Lovely Lungs
Lovely Lungs
Lovely Lungs
3. Standards:
MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting
subsystems composed of groups of cells.
4. A: Learning objectives and assessments
Students will discover the different parts that make up the Respiratory System
Students will understand the process of respiration
B: Assessments:
Objectives
Assessments
SWBAT understand
the process of
respiration
5. Materials:
Whiteboard
Dry Erase Markers
Unit Folders
Post-It Notes (15)
Lovely Lungs Worksheet (15)
Dont Hold Your Breath Worksheet (15)
Dont Hold Your Breath Rubric (15)
Timer
Pencil/Pen
6. Pre-Lesson Assignments and/or Prior Knowledge:
Students learned about cells two days before. They have also learned that there are different
systems in the body contain organs that do specific jobs. They have learned about the
Digestive System and made a working model.
7. Lesson Beginning:
Hand out Unit Folders.
Ask students to whistle for 15 seconds.
o What parts of the body are used to whistle?
8. Instructional Plan:
Class Management: Students will be at their desks for the beginning of the lesson. Teacher
will give instructions to the students on when to take notes. Teacher will direct students
attention from the board and their papers. Teacher will hand out all worksheets before
beginning the activities, so the students are not distracted. Teacher will explain all directions
for the Dont Hold Your Breath Activity, before dismissing them around the room. Explain to
the students that they need to stay in their spots when they run in place. They should not be
near other people during that part of the lesson. Teacher will walk around the classroom
during the activity to make sure students are listening to instructions. A timer will be used to
let students know when to move onto the next part of their activity. When a student is needed
to answer a question, the teacher will pick a name from the popsicle sticks. If students are
finished early, they can chose an activity from the Im Done Jar or start their take home
quiz.
Transitions: The lesson will begin with the students attention directed on the board.
Throughout the lesson the teacher will instruct students to take notes on their worksheets. The
class will be completing a physical activity, in which the teacher gives instructions
beforehand. The teacher will pair the students up, and begin the Dont Lose Your Breath
Activity. When they are finished, the teacher will collect the worksheets, and hand out their
homework.
9. Closure: Choose two pairs of students to come up and summarize what they found during the
activity. Hand out mini take home quiz that will be completed for homework.
Name:_____________________________________________
Date:__________________
Name:_______________________________________ Date:__________________
Numbers of Breaths
Resting
Number of Breaths
Running
Differenc
e
______________________________________________________________________________
______________
Dont Hold Your Breath
4
Participation
Used time
pretty well.
Stayed
focused on
the activity
most of the
time.
Did the
activity but
did not
appear very
interested.
Focus was
lost on
several
occasions.
Participation
was minimal
about
participating
in the
activity.
Completeness
All questions
are answered
and the table is
filled out
completely.
Most
questions
are
answered
and the
table is filled
out
completely.
Some of the
questions
are
answered
and most of
the table is
filled out.
No questions
are answered
and/or the
table is not
filled in.
Accuracy
Worksheet
describes the
information
learned and an
understanding
of the topic.
Worksheet
describes the
information
learned with
minor
details
missing.
Worksheet
is filled in,
but much
detail is
missing
from
answers.
Worksheet
does not
describe the
information
learned.
Total: _____ / 12