Name: Kyra Owen

Class: ELED 3221

Date: March 18, 2015
edTPA Indirect Instruction Lesson Plan Template
Respiratory System: The Lungs
_____________________________________________________________________________
Central Focus/Big Idea: Major Systems of the Body
Subject of this lesson: The lungs bring in oxygen and push out carbon dioxide.
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):
4-LS1-1 Construct an argument that plants and animals have internal and external structures that
function to support survival, growth, behavior, and reproduction.
21st Century Skills:

Social and Cross Cultural Skills -- outcome for 8th grade: discussions involving differing opinons
and observations
Communication outcome for 8th grade: detailed conversation, identify scientific communication
as separate from other kinds of communication
Collaboration outcome for 8th grade: students work collaboratively together

Academic Language Demand

Language Function: students are expected to describe the parts in and around the lungs
and how they work with lungs.
Analyze

Argue

Categorize

Interpret

Predict

Question

Scientific Vocabulary:
o Lungs
o Respiratory system

Compare/contras
t
Retell

Describe
Summarize

Explain

o
o
o
o
o
o
o

Trachea
Bronchi
Bronchioles
Alveoli
Diaphragm
Inhale
Exhale

Instructional Objective: Students will be able to describe how the diaphragm and lungs work
together. They will be able to successfully name and describe at least 2 out of 3 parts of the
model lung.
Prior Knowledge (student)

Students know how to make observations

Students know of the respiratory system and that it relates to breathing

Content Knowledge (teacher):

Must know how to make an observation (statements without assumptions made with the senses)
Must have basic understanding of how oxygen moves through the body and how carbon dioxide
exits the body

Accommodations for special needs (individual and/or small group): I will closely observe ELL
students and struggling students. I will engage them in conversation during activities to make
sure that they understand the instructions and are making it through the activity alright.
Materials and Technology requirements:

2 liter bottle
Grocery bag
1 Rubber band
Masking tape
1 Balloon
Internet access/computer
Projector/smart board
Video from http://kidshealth.org/kid/htbw/RSmovie.html
Image of chest cavity/lungs from http://www.britannica.com/EBchecked/topic/593184/thoraciccavity (is within Prezi presentation)
Students need notebook paper and pencil
Prezi Presentation http://prezi.com/awii9l7vtgek/?utm_campaign=share&utm_medium=copy
Large paper/chart paper

Total Estimated Time: 1 hr. 10 mins. (1 class period)

Source of lesson: Most of the information in the Prezi was taken from these websites:

http://www.teacherplanet.com/links/redirect.php?
url=http://kidshealth.org/kid/body/lungs_noSW.html
http://kidshealth.org/teen/diseases_conditions/respiratory/asthma.html
Directions for lung model found here:
http://www.smm.org/heart/lessons/lesson7.htm
Safety considerations:

During the first exploration, do not allow students to put hands on one another for observation. To
observe through the sense of touch, students must observe only themselves to prevent
inappropriate touching or accidental shoving, etc.

Content and Strategies (Procedure)

In your procedure, be sure to include all of the following 5 Es. Your procedure should be
detailed enough for a colleague to follow. If you will be relying on technology (e.g., a YouTube
video), describe your back up plan thoroughly. Imagine your most novice colleague needing to
teach from your plan. Dont just answer the questions. Additionally, I expect you to include
possible questions you could ask for each section. This needs to include higher-order questions.
Engage: Begin by doing a KWL chart with the students. Ask them what they know (or think that
they know) and what they want to know about the lungs. Show a video about the lungs and their
role in the respiratory system.
http://kidshealth.org/kid/htbw/RSmovie.html (found within Prezi presentation frame 4about 5
mins long)
10 min.
In case of technology failure, cut the video. Its not essential, just a fun way to introduce the
topic.
Explore: Students will partner up (no more than 3 to 1 group) and make observations about
each others breathing. They will take turns using all of their senses to record observations about
what happens when they breathe. Remind students about how to make an observation (dont
make assumptions, just record what you see, hear, feel, and touch. Tell students that no one
should be putting their hands on one another. If you want to make a touch observation, please do
it on yourself.) Teacher observation examples: I cant see my lungs. I breathe without
thinking about it.

What do you see when the other person is breathing?

What do you hear?
What can you feel when YOU are breathing?
What else do you notice?

5-7 min.

Explanation:
Students will be asked to share observations from their exploration. Write observations up on the
board so students can reference them and make connections during the lesson.
Continue Prezi presentation to frame 5-7
Below are the frame titles and brief description/recap
Frame 5: Where are the lungs?

Picture of lung location within the chest cavity

Description of where the lungs are located

Frame 6: Fun questions students may want to know the answer to

Frame 7: What do the lungs look like? What are the parts in and around the lungs?

Trachea
Bronchi
Bronchioles
Alveoli
Diaphragm

Go over all of the information just given by doodling on the board starting from the trachea.
Have students help you get to the next part and so on.
Continue with frame 8-12
Frame 8: Fun questions
Frame 9: What do the lungs do? What is their role in the respiratory system?

Get rid of carbon dioxide, give oxygen to the body

Frame 10: How do the lungs do their job?

With the help of the diaphragm

Inhaling and Exhaling

Frame 11: Fun questions

Frame 12: What health problems are related to the lungs?

Asthma
Pneumonia
Allergies
Smoking

After the prezi, have students help you complete the KWL chart by filling in what they learned
and making sure all want to knows have been answered, if possible.
Dowload the prezi to your computer to avoid problems due to loss of internet connectivity.
30 min.
Elaborate:

Show students the model of a lung. Visit each table as many times as they need you too.
http://www.smm.org/heart/lessons/lesson7.htm
Link to directions in sources as well.
Ask students to write-pair-share. Alone, on a piece of loose paper, have them write what they
think each part of the model represents. Then have them confer with someone next to them
without getting up. Tell them that they must write why they think each part is what. Ask them to
write what the model DOESNT have that we talked about today. What do those parts do? Have
students share their answers and why they think that is the answer.

Balloon (answer: lung)

Bottle (answer: chest cavity/rib cage)
Grocery bag (answer: diaphragm)

15 min.
Evaluate:
Formative: check what observations students have made about breathing. Listen for what
students say they learned when completing the KWL chart.
Summative: collect papers where students wrote what part of the model represented and why.
Evaluate understanding based on correct answers and explanations.
To be complete after the lesson is taught as appropriate
Assessment Results of all objectives/skills:
Reflection on lesson:
CT signature/confirmation: _________________________________ Date: ________________