objectives [cognitive,
academic, language, socio-cultural] |
Assessment
Criteria |
|
Students can explain how gas moves across a membrane |
Gas (carbon dioxide) diffuses from the alveoli to the capillary |
|
Student can trace the pathway of carbon dioxide exiting the body |
Carbon dioxide diffuses from the capillary to the aveoli, then passes out through the trachea, and then exits through the nose or mouth. |
EALR:
|
6-8 SYSA |
Any system may be
thought of as containing subsystems and as being a subsystem of
a larger system. |
Given a system,
identify subsystems and a larger encompassing system (e.g., the
heart is a system made up of tissues and cells, and is part of the
larger circulatory system). |
|
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. |
|
6-8 INQA Question |
Scientific inquiry involves
asking and answering questions and comparing the answer with what
scientists already know about the world. |
Generate a question that can be answered through
scientific investigation. This may involve refining or refocusing a
broad and ill-defined question. |
|
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. |
| what_a_gas_lesson_plan.pdf |
| what_a_gas_worksheet.pdf |
