Title of Lesson: Respiratory System

By: Daniel Marruffo

Grade level: 11-12
Subject: Respiratory System
Estimated length: 50-55min

Content
Standard(s) #
A&P.5.3
ISTE Student
Standard(s) #

Content Standard(s) Wording

Investigate the function of components within each system.

ISTE Student Standard(s) Wording

Locate, organize, analyze, evaluate, synthesize and ethically use information from a
variety of sources and media.

3.b

Objectives
Use verbs that are observable and measurable. Write as many as are appropriate (doesnt have to be 3)
1

The student will be able to identify components of the Respiratory system.

The student will be able to describe the relationship the respiratory system has with the cardiovascular
system

The student will be able to describe and define the components of the heart

Pre-requisite
knowledge

Students must have previous knowledge of the cardiovascular system and the heart.

Tools & Supplies Needed

Internet URLS

https://www.youtube.com/watch?v=3uFsUBY3Whs
https://www.youtube.com/watch?v=Cy1lfZAIojs

Software Programs

http://www.visiblebody.com/ap/pc/

Printed Materials

Worksheet 1 Respiratory system Labeling

http://www.biologycorner.com/anatomy/respiratory/respiratory-label.html
(1 per student)
Worksheet 2 Respiratory system Review Sheet
http://www.biologycorner.com/anatomy/respiratory/review_ch16.html
(1 per group of 2-4)

Other:

Student will be able to use computers to use http://www.visiblebody.com/ap/pc/

Academic
Language

Nasal Cavity

Larynx

Trachea

Bronchi

Lungs

Definition

The cavities behind

the nose and above
the roof of the mouth
that filters air and
moves mucous and
inhaled contaminants
outward and away
form the lungs.
Voice box;
passageway for air
moving from pharynx
to trachea; contains
vocal cords
One of the tubules
forming the
respiratory system of
most insects and
many arachnids
The passages that
branch from the
trachea and direct air
into the lungs
Two spongy organs,
located in the thoracic

How will you assist students in the

acquisition of this academic language
(especially focused on ELL and other diverse
students)?

Ask about how this structure of the respiratory

works.

Ask about how this structure of the respiratory

works.

Ask about how this structure of the respiratory

works.

Ask about how this structure of the respiratory

works.

Ask about how this structure of the respiratory

works.

Bronchioles
Alveoli

Cilia

Mucus

Breathing

Respiration

cavity enclosed by the

diaphragm and rib
cage, responsible for
respiration
Progressively smaller
tubular branches of
the airways
Tiny sacs of lung
tissue specialized for
the movement of
gases between air
and blood
Short structures
projecting from a cell
and containing
bundles of
microtubules that
move a cell through
its surroundings or
move fluid over the
cell's surface
Protective secretion
of the mucous
membranes
Passing or able to
pass air in and out of
the lungs normally
The metabolic
processes whereby
certain organisms
obtain energy from
organic molecules

Ask about how this structure of the respiratory

works.

Ask about how this structure of the respiratory

works.

Ask about how this structure of the respiratory

works.

Ask about how this structure of the respiratory

works.

Ask about how this structure of the respiratory

works.

Ask about how this structure of the respiratory

works.

Procedures:
Provide all information necessary for another teacher to replicate your lesson/unit.

Main Tasks/Activities

Part 1: Readiness
(aka motivator,
attention set,
engager) (what will you

Instructor notes (detailed directions)

Include questions prompts you will ask the students
I will first review with the student about the function of the blood and heart. I
will also review with students about the relationship between the heart and the
lungs.

do to get students attention

and activate their prior
knowledge before teaching the
main content of the lesson?)

To introduce the section on the respiratory system I will first present the students
with respiratory diseases (COPD, Asthma, SARS, Pulmonary Embolism)
I will instruct the students to get into groups of 2-4, and allow student to research
on their phones, or computers and research how each disease works. After 5-6
min, students will be able present their findings of their assigned disease.
After some the mini presentations and discussions, I will than lead them into the
lecture and video presentation of the respiratory system.

Part 2: Main Focus

of Lesson (what will you

I will teach students how to use a stethoscope and allow them to use and asses for
their respirations on their classmates.

do to engage students in the

main content of the lesson?
How will they work with the
topic/ideas/academic
language/etc, to learn the
standard and reach the
objectives?)

After the presentation, students will then work together in groups of 2-4 to
complete the review and labeling worksheets. After about 10-15 min, I will ask
students a series of questions which they can answer will their A,B,C,D cards to
assess the knowledge gained by the students.

Encourage student to
think critically about
how the lungs work with
the lungs, blood and
heart.

What is the function of the Alveoli sacs?

Part 3: Closure (what

will you do to bring the lesson
to a close and summarize the
important points of the
lesson?)

Example Questions:

How do the lungs assist with oxygenation?

During inhalation, what happens to the gasses that can not be used by the body?

Finally I would give students an end of the class review quiz where they would
be asked to describe the pathways of air though the respiratory system and how it
interacts with the heart during gas exchange (oxygenation of the blood).

Encourage students to
apply their learned
knowledge to answer
questions to assess their
learning.

Accommodations and/or Modifications for Differentiated Learning

How will you make the lesson accessible to all your students? How will you support the ELLs in your class?
How will you support other special populations? How will you challenge those that need it?
I would provide students with the videos, lecture notes, PowerPoint presentation
and answer keys to the worksheets (after they have already submitted the work
sheets) for review and studying purposes. For possible ELLs students in my
class I would assign him or her a buddy during class time, have all material
posted a day before class for review, use visual representations of the respiratory
system. The use of worksheets and hands-on experiences (Stethoscope) will
provide students with the opportunity to listen to lungs sounds. Providing a
variety of avenues for students to retain and understand information on the
anatomy of the body, will give students a broader comprehension of the content.

Assessment Procedures
How will you know if the students met the objectives/standards? How will you measure their progress and
level of understanding?

Formative
Assessment

I would present the class with questions on the material throughout the presentation
and have them use different colored A,B,C,D cards to answer the multiple choice
questions. This will not only give me as the teacher the opportunity to assess the
students retention and understanding of the material, but also give students the
opportunity to discuss and rationalize other possible answers as a group.

Summative
Assessment

I would give students an end of the class review quiz where they would be asked to
describe the pathways of air though the respiratory system and how it interacts with the
heart during gas exchange (oxygenation of the blood).

References:

http://www.biologycorner.com/anatomy/respiratory/respiratory-label.html
http://www.visiblebody.com/ap/pc/
Miller, R. K., & Levine, J. (1991). Biology. Person. 2016

Supplemental Materials:
http://www.lung.org/lung-health-and-diseases/all-diseases.html