Lesson 4 respiratory system
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(1) The lesson plan describes Day 4 of a unit on the respiratory system. (2) The objectives are for students to be able to describe diffusion in the lungs and use the words "oxygen" and "carbon dioxide" correctly. (3) The 7Es lesson plan involves students reading about diffusion, participating in a diffusion demonstration, answering exit ticket questions to evaluate understanding, and discussing their responses.
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The lesson plan aims to teach students about the digestive system. It includes objectives, subject matter, and procedures. The procedures involve motivating students with a puzzle activity about the digestive system. The teacher will then present and discuss the key parts and functions, including digestion and absorption in the mouth, esophagus, stomach, small intestine, large intestine, and excretion. Students will work in groups to trace the food flow and discuss the importance. They will identify organs on a chart and answer evaluation questions to assess learning. For homework, students will research digestive disorders.
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- 1. Day 4 in Unit Unit: Respiratory System Lesson: 4 Date: 11/30/12 Stage One Part A. Objectives and Criteria for Success Mastery Objective of the Lesson: - You will be able to describe diffusion in the lungs Language Objectives: - You will use the words “oxygen” and “carbon dioxide” when discussing diffusion in the lungs. Formative Assessment of Student Understanding 1. Your exit ticket will… a. Explain that during diffusion, oxygen enters and carbon dioxide leaves the bloodstream. What is really important for kids to know by the end of class? During diffusion in the lungs, oxygen enters the bloodstream and carbon dioxide leaves the bloodstream. 7Es Elicit Part B. The Plan (60 minute block) Teacher Does Students Does Share out and Time Once students are seated, I will Write answers to the read the question aloud. While question in their students are writing, I will notebooks. circulate and read their answers. Circulate and help as needed. Look for noteworthy answers. 5 min Lead discussion. Why do you think that you yawn? CT/Co-resident Does Dower – sit next to Seth. Discuss answers. 10 min
- 2. Day 4 in Unit discuss Ss answers What might students say/do/write during this phase? you’re sleepy/tired, you saw someone else yawn, you’re bored, you’re at school Explore 1 Facilitate reading Read aloud. Circulate and help as needed. 10 min Explain 1 Add Put glossary words on ELMO. Copy words into glossary. Circulate and help as needed. glossary Instruct students. words “alveoli” “oxygen” “carbon dioxide” What might students say/do/write during this phase? They will write the definitions. Oxygen: a gas your body needs Carbon dioxide: a gas your body needs to get rid of Alveoli: a tiny air sac in the lungs where your body exchanges carbon dioxide and oxygen 10 min Explore Diffusion: “the exhibition” activity 10-15 min Reading about yawning What might students say/do/write during this phase? Students will be reading the article out loud. Explain and Participate in the Help as needed.
- 3. Day 4 in Unit Students will either be CO2 or Oxygen and move through the respiratory system, following the path these molecules take. Parts of the room will be labeled with the body parts. facilitate the activity. exhibition as an O2 or CO2. Watch while the other group goes. Direct students when they are confused. Oxygen will enter through the mouth and travel down the esophagus into the lungs. In the lungs they will diffuse into the blood stream, where they will continue to move through the body and then diffuse into the other body parts. CO2 will be crowded in the body parts and will diffuse into the blood stream. It will then diffuse into the lungs and travel out through the mouth. What might students say/do/write during this phase? Students should not be talking (oxygen and CO2 don’t have mouths) Evaluate Exit slip: How does diffusion work in the lungs? Read the question Write down their Collect exit slips from students aloud. Circulate and answers. who are finished. Ms. Smith – read students’ make sure Eyleen understands answers. the question. What might students say/do/write during this phase? The carbon and the oxygen switch places. The oxygen spreads out. They go from a more crowded place to a less crowded place. Explain 2 10 min Discussion Facilitate discussion. Participate in the Circulate and help as of the exit discussion. needed. Mr. Dower slip will sit next to Seth. question 5 min
- 4. Day 4 in Unit What might students say/do/write during this phase? Oxygen diffuses out of the alveoli. Carbon dioxide goes in. The carbon and the oxygen switch places. The oxygen spreads out. Evaluate Students will answer the same question as before. Students will be asked Collect exit slips from students who are finished. Ms. Smith – make sure Eyleen understands the question. What might students say/do/write during this phase? Oxygen diffuses out of the alveoli. Carbon dioxide goes in. The carbon and the oxygen switch places. The oxygen spreads out. They go from a more crowded place to a less crowded place. Stage Two Connections to MA State Frameworks and BPS Standards MA frameworks want students to compare body systems. To compare the body systems, students need to know about them. Scientific Content Standards How have students been prepared for this lesson? Students have been introduced to the anatomy of the respiratory system. Big Ideas How will you follow up on this lesson? The Do Now for the next day will be: How are the villi and the alveoli similar? How are they different?
- 5. Day 4 in Unit 1. Diffusion Anticipated Student Strengths/Obstacles/Difficulties 1. Strengths: Understanding more to less crowded 2. Obstacles: Understanding how CO2 is more crowded in the blood Differentiated Instruction: • • ELLs: The reading has been modified for the ELLs. All questions will be read aloud. Students with IEPs: The reading will be read aloud for all students. This will help the students with IEPs. All questions will be read aloud.