Day Eight Lesson Plan: Biology 20

Name: Alana Kozak Grade/Subject: Biology 20 Unit: Human Systems

Topic: The heart/Circulatory system Date: March 13, 2014 Length of Lesson: 160 min

KSAs: 4,5,6,9
General Learning Outcomes
GLO 1) Students will explain how the human digestive and respiratory systems exchange energy and matter
with the environment.
GLO 3) Students will explain the role of the excretory system in maintaining an internal equilibrium in
humans through the exchange of energy and matter with the environment.
(Nature of Science Emphasis)

Specific Learning Outcomes
20-D1.1k Identify principle structures of digestive and respiratory systems
a) mouth, esophagus, stomach, sphincters, small and large intestines, liver, pancreas, gall bladder
b) nasal passages, pharynx, larynx, epiglottis, trachea, bronchi, bronchioles, alveoli, diaphragm, rib muscles, pleural membranes
20-D1.5k Explain exchange of matter and transfer of thermal energy between the body and the environment
(via breathing, and removal of foreign material and heat loss.)
20-D1.3k Explain enzyme action and factors influencing their action.
20-D1.4k Describe chemical and physical processing of matter through digestive and circulatory system.
20-D3.1sts Explain that the goal of science is knowledge about the natural world.

Learning Objectives
Students will:
1. Identify key structures of the respiratory system.
2. Explain how matter is transferred between the body and the environment via respiration
3. Explain how matter is transferred between the body and the environment via breathing
4. Explain the factors that affect enzyme function.
5. Describe physical processing of matter through the digestive system.
6. Describe chemical processing of matter through the digestive system.
7. Explain how science is knowledge of the natural world.

Key Questions
*What are key structures in our respiratory system? (1)
* How does oxygen from the air get into our bloodstream (2)
*What are the components of respiration? (2)
*How do we cycle carbon dioxide and oxygen through the body? (2)
*What is the difference between breathing and respiration? (2,3)
*How does the shape and environment of an enzyme alter its function (4)
*What is the difference between chemical and physical processing? (5,6)
*How is science a knowledge of the world around us? (7)

Assessment Methods
- Whiteboards (1,2,3)- respiratory structures, define breathing vs respiration, gas exchange graph
-Questioning (in all areas and throughout the lesson)
-Diseases posters (7)
-Snowball- 2,3
-Textbook questions (4,5,6)
Resources Consulted
1. Biology Program of studies
2. Student Notes and Problems by Castle Rock Research
3. Biology 20 ch 8 and 9 questions Wikenheiser
4. Nelson Biology 20-30 textbook
5. Nelson Biology Online Teacher Resource Center
Materials/ Equipment
Ch.9 Powerpoint
Whiteboards and markers
Class list
Ch.8 digestion quiz
Computers
Ch 8 and 9 Assignment questions (35
copies)
Gas exchange graph
Crash course video
Before Class
Have fun fact ready to go
Set up smartboard and powerpoint
Print off gas exchange diagrams and ch 8
and 9 practice questions
Greet students as they come in
INTRODUCTION (14 min) 8:03am
Prayer/ Scripture of the day (2 min)
-Blurb on Lent from book in class
What am I? (10 min)
Nitrogen intro- have components of air up on the board (Nitrogen, Oxygen, Carbon dioxide, ETC?)
On whiteboards write the percentages for each component (their guesses)
Show each of the percentages- how close were their guesses?
-If the main ingredient in the atmosphere is nitrogen, why dont we find it in our bodies?
*Talk with partner, write down some ideas. (2 min)
Get up, find some one else, share what you came up with (1-2 min)
*size of nitrogen particles
*we breathe it in (pressure gradient) but our bodies can use nitrogen
*what is nitrogen used for? Do we need it to live? Why or why not?

Agenda and Questions (2 min)
-Business (homework)
-Respiratory system review
-Respiration vs breathing
-Gas exchange activity
-Concentration and diffusion (Run, Run, Run!)
-Ewwwwdiseases :/
-Video Not like the gall bladder one

Homework- How many have handed in their digestion storybooks?
-If hand is not up please come talk to me during break

BODY (134 min) 8:17am
Respiratory System Review (1) (15 minutes)
*What are key structures in our respiratory system? (4)
-Posters: Paper or whiteboards (give a choice)
-Include the structures of the respiratory system and their functions
*try to complete without the note package
-8 min to complete
-students will present their poster to another partnership (say what structures they have and how
they function)
-go through the class (pick partnerships to say one structure and their function)
-We will cover the nasal passages, pharynx, larynx, epiglottis, trachea, bronchi, bronchioles, alveoli,
diaphragm, rib (intercostal) muscles

Respiration( 2,3 ) ( 41 min) 8:32 am
* How does oxygen from the air get into our bloodstream (2)
*What are the components of respiration? (2)
*How do we cycle carbon dioxide and oxygen through the body? (2)
*What is the difference between breathing and respiration? (2,3)

ASK LOTS OF QUESTIONS (REPEAT QUESTIONS/concepts as I go) AS I GO.
-Breathing vs Respiration (whats the difference?) (5 min)
-Write down definitions on whiteboards.
-hold up and come to a consensus
Breathing-movement of air between body and environment
Respiration-exchange of oxygen and carbon dioxide between environment and cells (includes gas
exchange, and cellular respiration)
*Cellular respiration=internal or external respiration (slide 6 of ch 9 ppt)
-Gas exchange: show the graph (8 min) 8:37am
:go through each question together
(ie. read #1- write down your answer for number one
-15 seconds to write your answer. Keep your whiteboards down, everyone show answers at
the same time.
*different levels in each structureWhy would the levels be different?
:How does oxygen from the air get into our bloodstream? (goes into the alveoli and is
transferred into the capillary network around the alveolar sac)
*gas exchangeregulated by diffusion/concentration gradient

-Diffusion/Concentration (12 min) 8:45am
-Everything moves on a concentration gradient (from high concentration to low-move from lots to
little)
Swimming pool analogy: if pool is super crowded in one area, move away where you have
more space to swim. Move from area with a lot of people to an area with less people.
-perfume/air freshener example (spray it, strong at first, then spreads out=milder smell)
Water on clothes- get a drop on you and it spreads out on clothes (doesnt stay a drop)

*How would this relate to oxygen and carbon dioxide in our bodies?
Run, run, run activity
-Count how many times you breathe in one minute.
-write it down
-What are some exercises you can do in one spot? (do them as they name them)
-stand up and run in the spot for 30 seconds.
-do 15 squats
-jumping jacks (12 as fast as you can)
*After exercise okay now that your blood is moving, get out a pencil. Time for a test. (wait
about 10-15 seconds for them to react).
*STOP- theres NO test.
Now count how many times you breath in a minute.
*Is it more or less? Why?
-Body is under physical stress
-breath more (high CO2 in body, low in atmosphere- go from highest concentration
to lowest)
-also high CO2=low O2 so oxygen will move from higher concentration in
atmosphere to low concentration in body.
: How does our body know its supposed to breathe more?

Chemoreceptors (8 min) 8:57am
-Oxygen chemoreceptors (in Arteries/heart) & Carbon dioxide chemoreceptors (in medulla
oblongata: Brain)
-CO2 chemoreceptors: most sensitive
:primary regulators
(if high CO2, chemoreceptors send message to intercostal muscles and diaphragm to
increase breathing rate)
*Once CO2 goes down, receptors go to sleep=normal breathing
-O2 chemoreceptors: Back up system

*If carbon dioxide chemoreceptors detect low CO2, what would oxygen chemoreceptors detect?
: detect low oxygen, send signal to brain=signals to intercostal and diaphragm.
*In what situations would the oxygen chemoreceptors have to take over?
(brainstorm with partner)
(Where can you find less oxygen? I love hiking (hint) )
*relate back to nitrogen at the beginning
-high altitudes

Oxygen Transport (8 min) 9:05am
-Who has heard of the term hemoglobin? (raise of hands)
* guesses on what it does or where its found?
Hemoglobin- increases bloods ability to carry oxygen
-CAR ANALOGY (pick a couple of students to demonstrate the concept with me)
: Hemoglobin= car with lots of seats
:Oxygen = people
: can carry lots of oxygen at once.
*Carbon Monoxide poisoning if carbon monoxide sits in the seats first
they stick there and oxygen cant get in the car.
*What do you think kicks in at this point when there is low oxygen?
-oxygen receptors kick in
*How do they work?
-send signal to brain, send signal to diaphragm and intercost.
-increase breathing
=more oxygen= pushes out the carbon monoxide
(if small amounts. Big amounts of carbon monoxide=death oxygen isnt
strong enough to push out a whole car full of carbon monoxide)
*have students reiterate the analogy to me

Snowball review (8 min) 9:13am
-write something you learned about breathing vs respiration
-crumple it into a ball
-stand by window or lab benches (2 sides)-take a pencil with you
-On GO, throw (throw lightly) the snowball to the otherside (keep throwing)
-You want to be on the side with less snowballs at the end
-On STOP- grab one, open it, tell the person beside you what is on your sheet, write something you learned
about diffusion/ concentration gradients
-On GO- repeat process
-On STOP- repeat process, share with person beside them, write something you learned on chemoreceptors
(carbon dioxide or oxygen)
-Repeat
-Write something they learned on Oxygen transport
-Find person on other side of the room and share your list with them

Respiratory and Digestive Diseases (6) (30 min) 9:30am
-Split students in half (half look up respiratory diseases, half look up digestion diseases/conditions)
Guidelines: what is it? What causes it? What structures does it affect?
***make sure it is relevant!
***relate it to the structures in the body we have talked about- ie. celiacs- what is happening in the
body that causes it?
-Look up your information.
-Add your information to the appropriate poster (2 respiratory, 2 digestive)
*Write your disease, structures it affects (and how), and what causes it
**If the disease you looked up is already on the poster, just add your information to the
stuff that is already there.

Textbook Questions (4,5,6) (40 min) 10:00am
-Each get an assignment sheet.
-complete the numbers indicated on the sheet (dont have to do the others)
-Complete them and hand them into me when finished
-complete all questions.
-Respiratory first, then digestive system and enzymes
-share textbooks
-work alone or with a partner (BUT EVERYONE NEEDS TO WRITE DOWN their own answers. I
should have an assignment from everyone)
-can work in library or cafeteria, but dont need to be at a computer (textbook, note package, phone if
needed)

CLOSURE 7 min (10:40 am)
Whiteboards- Each partnership write down 10 things they know (about enzymes, digestion, respiratory
system, carbohydrates, lipids, proteins, etc)
-Get up and find another set of partners that isnt close to you.
-Share what you got with each other.
Pick random partnerships to share three things they had.
***When done, clean off whiteboards, place them back at the front-markers away and tissues in the
garbage


Sponge Activity
Crashcourse video on respiratory and circulatory system (12 min)