UNIT PLAN

Name: Karyn Corbett Class: Form2 Integrated Science

Unit Title or Topic: Respiration Time Frame: 35 mins

NATIONAL PHILOSOPHY CURRICULUM GOALS

AIMS
1) That the educational system must provide 1) To facilitate independent and critical
curricular arrangements and choices that ensure thinking in the innovative application of
that cultural, ethnic, class and gender needs are science to problem solving.
appropriately addressed. 2) To provide awareness of the importance
2) Every Child has the ability to learn using their of nature and educate on the need to
own natural curiosity. preserve and keep it safe from harm.
3) That the parent and the home have a major 3) To encourage students to work
responsibility for the welfare of the child and cooperatively with each other in the
the wellbeing of the child can best be served by development of suggestions and/
a strong partnership between the community solutions to alleviate negative
and the school. anthropogenic effects on the
4) To develop an individual who thinks critically environment.
and is able to draw from previous knowledge to
aid in present and future development.

School Of Education, The University of the West Indies, St. Augustine

 FORMAL BACKGROUND AIMS
KNOWLEDGE/EXPERIENCES

Students are aware of:

1) Respiration being one of the life processes
2) Respiration is important for the creation of
energy
At the end of the unit, students should be able to:
1) Define Respiration, Breathing, Gaseous
Exchange, Inhalation and Exhalation
2) Distinguish between the two types of respiration
3) Write a word equation for the process of
respiration
4) Composition of inhaled and exhaled air
5) Monitor breathing rate
6) Identify the products of respiration

MISCONCEPTIONS ALTERNATIVE (EVERYDAY) IDEAS

1) Respiration only involves the use of oxygen

2) Respiration and breathing is the same thing 1) We should all start swimming if we want to
3) Respiration takes place in the lungs only and not at increase lung capacity and rate of respiration.
a cellular level

CONCEPT MAP

School Of Education, The University of the West Indies, St. Augustine

 See Drawing.

School Of Education, The University of the West Indies, St. Augustine

 GENERAL OBJECTIVES

At the end of this unit students will be able to:

1) Define Respiration, Breathing, Gaseous Exchange, Inhalation and Exhalation

2) Distinguish between the two types of respiration (Aerobic and Anaerobic Respiration)
3) Write and analyze the word equation for the process of respiration and its end products
4) Composition of inhaled and exhaled air and evaluate how it facilitates gaseous exchange
5) Gaseous Exchange in cells and properties of respiratory surfaces
6) The effects of exercise on breathing rate.

Lesson No. LIST OF LESSONS LESSON DESIGN / MODEL(S) STRATEGIES

1 What is Respiration Direct, Instructional and Lecturing on the definition,

Cooperative learning group activities and
explanation of the word
equation and the two types
of respiration.
2 Inquiry Model and cooperative Students were given
The structure and functions of learning homework on the topic, and
the Respiratory system. then they had to look at a
video which identified the
various components in the
Respiratory system and
their functions.
3 Peer – to- peer learning, Group activity to design a
What is Breathing? Integrative model and Graphic working model of the
organizers respiratory system. Peer
teaching and justification is
allowed through student
structured questions.
4 Direct and cooperative learning Lecturing of the
Composition of Inhaled and constituents through ICT
Exhaled air and accompanying graphic
organisers. Group
discussions on the origins
of the various gases within
inhaled and exhaled air.
5 Lab: Products of Respiration Direct Instructional, The students are already
Cooperative learning and aware of the various
inquiry model. products after respiration.
School Of Education, The University of the West Indies, St. Augustine
 This lab allows them to test
the possibility of these
products being formed at
the end.

Lesso RESOURCES TO BE USED

n no. TYPES OF STUDENT
EXPERIENCES/ACTIVITIES TO BE PROVIDED

1 Laptop, projector, speaker, handouts Group Activities: Lecturing on the definition,

group activities and explanation of the word

equation and the two types of respiration. Students

allowed to analyze the data presented through the

completion of the activity sheet.

2 YouTube videos, laptop, projector, Students were asked to present the information

handouts/activity sheets they gathered from their research/home - work and

explain their findings. Students had to look at a

video which identified the various components in

the Respiratory system and their functions.

3 Laptop, projector, speaker and handouts Group Activities: Students were asked to complete

tasks in groups and explain that is; to design a

working model of the respiratory system. Peer

teaching and justification is allowed through

student structured questions

4 Laptop, Projector, speaker Group Discussions on the origins of the various

gases within inhaled and exhaled air. Lecturing of

the constituents through ICT and accompanying

activity sheets. Group discussions

5 Students, stop watch, paper, pens The students are already aware of the various

School Of Education, The University of the West Indies, St. Augustine

 products after respiration. This lab allows them to

test the possibility of these products being formed

at the end.

SKILLS TO BE DEVELOPED

- Cooperation and Team work

- Critical thinking
- Technology Integration
- Peer teaching
- Self Efficacy

ASSESSMENT STRATEGIES

Formative Summative

1) Group Activities to be given throughout the

Lesson to justify understanding. 1) Home – work given at the end of class for marks.

2) Probing Question and engaging discussions

School Of Education, The University of the West Indies, St. Augustine
 will Emerge throughout.

School Of Education, The University of the West Indies, St. Augustine

 TABLE OF SPECIFICATIONS
(COGNITIVE)
Lesson No. Remembering Understanding Applying Analyzing Evaluating Creating Total %

1 1 1 1 1 4 27

2 1 1 2 13

3 1 1 1 3 20

4 1 1 1 3 20

5 1 1 1 3 20

Total 1 4 4 4 2

Percentage 6 27 27 27 13 100%

School Of Education, The University of the West Indies, St. Augustine

 TABLE OF SPECIFICATIONS
(PSYCHOMOTOR)
Lesson Imitation Manipulatio Precision Articulatio Naturalisatio Total %
No. n n n
1

3 1 1 100

TOTAL 1 1

Percentage 100 100 100%

School Of Education, The University of the West Indies, St. Augustine

 TEACHER’S REFLECTION

LECTURER’S COMMENTS

School Of Education, The University of the West Indies, St. Augustine