900 Fifth St.

, Nanaimo, BC V9R 5S5

Questions to Address in Lesson Planning

Planning for instruction is a complex process of reflective decision-making. The following questions are
designed to guide you in this process. An effective lesson plan answers these questions in sufficient
depth that someone else could teach your lesson.

1. Why is this lesson relevant at this time with these students?

2. What IRP outcome(s) does this lesson develop?

3. What is/are the learning outcome(s) for this specific lesson?

4. What products or actions will evidence that the students have learned?

5. What will you look for in that evidence? (Criteria)

6. What resources, materials and preparation are required?

7. What sources have you used to create this lesson?

8. How will you introduce this lesson in a manner that engages students and activates their learning?

9. What steps and activities are you going to use to help students acquire the knowledge, skills and/or
attitudes needed to meet the outcome?

10. How much time will you allocate for each portion of the teaching/learning sequence?

11. How will you solidify the learning that has taken place and deepen the learning process?

12. How will you plan for students who have learning difficulties and for students who require
enrichment?

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Lesson Plan Template

Name:

Topic Respiratory System
Allotted Time

Kaitlan Greenhalgh, Martina Mazzei, Keturah Alexander,

Mary Lee

Grade 4/5
Date November 21, 2014

Cite sources used to develop this plan:

Adaptaed from Brian Heeses microteach on building a model lung in EDTE 400

1. Rationale: Why is this lesson relevant at this time with these students?

Students will investigate the respiratory system using a kinesthetic approach

Students will learn how air moves in and out of the human body

2. Provincial Learning Outcome(s): What IRP outcome(s) does this lesson develop?

-identify variables that can be changed in an experiment

-describe the basic structure of the human respiratory system
-illustrate the human respiratory system
-identify the organs and their functions in the human body

-generate and answer several questions to investigate how body systems are integrated
(e.g., How are the various systems connected to each other? Could one system live without
the other systems? If not, why not?)
-demonstrate various ways in which body systems work together, using role plays, posters,
and/or 3-D representations

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3. Assessment
Lesson Outcome
What will students learn?
Students will be able to
identify the parts of the
body that enable you to
breathe

Students will understand
how a lung fully works and
functions

Students will gain a better
understanding of inside of
the human body

Students will be able to
explain what happens when
a lung is punctured

Sources of Evidence
What product or action will show
what students have learned?
Successful completion of a model
lung



Successful completion of a model
lung and discussion afterwards


Successful completion of a model
lung and discussion afterwards


Demonstration of a punctured lung
on their models

Criteria
What will you look for in this
evidence?
Finished model



Finished model



Finished model and contribution
do discussion


Finished model and contribution
do disccusion

4. Resources, Material and Preparation: What resources, materials and

preparation are required?
-30 plastic cups
-30 straws
30 elastic bands
30 small balloons
30 large balloons
enough modeling clay for 30 students
Bill Nye the Science Guy: https://www.youtube.com/watch?v=J0tC7QoQa8I

5. Lesson Development

Pacing

Introduction: How will you introduce this lesson in a manner

that engages students and activates their thinking?

Show video on how to make a modeled lung so students have an idea
of what they will be asked to make. (Bill Nye the Science Guy)
https://www.youtube.com/watch?v=J0tC7QoQa8I

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Pacing

Teaching/Learning Sequence: What steps and activities are

you going to use to help students acquire and practice the
knowledge, skills and/or attitudes needed to meet the outcome?

Give students the materials they need ( clear plastic cup with a hole in the
bottom, clean straw, elastic bands, two balloons 1 large 1 small, modeling
clay)

Explain to students that we are going to make a model of a lung

Say:
A) put the straw into the neck of the small balloon. Keep it in place using
an elastic band. Test if you have an airtight seal by blowing air into the
balloon through the straw.

B)Once you are sure your balloon and straw are airtight, push the opene
mad of the straw through the hole in the plastic cup until the small
balloon is in the cup. Use modelling clay to seal th hole around the straw
C) cut the large balloon in half and stretch it to cover the top of the plastic
cup. Hold it in place with an elastic band

Draw your name on the model

After initial experiment is complete..

A) hold the sides of the plastic cup in one hand. Use your other hand to
gently pull down on the outer balloon.

Ask: what happens to the inner balloon when the outer balloon is pulled
downward?

B) let go of the outer balloon. What happens to the inner balloon when
you release the outer balloon?

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Pacing

Closure: How will you solidify the learning that has taken place
and deepen the learning process?

Discussion questions

Where did the air in the inner balloon come from?
How is this similar to what happens in your body?

Draw model on board and get students to label parts

5. Accommodations (adaptations, extensions, other): How will you plan for
students who have learning/behaviour difficulties or require enrichment?


Extra worksheets for students who finish early
For students who require additional help throughout the activities one of the four of us will
be able to sit with the students to ensure they get the help they need.

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900 Fifth St., Nanaimo, BC V9R 5S5

Lesson Plan Template

Name:

Grade 4/5
Date

Topic Human Body Respiratory
System
Allotted Time

Kaitlan Greenhalgh, Martina Mazzei, Keturah Alexander,

Mary Lee

November 21, 2014

Cite sources used to develop this plan:

This lesson plan is developed from warm up activities presented by peers in
Performing Arts class.

4. Rationale: Why is this lesson relevant at this time with these students?


At this point of time, students have already learned about the respiratory system in human
body. It is important that students also learn physically and are active on their feet since
theyve been on their chairs for a good period of time.

5. Provincial Learning Outcome(s): What IRP outcome(s) does this lesson develop?
Daily Physical Activity
- Participate in physical activities for a minimum of 30 minutes during each school
day
- Participate in a range of endurance activities

Physical Education
- Identify the major muscles of the body that are involved in physical activity
- Describe fair play principles for participating in physical activity

Science
- Life Science: Human Body Describe the basic structure and functions of the human
respiratory system

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6. Assessment
Lesson Outcome
What will students learn?

Students will be able to
describe how our lungs
function and familiarize
themselves with respiratory
system vocabulary (e.g.,
Lungs, Inhale, Exhale,
Throat, Nose, Breathe,
Expand, Compress, Trachea)

Sources of Evidence
What product or action
will show what students
have learned?


Participating in activities


Following instructions

Criteria
What will you look for
in this evidence?


Participation and
enthusiasm.

Students are engaged
all throughout the
lesson.

4. Resources, Material and Preparation: What resources, materials and

preparation are required?

30 brown bags

5. Lesson Development
Pacing

Introduction: How will you introduce this lesson

in a manner that engages students and activates

their thinking?

1 minute
Explain to the students that we will be
adapting the lesson into physical activities.

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Teaching/Learning Sequence: What steps and activities

are you going to use to help students acquire and practice
the knowledge, skills and/or attitudes needed to meet the
outcome?
Activity #1 Breathe
- Students stand in a circle with one person sending the
BREATHE to another across the circle.
- Once a student receives a BREATHE they life their
arms and yell out either INHALE or EXHALE.
- And the people on either side of them also yell out a
word, either EXPAND or COMPRESS depending on the
word the person yells. INHALE=EXPEND
EXHALE=COMPRESS

Activity #2 4 Corners (with paper bags)
- Number the corners of the classroom from 1 to 4
(1=Mouth, 2=Throat, 3=Trachea, 4=Lungs).
- Select one student to be it. That person closes his or
her eyes while the rest of the students go to one of the
four corners in the classroom. All students must
breathe into a brown bag while walking to a corner.
- When all students are settled in a corner, it calls out a
corner. All the students who chose that corner are out
of the game and must sit down.
- It closes his or her eyes again, calls out a corner, and
more students sit down.
- The game continues until only one student is left. That
student becomes it.


Activity #3 Work Respiratory System Work!
- Set up chairs in a circle facing inwards. Make sure
there is one less chair than there are players.
- Select one player to start off in the middle. They must
begin by calling out Work Respiratory System Work.
- The rest of the group must respond work what? Then
the middle player can say some kind of conditional
statement like everyone with brown hair or
everyone wearing black. All the players that fit into
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Pacing







10-15 minutes













10-15 minutes











10-15 minutes

900 Fifth St., Nanaimo, BC V9R 5S5

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-

that category must get up and switch chairs with

another player.
This allows a chance for the middle player to steal a
chair also.
Whoever did not get a chair becomes the person in the
middle and the process repeats.

Pacing

Closure: How will you solidify the learning that has taken
place and deepen the learning process?


- Have an open discussion with the class about what was
good or what they liked about the activity.

2 minutes

6. Accommodations (adaptations, extensions, other): How will you plan for

students who have learning/behaviour difficulties or require enrichment?



Ensure all students have room to move.
Remind rules when needed.

:Users:marylee:Desktop:Cross Curricular Combined.docx

New: March 2012

900 Fifth St., Nanaimo, BC V9R 5S5

Lesson Plan Template

Name:

Grade 4/5
Date

Topic Human Body- Respiratory
System
Allotted Time

Kaitlan Greenhalgh, Martina Mazzei, Keturah Alexander,

Mary Lee

Nov. 21 2014

Cite sources used to develop this plan:

www.superteacherworksheets.com

-Lungs, your respiratory system By Seymour Simon

7. Rationale: Why is this lesson relevant at this time with these students?

This lesson is relevant at this time because we are teaching to a grade 4/5 split class and
one of their science prescribed learning outcomes of the year is the human body. As we are
coming in for one day, we are going to be just focusing on the respiratory system. Therefore,
we are able to focus on language arts while teaching the human body by reading them the
story and having them relay the information they are learning about down on paper.

8. Provincial Learning Outcome(s): What IRP outcome(s) does this lesson develop?

Draft Curriculum:

Science:
- Identify questions to answer or problems to solve through scientific inquiry
- With support, plan appropriate investigations to answer their questions or solve
problems they have identified

English Language Arts:
- Develop a variety of reading strategies and critical thinking skills to increase
comprehension and construct meaning
- Use the writing process to improve clarity

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9. Assessment
Lesson Outcome
What will students learn?


Students will be able to:

-Identify where their lungs are
located
-Identify what type of air our
lungs remove from our blood
cells and the type of air our
lungs put into our blood cells
-Understand what the trachea is
-Identify what lungs look like
that have been damaged from
smoking
-Understand why asthma makes
it hard for people to breathe

Sources of Evidence
What product or action
will show what
students have learned?

Criteria
What will you look for
in this evidence?

-By answering the
questions correctly on
their worksheet

-The correct answers.
Making sure they are
able to take what they
have learned from their
reading and apply it to
their writing

4. Resources, Material and Preparation: What resources, materials and

preparation are required?
-Pencils
- 2 Worksheets x30
-Lungs, your respiratory system By Seymour Simon

Respiratory system video that we filmed
https://www.youtube.com/watch?v=G0pKfFYif1w&list=UU87elJ67aVTKNZBSow6MjeQ&fe
ature=share

5. Lesson Development

Introduction:
Formulate a discussion. Ask students if they know much about
the respiratory system! Explain that they are going to learn all
about this process today with us!

Show respiratory video
https://www.youtube.com/watch?v=G0pKfFYif1w&list=UU87el
J67aVTKNZBSow6MjeQ&feature=share

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Pacing
-10 min

900 Fifth St., Nanaimo, BC V9R 5S5

Pacing

5 Min



5 Min





GET STUDENTS ATTENTION


Hand out written worksheet while students are reading 5 Min
-Explain to students once they are done reading that they

can work in pairs or table groups (depending on how

class is setup) to complete their worksheets

-This is just a simple fill in the blank worksheet


7 Min
Tell students that once theyre completed their

worksheet to place their hands on their head

-Give extra word search worksheet to students have

finished their original worksheet before their other

classmates
5 Min


Once all students are done, we will go over the answers

with the class. We will ask for student participation if

they know the answers.


Closure: Hand out post-it notes to students, get them to
2 Min
answer One fact they learned about the respiratory
system and post it on to the board
Play a brain game! To transition into the next lesson
Read a story to the students describing how the
respiratory system works

Hand out the text that the students are to read on the
respiratory system
-Explain that they are to read these individually and
when they are finished please put your hands on
your head

7. Accommodations (adaptations, extensions, other): How will you plan for

students who have learning/behaviour difficulties or require enrichment?

We will have a respiratory word search available for students who may finish early. Also,
since there are four of us teaching this day, we can sit next to any student that is struggling
and help them become successful.

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