Lesson Plan Respiratory System PDF

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Lesson Plan Subject: Biology Subject Topic: The Respiratory System - Mechanics of Breathing Grade Level: 11 (SBI3U) A.Context Learners The target audience is composed of grade 11 university-level biology students. This lesson plan will be the third lesson in the unit “Breath of Life” which explores the role and functions of the respiratory system. After working through the previous two lessons, students should have an understanding of: - Functions of gas exchange - Process of respiration - Function of physiology of the respiratory tract Students should also be familiar with concepts such as volume and pressure, as well as equations showing the relationship between the two, from previous math courses. Starting class off with a review the relationship between pressure and volume, as well as addressing any questions from the previous two lessons, will be used as a tool to help gauge where all of the students are in terms of previous curriculum. The class consists of high-level learners who respond well to interactive lessons (hands-on activities), and group work. The majority of students are progressing well within the course curriculum, and seek help when they do not understand concepts or have questions. To note, there are some exceptional learners in this class who will require additional accommodations. - Student A has a auditory processing disorder, and struggles to recall information and difficulty filtering out background noise. Student A is to be provided with additional resources such as a copy of the instructions to refer to during lab, access to a quiet work environment and ability to use a laptop or iPad to view the PowerPoint presentations in class. Curriculum: Description This lesson fits in with Ontario’s Grade 11/12 Science Curriculum guidelines (2009) for grade 11 biology. According to ministry guidelines, student will be expected “use appropriate terminology related to animal anatomy, including, but not limited to: systolic, diastolic, diffusion gradient, inhalation, exhalation, coronary, cardiac, ulcer, asthma, and constipation” (The Ontario Curriculum, Grades 11 and 12: Science, 2008 (Revised), pg 57). Students will also be expected to “explain the anatomy of the respiratory system and the process of ventilation and gas exchange from the environment to the cell (e.g., the movement of oxygen from the atmosphere to the cell; the roles of ventilation, hemoglobin, and diffusion in gas exchange)” (57). By the end of this lesson, students should be able to explain the concepts involved in the mechanism of

breathing including; the muscular processes involved in breathing, lung capacity and the role of various structures. Students should be able to understand and define terminology related to the lesson such as: internal and external intercostal muscles, lung capacity, diaphragm, alveolar air, tidal volume, inspiratory reserve volume, vital capacity, residual volume, and respiratory efficiency. This lesson will also meet the ministry requirements investigation through “laboratory inquiry or computer simulation, the functional responses of the respiratory and circulatory systems of animals, and the relationships between their respiratory, circulatory, and digestive systems” (page) -

This lesson will be the third lesson covered in the first of four internal systems to be covered in this unit.

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There was no identifiable equity issue that was considered in planning this lesson as the discussion will be strictly scientific.

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This lesson will fit in with the individual IEPs by accommodating their learning needs. Student A will be given access to a silent work environment, making the presentation of slides available to him (and all students), and given a hard-copy of instructions to instead of relying solely on verbal.

Material and Resources -

PowerPoint presentation of material explaining the processes involved in the mechanism of breathing and the concept of lung capacity. The end of the PowerPoint will have stepby-step instructions explaining the activity to be performed that will remain on the screen till the activity is finished. The material will be presented on a Smart Board, or a projector if one is not available.  

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An educational video summarizing the basic processes involved in breathing  Link 

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The lesson will be viewed on the screen so student A, and other students, do not have to follow along solely based on auditory presentation of the material. Student A will also be allowed access to a laptop or iPad, to follow along with the slides.

Video will be played will captions so Student A can follow along

Materials and Equipment Required for the Lab  Nose plug  Observation and Recording sheet (about 25, to be distributed to students)  Writing utensil (pencil or pen)  Pre-Lab and Post-Lab Question Sheet (about 25, to be distributed to students)  Spirometer with disposable mouthpiece  Calculator

Arrangements/Groupings of Students and Equipment Students will remain seated during the lesson portion of the class, and then be put into together in partners for the group work activity. Students will be paired up based on skill level, where stronger students will work with students who require additional help with the curriculum. 

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This dynamic will be beneficial to both parties as the strong students will be able to improve their knowledge by helping the struggling students with the activity and explaining the concepts related to the task, so that the weaker students have a better understanding of the material. Lab question sheet will also be administered which will serve as an assessment tool.

The lesson will take place in the classroom and in a classroom across the hall (for student A to work in with partner). Other students can be put in the separate room as well, as to not make student A feel alienated. Groups in the classroom will be working at lab benches, while groups in the separate classroom will be working on tables. C. Learning Expectations By the end of the lesson, students are expected to know the mechanisms of breathing, the muscular processes that govern respiration, the concept of lung capacity and its relationship with pressure, and define the terms: internal and external intercostal muscles, lung capacity, diaphragm, alveolar air, tidal volume, inspiratory reserve volume, vital capacity, residual volume, and respiratory efficiency. From the activity conducted, students are expected to demonstrate the skills required to plan and carry out investigations, using laboratory equipment safety, accurately and effectively. As well as illustrate and explain, through laboratory exploration, the role of lung capacity in the respiratory system, and how fitness level is related to the system. Each student is expected to participate in the activity and submit a copy of their analysis for assessment. D. Instructional Strategies for Teaching and Learning 1. Introduction Activity (30 Minutes) -

Start class with a activity for students relating to the lesson  Have students take a few moments to focus on and record what happens when they breathe (This can be done through a mini meditation session with a Segway into the process of breathing to make it more fun).  Have them take note of the movement of certain areas when exhaling or inhaling. They may also look at what occurs when they breathe more deeply and exhale more forcefully to learn about the muscles involved. 

Instructions for this activity can be written on the board before class and can also be demonstrated, to provide an accommodation for Student A.

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Present the PowerPoint and video to the students that outlines the concepts, processes and parts of the body involved in breathing.

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A list of partners will be presented on the slide.  Make sure the students know who their partners are before the lab starts so that no time is wasted.

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On the last slide of the presentation, instructions are listed on how to perform to minilab activity. 1. Find your lab partner and take a seat at one of the lab benches. Four groups will be escorted by Mrs. Lafreniere to another lab room. 2. In this investigation, you will measure your own respiratory volume’s and observe how they differ. 3. With your partner, complete the pre-lab questions and state your hypothesis for the experiment. 4. This lab will be conducted in two trials, in trial 1, partner A will be the test subject and partner B will be the experimenter/recorder. In trial 2, the roles will switch and partner B will be the test subject, and partner A, the observer. 5. To start trial 1, set the spirometer gauge to zero and have partner A insert a clean mouthpiece and put on nose plug. 6. Inhale normally, then exhale normally. At the end of the normal exhalation, put the spirometer mouthpiece into your mouth and exhale as much as you can into the spirometer. Make sure you do this all in one breath. 7. Record this value as your expiratory reserve volume. 8. Reset the spirometer, and inhale as deeply as you can, and then exhale normally into the spirometer. Do not force the exhalation. 9. Record this value as your inspiratory capacity 10. To calculate your inspiratory reserve volume, subtract your tidal volume from your inspiratory capacity. Record this value. 11. Calculate your vital capacities by adding your inspiratory reserve volume, expiratory reserve volume, and tidal volume. Record this value as your calculated vital capacity. 12. Reset the spirometer. Inhale as deeply as you can and then exhale as deeply as you can into the spirometer, forcing out as much air as you can. Make sure you do this all in one breath. Record this as your recorded vital capacity. 13. Repeat these steps in trial 2 for with partner B inhaling, and exhaling into the spirometer.

14. Once both trials have been conducted, clean the spirometer. -

Ask the students if they have any questions about the material presented in the PowerPoint and video or regarding the experiment

2. New Challenge: Main/Middle Section (45 minutes) Students will be asked to find their assigned partners and work through the experiment. Spirometers will already be set up and sterilized, and lab sheets will be placed at every bench. Student A will also be provided with a hard copy of the lab guide so they do not have to go from classroom to classroom to remember the instructions. I will be circulating both rooms to make sure that students are on task and are all actively participating in the experiment, and that no lab equipment is being abused. I will answer any questions that students have regarding the lab or the lesson. 3. Summary/Concluding Section (10 minutes) -

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After all students have completed their experiments, they are to take a seat with their partners and complete a set of post-lab questions. Once they have finished the questions, students will be asked to write on a scrap piece of paper, what they learned from the class, 2 questions that had about the lesson or experiment and what they liked about the class. The pre-lab and post lab questions, along with the observation sheet, will be handed in to be marked.

4. Application/Reaction (5 minutes) -

As a class we will discuss or hypothesis and determine if they were correct or incorrect. We will briefly discuss our results from the experiment and what we learnt and I will briefly tie today’s lesson into the next one.

E. Evaluation/Reflection Assessment Strategies I will evaluate students based on their engagement in the experiment; did they actively contribute to the dynamic of the group, did they collaborate with their partner during the questions, were they following lab safety guides. I will also evaluate students on the pre and post lab questions they submitted for grading, as well as the observation sheet, to make sure they are recording their result using scientific language. After the lesson, I will reflect on the positives’ and the negatives of the experiment, how each student reacted to the lesson and activity (especially student A).

Pre-Lab and Post-Lab Question Answer Key

Pre-Lab Questions 1. What medical purposes could be served by measuring respiratory volumes? Medical purposes served by measuring respiratory volumes are those that involve assessing respiratory health. For instance, decreased respiratory volume could mean that someone has emphysema which is a disease that causes a collapse of the alveoli. 2. What variables might affect the measurement of respiratory volumes in a single individual? Does this investigation control for these variables? The variables that may affect the measurements of respiratory volume in an individual are illnesses such as colds or bronchitis, or asthma. Another factor is overall fitness, the more physically fit a person is the larger the respiratory volume. The investigation did not control for these variables. Hypothesis State your predictions of what percentage of your vital capacity is represented by your tidal volume.

Post-Lab Questions 1. How does your calculated vital capacity compare to your recorded vital capacity? How would you explain any difference? The difference in the calculated vital capacity and the recorded vital capacity can be accounted for by experimental error. The experimental error is due to differences in breathing that occur when breathing into the spirometer. For instance, you may exhale more forcefully into the spirometer than you would in normal exhalation. 2. How does your inspiratory reserve volume compare to your expiratory reserve volume? How would you explain this difference? The inspiratory reserve volume is larger than the expiratory reserve volume. This larger inspiratory reserve volume allows us to take in more air when exercising. 3. Can you use the spirometer to measure you total lung capacity? Explain. No, the spirometer cannot be used to measure total lung capacity because it cannot measure the residual volume that always remains in our lungs to prevent them from collapsing. 4. How might an athlete use information about his or her respiratory volumes relate to athletic performance?

An athlete may use vital capacity to assess their training program. Measuring their vital capacity could indicate whether or not they are becoming stronger and increasing heir respiratory fitness through training. Generally, a larger respiratory volume indicates more surface area for gas exchange and this results in improved athletic performance.

Resources Used

Educational Video on the respiratory system https://www.youtube.com/watch?v=8NUxvJS-_0k Lesson Plan derived from: - McGraw-Hill Ryerson Grade 11 Biology Student Textbook and - McGraw-Hill Ryerson Grade 11 Biology Teacher’s Resource Handbook The Ontario Curriculum, Grades 11 and 12: Science, 2008...