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Lesson Plan

Day: Friday Date: September 2016

Time: 10:05 Year: 8

Learning Area: Science Topic: Respiratory System


Curriculum content description: (from ACARA) (SCASA) ACSSU150
Elaborations
identifying the organs and overall function of a system of a multicellular organism in
supporting the life processes

describing the structure of each organ in a system and relating its function to the
overall function of the system

examining the specialised cells and tissues involved in structure and function of
particular organs

comparing similar systems in different organisms such as digestive systems in


herbivores and carnivores, respiratory systems in fish and mammals

Students prior knowledge and experience:


(Outline what the students already know about this topic)
Students will have been introduced to the topic by the mentor teacher so they
will have a basic grounding in the topic. I expect that the students will know what
the respiratory system is for (breathing) and also have a knowledge of the parts
that make up the system.
It is an academic class that is quite intelligent but they have a tendency to get
off track driven by their curiosity; I will have to be cognisant of this and ensure
that any questions relate back to the topic at hand.
Learning purpose: (May refer to the Elaborations of the curriculum content description
here)
-

Construction of a working model of the respiratory system.

Learning objectives:

Evaluation:

On completion of this lesson, students

(Explain how you will know that lesson

will be able to:

objective have been achieved / monitor

(What will students know and be able to do

student learning)

at the completion of the lesson specific,

Questioning the students and assessing their

concise and attainable objectives)

responses.

Describe the process of inhalation

Observing the students during their lessons.

and exhalation
Describe the function of the different

Quality of model.

components of the respiratory system

Does the model work.


Mentor teacher feedback.
Student Teacher colleague feedback.

Preparation and Resources:


(Detail what resources will be used and what other preparation of the learning environment
will be required)
10 x plastic bottles
30 x balloons
Masking tape
Scissors
Rubber bands
Writing materials
Approximately 20 minutes and small group time.
Catering for diversity (detail any adjustments considerations for educational/resource
adjustments)
I will cater for a variety of learning types by including kinaesthetic, audio, and visual
learning methods such as making the lungs, asking questions, and having images for the
visual learners.

Timing:

Learning Experiences:
1. Introduction:

(How will I engage the learners?)

Huffy puffy what can you hear working? How many breaths in a day? 17 000!
Breathing is the process of cellular respiration, bringing in oxygen and removing
carbon monoxide
Reading of the process of inhalation and exhalation.
Divide class into groups of 3 (10 groups).
Handout instructions.
2. Sequence of learning experiences: (What will you do to help the
students achieve the learning objectives? What tasks and activities will
the students be involved in to help achieve the learning objectives?)
Read instructions
When you inhale the diaphragm contracts and flattens and your rib cage
expands. This increases the volume of your thoracic cavity allowing oxygen to
flow into your lungs.
Supervise students making their models.
1. what happens when the diaphragm is pulled down?
2. What happens when the diaphragm is released?
3. Asthma why? ( Something irritates the airways causing a narrowing
causing the bronchi and bronchioles to narrow making it harder for air to
move into the lungs)
4. What causes hic-coughs (irritation of the diaphragm) world record 68
years 430 million hic-ups
3. Lesson conclusion: (How will you summarise the learning and relate it
to the lesson objectives?)
Do you have to remember to breathe? (no, controlled by your brainstem)
Are their animals that have to remember to breathe?
How much air do you think is taken in with each breath?
Can fish drown? (yes if there is not enough oxygen dissolved in the water they
will drown).
Packing/Cleaning up the classroom and waiting for bell depending on the time
remaining.

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)
I should of put the questions that I was going to ask on the board so the students
can follow along if they miss me saying them aloud.
I wasnt expecting the kids to be as boisterous as they were and if they are I need
strategies to keep their attention.
Most of the kids worked out what I wanted them to according to my lesson plan
and I enjoyed teaching the lesson. I was also impressed with the overall quality of
the lungs that the students made