Heather Wanstedt

Unit Lesson – Respiratory System

Title of activity: The Respiratory System

Concept covered in activity:

Grade level or other prerequisites for activity: High School

Standards:

CO Science Standard 2.6 (Cells, tissues, organs, and organ systems maintain relatively stable internal environments, even in the face of changing external environments) http://www.cde.state.co.us/scripts/allstandards/COStandards.asp?glid=15&stid2=7&glid2=2

CO Science Standards 3.5 (the human body functions in terms of interacting organ systems composed of specialized structures that maintain or restore health) http://www.cde.state.co.us/cdeassess/documents/OSA/standards/science.pdf

National Standards F (Personal health) National Standards C (Life Science – organization in living systems)

Learning objectives:

Students will be able to: Describe the function and workings of the respiratory system. Name, in order, the structures through which air passes as it travels through the respiratory

system. Describe how gas exchange takes place in the human body. Recognize the importance of a healthy respiratory system. Define key vocabulary terms associated with the respiratory system. Make observations, comparisons, apply concepts, and make measurements.

Materials: Editorial rubrics for each group

Instructional planning:

Reserve the computer room several weeks before the lesson. Your will need the computer for at least two days. Recommend reserving the room for three days just in case the students need the extra time to research.

Make sure that you have enough rubrics of the paper and the debate for all the students plus extras in case some lose their copy.

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Procedure/activity

Student Activity Teacher Activity

Engage

Look at a picture of bicyclistso Group Discussion – answer questions

using individual white boards (or page protectors with a piece of paper inside)

Using Visualso Propose questions for discussion

1. What do you assume is happening in the picture?

2. How do the cyclists feel?3. How do you feel when you do

something as strenuous as bicycle racing?

4. Do you know how exertion leads to hard breathing, sweating, and a need for water?

5. What is the respiratory system?6. How do you think hard exercise

causes the respiratory system to work harder?

Explore

Group Discussion – Why do we breathe?o Form groupso Answer questions

Take notes in scientific notebookso Draw and label diagrams wrote up on

the board. Use colored pencils.

Facilitate Group Discussion on “Why do we breathe?”o Show them pictures of several

animals and ask them to describe the method of breathing? Ex. Fish (gills), insects (tracheae),

earthworm (skin), frogs (skin & lungs)

o Next show them pictures of a scuba diver, and astronaut, and an airplane passenger.

o What do these individuals have in common?

o Why is oxygen necessary?o How is the waste CO2 produced?

Give notes on the anatomy of the respiratory systemo Draw diagrams on the board

See page 6-9 for sample notes I suggest spreading the notes out

over all the days of lecture if possible.

Explain Complete the Lab - Breathing and Holding Your Breath (http://serendip.brynmawr.edu/sci_edu/waldron/)o Get into groups of 4 – everyone must

participate in the activity

Guide students through the lab. Answer any questions and assess collaboration efforts.

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Assign each team member a role (recorder/reporter, reader, manager, and technician)

o When finished, paste lab into scientific lab notebooks and turn in notebooks.

Elaborate

Notes on emphazema and other lung diseases

Smoking Activityo Get into pairs or groups of 4o Conduct a survey on the issue of

banning smoking in all public places as a health measure. Groups should determine the type of people (teacher, students, adults) they will survey and develop the survey. You must ask a minimum of 3 questions.

o Next produce an editorial page for the school newspaper that expresses an opinion on banning smoking in public places to reduce possible health hazards. The editorial must include:1. Background information about the

respiratory system2. Editorial cartoon (pro or con)3. Guest editorial in support of

banning smoking in public and a guest speaker opposing banning smoking in public.

Provide brief notes on emphazema and other lung diseases

Activity - Answer any questions and assess collaboration efforts.

Evaluate Turn in Editorial

Editorialo Give students rubric before they

write their paper.o Assess the students’ ability to

demonstrate research skills.o Analyze and synthesize datao Assess students’ ability to write an

argument paper (literacy). Sentence structure Paragraph structure

Assessment:

Formative (informal and/or formal)

Class Discussion (informal)

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o To check for comprehension, or if I need to go over the topic again but in a different way.

Group Discussion (informal)o For group collaborationo To check for comprehension, or if I need to go over the topic again but in a different

way. Lab Notebooks Smoking Editorial

o Give students rubric before they write their paper.o Assess the students’ ability to demonstrate research skills.o Analyze and synthesize datao Assess students’ ability to write an argument paper (literacy).

Sentence structure Paragraph structure

Summative (usually formal)

Rubrics for Grading

Editorial Rubric on pg 5

Anticipated misconceptions/alternative conceptions

Accommodations/modifications of activity for any special needs students (special education, ELL, and gifted/talented)

For students who have IEPs or other special assistance, set different expectations for the presentation based on their abilities. Also, change the test to be at their reading level and/or simpler questions. They may also need extra time on all their assignments and test.

For ELL students, a translator may be needed to help them understand what is happening in the video. Also, allow for extended time to complete tasks, modified assignments (shorter), interpreting, and transliterating.

For the gifted/talented students, separate them among the different groups or keep them all in the same group. Have them explore the concepts more in depth and encourage independent study of the content. On the test, create more difficult, deeper level of thinking questions.

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5-4 3-2 1

INTRODUCTIONBackground/HistoryDefine the Problem

Thesis Statement

Well-developed introduction engages the reader and

creates interest. Contains detailed background

information and a clear explanation of the problem.

Thesis clearly states a significant and compelling

position.

Introduction adequately explains

the background of the problem, but may lack

detail. Thesis states the problem.

Background details are a random collection of information, unclear, or not related to the topic. Thesis and/or

problem are vague or unclear.

MAIN POINTSBody Paragraphs

RefutationConclusion

Well-developed main points directly related to the thesis.

Supporting examples are concrete and detailed.

Refutation acknowledges opposing view logically and

clearly. Conclusion effectively wraps up and goes beyond

restating the thesis. Commentary is logical and well

thought out.

Three or more main points are present, but one may lack

details. Refutation paragraph

acknowledges the opposing view and summarizes points.

Conclusion effectively summarizes topics.

Commentary is present.

Less than three main points, and/or poor

development of ideas. Refutation missing or

vague. Conclusion does not summarize

main points. Commentary is not

present.

ORGANIZATIONStructure

Transitions

Logical progression of ideas with a clear structure that

enhances the thesis. Transitions are mature and

graceful.

Organization is clear. Transitions

are present.

No discernable organization. Transitions

are not present.

MECHANICS AND STYLESentence flow, variety

DictionSpelling, punctuation,

capitalization

Writing is smooth, skillful, and coherent. Sentences are

strong and expressive with varied structure. Diction is consistent and words well

chosen. Punctuation, spelling, capitalization are correct. No

errors.

Writing is clear, but sentences may lack variety. Diction is appropriate. A few

errors in punctuation,

spelling, capitalization. (1-4)

Writing is confusing, hard to follow. Contains

fragments and/or run-on sentences. Inappropriate diction. Distracting errors in punctuation, spelling,

capitalization.

SOURCESUse of sources

FormatRelevant/reliable

Sources are smoothly and logically integrated into the text, and clearly explain the

ideas. Accurate format. Sources are relevant and

reliable.

Source material is used. Sources are

accurately documented, may

contain a few minor errors in format.

Lacks sources and/or sources are not

accurately documented. Format is incorrect for all

sources.

CARTOON CREATIVITYIdea (pro or con) is clearly

relayed. Thought and effort went into creating cartoon.

The idea was sort of relayed.

No show of any effort or thought.

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Editorial Rubric

Respiratory Notes

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