Student name: Student ID:Lesson Plan

Curriculum Area Science Year Level 8Learning objective (from Unit Overview) for this particular lesson

Multicellular organisms are made up of various organ systems that each carry out specialised functions and when working together properly they allow organisms to survive and reproduce.

More specific learning objectives are identified on the page below.

Essential questions for this lesson Why does the respiratory system play an important role in our body?

How does the digestive system interact with the respiratory system of the human body?

Lesson number from unit i.e. 10, 11 & 12 of 12 Length of lesson 2x90min and 1x45 minSuggested content or outline of lessonUsing the information from your pre-assessment task design a lesson based on different levels of readiness.

1 Whole class: The lesson will begin by getting students to complete the ‘Why do we need

energy?’ activity – In groups of 3 or 4 students will have 2 minutes to act out different activities that your body requires energy for.

Before presenting to the class students will be given 5 minutes to brainstorm and rehearse activities.

The teacher will list all of the activities presented on the white board. Students will be given a Preassessment task that involves labelling the

respiratory system diagram and writing the respiration word equation (See Appendix A). This assessment will help me to identify the students who have prior knowledge on the respiratory system and also those who don’t. This will allow me to differentiate my learning menu accordingly

2 Activity, introduce the Learning Menu: Students will be given the learning menu task sheet and marking

checklist. The teacher will discuss with students how the learning menu works

and the time frame they will have for the tasks to be completed. For this section of the lesson the teacher will be the facilitator for

students learning. This task involved inquiry based learning.3 Whole class debrief: Together as a class students will for groups of 4 to participate in the class

‘Who wants to be a millionaire’ quiz. This is a fun and engaging activity aim to test student’s knowledge on the

respiratory system of humans. Prizes may be given out to the winning groups Students will then complete an exit card before leaving the lesson.

Check for understandingi.e. exit card

A 3-2-1 Exit card will be used to formatively assess what students learning from the lesson and to also see what they did and didn’t enjoy about it. (See Appendix B for exit card template).

Visual, verbal, tactile and technological supports

When explaining the structure and function of the major organs in the respiratory system I will show a PowerPoint slideshow while explaining the information so that students can take notes. Following that method I will present the class with the learning menu that will need to be completed over the next three lessons. This learning menu has been differentiated to cater for each student’s interested and learning profiles.

Instructional approaches Teacher directed, visual and tactile experiment, group/collaborative work, student directed learning, inquiry learning, bodily kinaesthetic, creative writing, musical

Resources or supplementary materials

Projector, equipment each of the tasks in the learning menu (See the appendices below), computers with Internet access, exit cards (Appendix B), Pre-assessment task (Appendix A), task sheets (See appendices)

Classroom environment I will create a safe environment within the classroom so that students will be able to complete the task in groups within the class.

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Differentiated Learning Menu (linked to Ass 1 content)Topic: Living things! – Breathing and respiration Curriculum Area: Science Year Level 8 Lesson no(s): i.e 10, 11 and 12 of 12

Brief description: This learning menu investigating the respiratory system fits in very well with the multicellular organisms unit. Students began the unit by looking at how specialised cells make up tissues, and how the tissues form organs. Students then learnt that different organs make up organ systems within an organism, with a particular focus on the human body. The two main system looked at were the digestive system and the respiratory system. The respiratory system is a great follow on from the digestive system as it shows how the glucose produced from the digestive system is broken down to create energy for the body.

Learning Objectives: As a result of completing the Learning Menu activities students will:Understand that (concepts, principles, ideas)

Structure and function of each major organ in the respiratory system

Oxygen diffuses through the thin wall of the alveoli into the blood

Carbon dioxide diffuses from the blood into the alveoli The large surface area of the alveoli in the lungs speeds up this

process

Know (facts, vocabulary, dates, information) The organs and overall function of the respiratory system of

human’s in supporting the life processes The respiration is a metabolic reaction carried out in all living

cells (including plant cells) to provide energy for the cell Respiration releases energy from substances such as sugar

(glucose)

This Learning Menu is differentiated by (Mark all that apply): Readiness Interest Learning Profile

When and how this Learning Menu will be used in the context of the unitThis learning menu will be used in the final week of the multicellular organism unit. It will be the final human body organ system that students will investigate before moving on to the next topic.

Assessment criteria (How will you know that the students have achieved the objectives through their completion of the Learning Menu activities?) Can use a rubric or checklist.

Attach as appendices – not to exceed 1 page.

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Be able to do (skills, processes) Write a word equation to show that glucose combines with

oxygen to produce water and carbon dioxide, and a supply of useful energy

Perform experiments to show that air breathed out by a person contains carbon dioxide and water

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Learning Menu Contract

Topic Name: Breathing and Respiration Due: At the end of week 4. Students will have 1 week to complete the task.

Expectations: For this task to be completed by the due date you must complete all items in the main dish, plus two items from the side dishes and at least 1 task from the dessert menu.

Main Dishes (you need to do all of the tasks)

1. Watch the PowerPoint presentation on the respiration system and complete the respiratory system fill in the blanks worksheet (Appendix C).

2. Complete the ‘testing for the products of aerobic respiration’ activity (Appendix D)

3. In groups of 2, work together to complete the lung dissection practical activity (see Appendix E). Each student must answer the discussion questions individually.

Side Dishes (Choose 2 of the 4 tasks)

1. Write a short story about ‘a day in the life of an oxygen molecule’ that is making its way around the human body during respiration.

2. Create a model to demonstrate how the human lungs work when you breath in and out. Include labels on the model and explain the process of how the lungs work to your teacher. ( See appendix F for task sheet)

3. Complete the ‘Why do we breath more when we exercise’ activity (Appendix G). Present your finding in a report or an oral presentation.

4. Create a song/poem/rap that explains the functions of each of the main organs in the respiratory system.

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Dessert (Chose at least 1 of these activities to complete)

1. Pick a human organ system to research. Investigate the main organs present in the system and identify the overall structure and function of the system. These findings should be present in a poster or PowerPoint presentation.

2. Research and find out what hiccups are and what causes them.

3. Research and investigate how respiratory system of an underwater organism differs from that of humans.

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Explanatory NotesThe Australian Curriculum states that, all students are entitled to rigorous, relevant and engaging learning programs drawn from the Science curriculum (Australian Curriculum, 2015a). As teachers we are accountable to create teaching and learning programs that build on students’ interests, strengths, goals and learning needs, and address the cognitive, affective, physical, social and aesthetic needs of all students (Australian Curriculum, 2015b) .

When creating this learning menu I aimed to cater for all students’ different learning profiles and interests by using multiple learning activities that were based around students centred learning to teach the respiratory system content knowledge. For example this learning menu incorporates many different task that involves a variety of learning approaches such as, creative writing, musical expression, inquiry learning, visual and tactile experimentation and group work. Furthermore, I have also aimed to incorporate a bodily kinaesthetic component to the lesson by introducing the topic with a method that involved students acting out activities in small groups.

Pre-assessment is an effective tool, as student responses will signal any prevailing misconceptions, which the teacher can then address through instruction (McTighe & O'Connor, 2009). Therefore, I have designed a Preassessment task that will allow me to quickly and efficiently identify students’ different levels of knowledge in regards to the respiratory system topic (See Appendix A).

When students are learning through differentiation of interest and learning styles they are more likely to successfully achieve the desired student learning outcomes. According to Sternberg, it is vital that teacher take into account students' styles of thinking if one hopes to reach them. This means differentiating instruction in a way that helps students, at least some of the time, capitalise on their stylistic preferences (Sternberg & Zhang, 2005).

All students have their own preferred methods of learning. According to McTighe and O’Connor, Students differ not only in how they prefer to take in and process information, but also in how they best demonstrate their learning (McTighe & O'Connor, 2009). Some students learn best by “doing” things, whereas others thrive on oral explanations or creating visual representations. This learning menu incorporates a wide variety of assessment tasks to provide all students with equal opportunities at success. For example, one of the tasks involves a creative writing task, and another task allows students to create a model representation of a lung.

According to Carol Tomlinson, teachers need to support all students in stretching to achieve a next level of competency with important skills and ideas (Tomlinson, 2012). Therefore, in order to support all of my students, I have created a learning menu contract that aims to cater for unique interests and learning styles of all students in the class. All students will be required to complete the same task from the main dishes sections, but they will be complete different tasks from the side dishes and desserts sections. This gives all students the opportunity to complete tasks that are more interested in and suit their preferred learning styles.

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References:

Australian Curriculum, Assessment and Reporting Authority. (2015a). the Australian Curriculum - Science Student Diversity Overview. Retrieved March 19, 2015

Australian Curriculum, Assessment and Reporting Authority. (2015b). the Australian Curriculum - Student Diversity Advice. Retrieved March 19, 2015

McTighe, Jay, & O'Connor, Ken. (2009). Seven practices for effective learning. Kaleidoscope: Contemporary and Classic Readings in Education, 174.

Sternberg, Robert J, & Zhang, Li-fang. (2005). Styles of thinking as a basis of differentiated instruction. Theory into Practice, 44(3), 245-253.

Tomlinson, Carol Ann. (2012). How to differentiate instruction in mixed-ability classrooms: ASCD.

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Appendix A:

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Appendix B:

Appendix C:

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Use the words in the box to fill in the blanks.

airbronchioles

carbon dioxidehiccupmouth

oxygentracheayawn

diaphragmsneeze

inhalerespiratory

bronchiwater vapor

blood

exhalecough

pharynxnose

alveoli

All animals need ________________ to make energy from food. We get this oxygen from the _____________ that we breathe. In order to get the oxygen into the blood where it can be transported to the rest of the body, the air travels through a system of organs called the _______________ system.

When you ________________, air enters the body through the _______________ or the ____________. From there it passes through the ______________, which forces air into the _______________ and food into the esophagus. The air travels down the trachea into two branching tubes called ________________ and then on into ________________. Finally, the air reaches the ________________ where gas exchange takes place

In the lungs oxygen from the air enters the _______________. At the same time, the waste gas ____________________ leaves the blood and then leaves the body when you ___________________. Some __________________ also leaves the body when you exhale, which is why mirrors get foggy when you breathe on them. The ______________ is the muscle that controls the lungs.

It is important to keep the respiratory system clear so oxygen can keep flowing into your body. If something gets in your nose and irritates it, you ___________________. If something gets in your trachea or bronchi and irritates it, you _________________. If something irritates your diaphragm, you _________________. Finally, if the brain thinks you are not getting enough oxygen, then it forces you to _________________.

Appendix D:Name: ____________________ Date: ___________

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Testing for Carbon Dioxide

Aim: ________________________________________________________________________________________

Prediction: I predict that there will / will not be carbon dioxide in my breath.

Method:1. Half fill a test tube with limewater.2. Using a straw, gently breathe out into the limewater.3. If the limewater turns cloudy then carbon dioxide is present.4. Draw what you did in the space below.

Results:When I breathed out into the limewater it ___________________________________________________________

Conclusion:When I breathe out my breath does / does not contain carbon dioxide. I know this because ______________________________________________________________

Evaluation: -____________________________________________________________________________________________

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Name: ____________________ Date: ___________

Testing for Water

Aim: ________________________________________________________________________________________

Prediction: I predict that there will / will not be water in my breath.

Method:1. Breathe out onto a watch glass.2. Place a piece of cobalt blue paper onto the breath.3. If cobalt blue paper turns pink there is water present.4. Draw what you did in the space below.

Results:When I tested my breath with cobalt blue paper it ____________________________________________________

Conclusion:When I breathe out my breath does / does not contain water. I know this because ______________________________________________________________________

Evaluation: -____________________________________________________________________________________________

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Appendix E:

Lungs Dissection

Answer these questions as you dissect the lungs.

Activity: Dissection of a sheep’s lung

Aim: The aim of this activity is to dissect sheep lungs and to show their internal structure.

Materials requiredDissecting board or piece of cardboard (A3 size)Sharp knife or scalpelRubber tubingDisposable plastic gloves

Safety precautionsPlease observe the laboratory rules and take care when using a sharp knife or scalpel blade.

Instructions1. Carefully observe the different parts of the lungs

2. Note the texture of the different parts of the lungs especially the lung tissue and the ridged trachea and bronchi.

3. Insert rubber tubing into the trachea and pinch the sides of the trachea against the tubing.

4. Now inflate the lungs by blowing into them and then remove your mouth from the tubing IMMEDIATELY and point it away from you or your group members.

5. What enables the lungs to return to their normal size?

6. Carefully dissect the lungs. Start by cutting through the front of the trachea and then follow the branches until you end up at the tips of the bronchioles.

7. Locate the oesophagus behind the trachea.

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The Lungs

1) Draw a quick diagram of the lungs as they appear in front of you. Label the right and left sides.

2) Which lung is the smallest and why?………………………………………………………………………………………………

3) In which part of the body are the lungs found?………………………………………………………………………………………………

4) Describe the appearance of the Trachea and draw a diagram below.………………………………………………………………………………………………

………………………………………………………………………………………………

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5) What is the function of the cartilage rings?………………………………………………………………………………………………

6) Name the flap that protects the trachea when we are eating.………………………………………………………………………………………………

7) Complete the following paragraph:

The trachea branches off into two __________. These further divide into smaller tubes called ____________. These then end with air sacs called _____________.

8) What happens in the alveoli?………………………………………………………………………………………………

9) Describe what happens when you blows air into the lungs.………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

10) Label the diagram below:

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Appendix F:

Fake Lung Experiment

The lungs are essential organs to all mammals. It is the organ that allows for gaseous exchange to ensure we get the most important product Oxygen into our bodies and also exhale the waste products. Today we’re going to find our how lungs work by making a fake lung.

Sometimes it is hard for kids to understand how body parts works and being able to label a diagram is not enough.

What you will need

A plastic bottle (2L) 2 straws An elastic band Scissors 2 small balloons 1 large ballon Sticky tape Play dough

Method

1. Remove the bottom of your bottle

2. Tie a knot in one end of the large balloon and snip of the fat end

3. Stretch this end around the bottom of your plastic bottle

4.  Put a straw in the neck of one of the small balloons and secure tightly with the elastic band but not so that you crush the straw.The air must flow through so test it with a little blow through the straw to see if the balloon inflates.

5. Repeat step 4 with the other straw and small balloon,

5. Put the straws and the balloons into the neck of the bottle and secure with the play dough making a seal around the bottle – make sure that again, you don’t crush straw.

Your lung is finish and now for the action

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Hold the bottle and pull the knot of the balloon at the bottom and watch

what happens?

You should find that the balloon inside the bottle inflates, and that as you

let go it deflates.

The science bit.

As the knotted balloon is pulled it creates more space inside the bottle. Air then comes down the straw and fills the balloon with some air to fill

the space! When you let go of the knot the space no longer exist, so the air from the balloon is expelled and deflates.

This demonstrates how our lungs work. Air is taken in through the mouth and nose, passes down the windpipe and into our lungs. The diaphragm

at the bottom of our chest moves down to create more space. As we breathe out the diaphragm raises again. The knotted balloon represents

the diaphragm and balloon inside the container the lung!

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Appendix G:

INVESTIGATE THE EFFECT OF EXERCISE ON THE BREATHING RATE OF A HUMAN

Do not attempt this activity if you have a health problem or if you are recovering from an illness

Materials/Equipment

Timer

Procedure

1. Familiarise yourself with all procedures before starting.2. Sit down comfortably on a chair. Take 2 minutes to settle.3. Count the number of breaths per minute and record.4. Stand up. Immediately measure the breathing rate and record.5. Walk for 2 minutes. Immediately measure the breathing rate and record.6. Run for 2 minutes. Immediately measure the breathing rate and record.7. Compare the breathing rates after the different levels of exercise.8. Draw a bar chart on the graph below to compare the results.

Result

Before exercise Sitting downResting breathing rate(breaths/min)

Activity Standing Walking RunningBreathing rate(breaths/min)

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Discussion and Conclusion

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Appendix H:

Core Insufficient

Developing Proficient Exemplary

Know that

Respiration is a metabolic reaction carried out in all living cells (including plant cells) to provide energy for the cell

Know that

Respiration releases energy from substances such as sugar

Be able to writeA word equation to show that glucose combines with oxygen to produce water and carbon dioxide, and a supply of useful energy

Be able to performExperiments to show that air breathed out by a person contains more carbon dioxide than air breathed in

Be able to label the following parts on diagrams of the human gaseous exchange system:Trachea, bronchi, lungs, alveoli, pleural membranes, ribs

Understand How oxygen diffuses through the

thin wall of the alveoli into the blood

How carbon dioxide diffuses from the blood into the alveoli

The large surface area of the alveoli in the lungs speeds up this process