Brianna Faig

ELED 3221
3/17/15
edTPA Indirect Instruction Lesson Plan Template
Respiratory System
Elementary Science
_____________________________________________________________________________
Central Focus/Big Idea: Structures of organisms perform functions necessary for life
Subject of this lesson: The respiratory system performs many different functions to make sure
that oxygen is delivered throughout your body.
Grade Level: 5th Grade
NC Essential Standard(s):
5.L.1
Understand how structures and systems of organisms (to include the human body)
perform functions necessary for life.
5.L.1.2

Compare the major systems of the human body (digestive, respiratory, circulatory,
muscular, skeletal, and cardiovascular) in terms of their functions necessary for
life.

Next Generation Science Standard(s):

MS-LS1-3
Use argument supported by evidence for how the body is a system of interacting
subsystems composed of groups of cells.
21st Century Skills: Communication- Students are expected to realize that the model of the lung
represented in class is a simplified representation of the true function of a lung and how it works.
Critical thinking and problem solving- Students construct their own model of a lung
and will discuss their explanations of lungs and the respiratory system with
others throughout the lesson.
Academic Language Demand
Language Function: Students are expected to create a model of a lung and explain the
function of the respiratory system.
Analyze

Argue

Categorize

Interpret

Predict

Question

Compare/contras
t
Retell

Describe

Explain

Summarize

Scientific Vocabulary: respiratory system, alveoli, oxygen, carbon dioxide, diaphragm

Instructional Objective: Students will be able to create their own model of a lung. The students
will be able to determine the main functions of the respiratory system and participate in a class
discussion. Additionally, they will be able to successfully fill in 3 out of the 3 blanks on the exit
ticket given to evaluate the information acquired by the lesson.
Prior Knowledge (student): Students should be able to identify that the respiratory system is
critical to humans and how we function.
Content Knowledge (teacher): The teacher should have watched the two videos being presented
to the class, be prepared with questions based on the videos, and have a clear understanding of
the respiratory system and the organs it is made up of.
Accommodations for special needs (individual and/or small group): For students with physical
disabilities I would make sure they are close to the front so they can see the videos and the model
of the lung, I would also place them in a more supportive group when building the lung model.
For ELLs, I would give them flash cards with the key words in English as well as their native
language with pictures of each key words presented with the English word.
Materials and Technology requirements:
The two videos, Mr. Parr- Respiratory System Song (https://www.youtube.com/watch?
v=p4zOXOM6wgE) and Brain Pop video on the respiratory system
(https://www.brainpop.com/health/bodysystems/respiratorysystem/)
5 Plastic bottles with the bottom cut off (1 for each group)
5 Plastic straws (1 for each group)
5 Rubber bands (1 for each group)
5 Scissors (1 for each group)
10 balloons (2 for each group)
5 small containers of playdough (1 for each group)
Copies of the exit ticket for each student
Computer and SmartBoard
Copies of the Respiratory System worksheet given to the students the night before
Total Estimated Time: 45 minutes
Source of lesson: Colleague (CT)
Safety considerations: I will pre-cut the bottles for the lung models, remind the students to be
careful when using scissors, and talk the students through each step when building the lung
model to monitor the use of the equipment.

Content and Strategies (Procedure)

Engage:
Review the respiratory facts from the scavenger hunt last week. Ask:

Based on the scavenger we did last week, which lung is smaller and why?
What do your lungs take out of your blood? What do they put in?

Show students the Mr. Parr video on YouTube: https://www.youtube.com/watch?

v=p4zOXOM6wgE
(This is a song that explains the respiratory system and all of its functions)
** A backup plan for this video would be to draw a diagram of how air travels through
the body with the help of the class using their worksheet that they are provided in the beginning
of the human body unit.
Air:

Goes through the windpipe

Passes the voice box or vocal cords to where the lowermost ribs meet the center of your chest
This is where your windpipe divides into two tubes which lead to your lungs
Inside each of your lungs your bronchi turn into even smaller tubes (like branches of a tree)

Explore:
Show students the brainpop video on the respiratory system:
https://www.brainpop.com/health/bodysystems/respiratorysystem/
(This video breaks down a little bit of the respiratory system in a kid-friendly way, explaining
why we breathe, how we breathe, and the organs that help us breathe) **A backup plan would be
to read over the note sheet that will be used later and ask the same questions stated below.
After watching the video ask the students:

What can you infer about the function of the ribcage?

o It protects the lungs
What word best describes the trachea?
o Passageway
Where does the transfer of oxygen into the bloodstream take place?
o In the alveoli
What do capillaries, veins, and arteries have in common?
o They are all types of blood vessels
What does permeable mean?
o Substances can pass through
What best describes the role of Carbon Dioxide in the body?
o Toxic
What happens when your diaphragm relaxes and moves upwards?
o Your lungs deflate and you breathe out

Explanation:

Using the Respiratory System note sheet the students were to read the night before, have them
pick one piece of information that they found interesting, surprising, or didnt know before
(either a quote or a fact).

If students do not know what information to pull from the reading, ask questions such as:
o What facts didnt you know before reading?
o What did you find interesting while reading?
o Are you surprised by anything you read? If so, why?

Have students pair up with the person sitting next to them, forming partners and agree on the
one piece of information that will be presented up on the board to the class. Once each pair
agrees on their piece of information, have one student from each pair write their one piece of
information up on the board. The partner that does not write on the board, have them talk to the
other partners in the groups that arent going up to the board and share their one piece of
information.
Once each pair has their one piece of information on the board, ask the students to come up and
draw a line between each piece of information that connects in some way. Guide students with
questions such as:

How do these two pieces of information connect?

What do all of these pieces of information have in common?

***The goal is for all of the pieces of information to connect to each other (since it is all
about the respiratory system, which is all connected and works together to function
properly)!!!
Elaborate:
Build a lung model
Introduce the students to building a lung model by showing them an example of the model they
will be building. Have students get into groups of 5 by using their lab groups. Once they are
settled in their groups, have one person from each group grab a bin from the back table (each bin
containing the necessary materials to build the lung model).
Walk the students through building a fake lung while modeling:
1. Take one of the balloons from your bin, tie a knot in the thinner end of the balloon and snip off
the other (fat) end of the balloon
2. Once you have tied and cut the balloon, stretch the cut side of the balloon around the end of the
bottle that was cut as well
3. Set the bottle with the balloon side down
4. Using the straw and the other balloon from the bin, place the balloon over one end of the straw,
securing it with the rubber band but make sure the rubber band is not too tight that it crushes the
straw!
5. Place the straw in the neck of the bottle with the balloon on the straw sticking up
6. Secure the straw inside of the bottle by surrounding the straw with the playdough to create a
sealant. Make sure you dont crush the straw again! Also make sure that there are no cracks in the
playdough and it is tightly around the straw
7. Your lung is finished! Pull the knot of the balloon at the bottom of the bottle and watch what
happens!

Ask the students what they think is happening

Explain that this demonstrates when air is taken through the mouth and nose it 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 the balloon inside of the bottle represents the lung!

Evaluate:
Check the students understanding by handing out an exit ticket to each student and have them fill
out the three blanks provided. The exit ticket is checking the students understanding of building
the lung experiment and how it relates to how our lungs actually work.
To be complete after the lesson is taught as appropriate
Assessment Results of all objectives/skills:
Reflection on lesson:
CT signature/confirmation: _________________________________ Date: ________________