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SCIENCEThe Human BodyScience The Human BodyLesson PlanContentEssential QuestionsObjectiveClassroom ActivitiesAssessmentStandardsWeek ThreeRespiratory SystemLesson 9Introduction to the LungsIntroduction to the lungsby reading, Breathe In, Breathe Out: Learning About Your Lungs by: Pamela Hill Nettleton What do we use to breathe? Why is oxygen important to the body? What are the three major parts of the respiratory system? What is carbon dioxide? Students will be able to demonstrate the power of their lungs.Students will be able to define the trachea, lungs, and diaphragm. Students will be able to label the parts that make up the respiratory system by using the correct vocabulary. K-W-L Chart Blow up balloons. Journal (What happened to the balloon when air was blown into it. How does this resemble our lungs?)Cut and paste the respiratory system, put in correct order and label. K-W-L ChartReviewing journals to make sure students are on right track.Collect worksheets Rubric Standard 1Scientific Inquiry Key Idea 1:Key Idea 3: S3.1aS3.2aS3.2S3.4bEnglish Language ArtsStandard 1: Language for Information and UnderstandingLesson 10Parts of the lungs and their functions. Watch a short clip about the lungs: Hands on lesson on lungsOxygen flowJournal writing. Calculate respiration rate. How do you know there is oxygen in the air? How is oxygen transformed into carbon dioxide? What happens to oxygen when it enters your lungs? How are the trachea, lungs, and diaphragm related? .Students will discover the functions of the respiratory system. Students will be able to diagram the oxygen cycle.Students will be able construct a model of the lungs. Students will be able to calculate and document data on respiration rate.Students will be able to document, draw, and write an explanation to their observations during an experiment. Create a model of the lungs, by using a bottle and a balloon. Journal (Draw and write a paragraph of the oxygen cycle and its importance to the human body.)Worksheet on vocabularyCreate a relation chart. Perform a class experiment to prove that oxygen is all around us by using a candle and water. Reviewing journals to make sure students are on right track.RubricObserve students during group work.Observe note taking by regrouping after video. Engineering DesignKey Idea 1T1.4T1.4aMathematical AnalysisKey Idea 1M1.1M1.1aM1.1 bStandard 4English Language ArtsStandard 1: Language for Information and Understanding Lesson 11 Lung CapacityIntroduction to new vocabulary.Center time activities.Making connections to past lessons, circulatory, muscular, and respiratory. Journal writingCreating diagrams of the respiratory system.Creating models to demonstrate different functions of the respiratory functions. Where are the bronchial tubes located?What is the purpose of the bronchial? How many bronchioles do we have in each lung? What are alveoli and capillaries? How are your lungs, heart, muscles, and blood flow related? Students will measure the amount of air the lungs are able to hold.Students will be compare and contrast lung capacity with others, and form a conclusion as to why their peers had different results. Students will be able work as a group to gain an understanding of different functions of the respiratory system. Students will be able to make connections on how the lungs, heart, muscles, and blood flow are related, through written expiation as well as visual. Perform an experiment of lung capacity. Compare and contrast worksheetCreate a model of how the diaphragm works in the human body.Group work on making connections from other body systems. Poster of combined systems working together. Journal (Why do people have different levels of lung capacity? Is it possible to expand our lung capacity and how? ).Reviewing journals to make sure students are on the right track. Hand in lessons from learning centers.RubricObserving students while working in groups during learning center times.Observing students when conducting a class experiment by the questions they ask and answer. Engineering DesignKey Idea 1T1.4T1.4aMathematical AnalysisKey Idea 1M1.1M1.1aM1.1 bStandard 4Standard 6: Interconnectedness: Common ThemesKey Ideas 1 and 2English Language ArtsStandard 1: Language for Information and Understanding Lesson 122 daysHealthy vs. Diseased Tobacco use.Harsh chemicals that enter our lungs.IllnessPrevention to keep our lungs healthy. Review. How is a healthy lung different from an unhealthy lung? What contributes to unhealthy lungs?How can we prevent our lungs to become infected? Students will research ways to prevent health problems that affect the respiratory system.Students will be able to list and gain an understanding of health problems that can affect the lungs. Students will be able to differentiate a healthy lung vs. an unhealthy lung. Virtually dissect a healthy lung and a diseased lung. (Smart Board creation)Journal (List 4 ways a person can prevent their lungs from becoming diseased. List an explanation for each.) Give end of the week assessment test.Reviewing journals to make sure students are on right track.RubricAssessment through observation.Grade end of week test.Engineering DesignKey Idea 1T1.4T1.4aMathematical AnalysisKey Idea 1M1.1M1.1aM1.1 bStandard 4Standard 7: Interdisciplinary Problem SolvingEnglish Language ArtsStandard 1 ................
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