Day Six Lesson Plan: Biology 20

Name: Alana Kozak Grade/Subject: Biology 20 Unit: Human Systems

Topic: Respiratory/digestive system Date: March 11, 2014 Length of Lesson: 160 min

General Learning Outcomes
GLO 1) Students will explain how the human digestive and respiratory systems exchange energy
and matter with the environment.
GLO 2) Students will explain the role of the circulatory and defence systems in maintaining an
internal equilibrium (Social and Environmental Contexts).

Specific Learning Outcomes
20-D1.1k Identify principle structures of digestive and respiratory systems
a) mouth, esophagus, stomach, sphincters, small and large intestines, liver, pancreas, gall bladder
b) nasal passages, pharynx, larynx, epiglottis, trachea, bronchi, bronchioles, alveoli, diaphragm, rib muscles, pleural
membranes
20D1.4k Describe the chemical and physical processing of matter through the digestive system
into the circulatory system.
20-D1.5k Explain exchange of matter and transfer of thermal energy between the body and the
environment (via breathing, and removal of foreign material and heat loss.)
20-D4.2sts Explain that the goal of technology is to provide solutions to practical problems.
20-D2.1sts Explain how Canadian society supports scientific research and technological
development to help create a sustainable society, economy and environment.
20-D2.2sts Explain that scientific and technological decisions involve a variety of perspectives
(social, cultural, environmental, ethical and economic).

Learning Objectives
Students will:
1. Identify key structures in the digestive system.
2. Describe chemical processing in the digestive system.
3. Describe physical processing in the digestive system.
4. Identify key structures of the respiratory system.
5. Explain how thermal energy is transferred between the body and the environment.
6. Explain how matter is transferred between the body and the environment.
7. Explain how Canadian society supports technological development.
8. Explain how technological decisions involve a variety of perspectives.

Key Questions
*What are key structures in our digestive system? (1)
*How does our body chemically break down food? (2)
*How does our body physically break down food? (3)
*What are key structures in our respiratory system? (4)
*How does our body prevent itself from overheating? (5)
*How does our respiratory system work together to help us breathe? (6)
*How is Canadian society showing their support for electronic smoking technology? (7)
*What are the different perspectives related to electronic smoking technology? (8)

Assessment Methods
-Matching/whiteboards- 10 things about the digestive system
-Pre-assessment: students try to match the names of the respiratory
structures to the pictures in the diagrams. (1,2,3)
-Diagrams (respiratory)- Fill out individually, then go over with a partner and compare. (4)
-Questioning
-Jigsaw-Students will break into groups, research certain questions, come back and then relay their
information to their new group. (5,6)
-Smoking Webquest (7,8)
-Exit slip: Write down 3 things you learned today. What have we done so far that you liked? What
are you struggling with or unclear of? How well do you feel you know the material?
-What would you like to see from me as a teacher?

Resources Consulted
1. Biology Program of studies
2. Student Notes and Problems by Castle Rock Research
3. Biology 20 C.Booth- Digestive storybook
4. Nelson Biology 20-30 textbook
5. Nelson Biology Online Teacher Resource Center
6. Jill Bio 20- Respiratory diagram

Materials/ Equipment
Ch.9 Powerpoint
Whiteboards and markers
Class list
Ch.8 quiz
Computers

Digestive system diagrams
Digestion storybook assignment
35 copies of the respiratory diagram
Before Class
Have fun fact ready to go
Set up smartboard and powerpoint
Print off respiratory diagrams
Greet students as they come in
Book computer lab
Alter webquest. Create assignment sheet.
INTRODUCTION (12 min) 8:03am
Prayer/ Scripture of the day (2 min)
-Blurb on Lent from book in class
What am I? (6 min)
-5 facts about which part of the human body?
(show one at a time-ask if any guesses)
*have students write down ideas (on whiteboards) as they go.
1) Composed of more than 2 million working parts
2) Processes 36 000 bits of information every hour
3) Weighs about 28 grams.
4) Muscles that move it are 100x more powerful than they need to be.
5) Only 1/6 of it can be seen by other people.
ANSWER: Eye
-have clues on powerpoint

Agenda and Questions (2 min)
-Digestion review
-Respiratory review
-Questions about breathing
-Smoking webquest

BODY ( 140 min) 8:15am
Digestion Review (1,2,3) (10 minutes)
*What are key structures in our digestive system? (1)
*How does our body chemically break down food? (2)
*How does our body physically break down food? (3)
-Whiteboards (review whiteboard expectations-when we use them, please put them
back when we leave/finish)
-work in partners (person behind them)
-10 things they know about the digestive system (try w/o notes or looking it up)
*include points on structures/functions, and how food is broken down
-Go through each partnership: refresh the digestive system

Respiratory Review (4) (20 min) 8:25am
*What are key structures in our respiratory system? (4)
-Give each student a diagram
-fill it out INDIVIDUALY (5 min)
-check with partner from before: help each other fill in the diagrams correctly
Purpose: Review and use it as a study guide to learn the parts of the respiratory
system
-have diagram/pictures up on the board as a visual stimulus
-Go over what each part is/ what it does (nasal passages, pharynx, larynx, epiglottis,
trachea, bronchi, bronchioles, alveoli, diaphragm, rib muscles, pleural membranes


Questions-Jigsaw(5,6) (35-40 min) 8:45am
*How does our body prevent itself from overheating? (5)
*How does our respiratory system work together to help us breathe? (6)
1) How does our body prevent itself from overheating? Why do we feel hotter right
after exercising?
2) Why do we breath in oxygen but breath out carbon dioxide?
How is oxygen converted to carbon dioxide in our bodies?
3) What causes side-stitches or abdominal cramps when we exercise? How can we
prevent them?
4) Why do we need lungs to breathe? Why couldnt we just have gills?
-Students will be numbered off 1-4. (each number will be assigned different questions)
-Each student will look up answers to their assigned questions (using phones or any
available computers) *can have a partner as long as they have the same number.
-Have students jot down answers to their questions.
-Afterwards, have students form a group containing one of each number (ie. 1,2,3,4)
*Each student will share their questions and the answers they came up with their
group members.

Questions review (5,6) (10 min) 9:30am
-go over students answers for the questions
-go around as they are working and listen to answers. Ask a couple of students to
share what they got with the rest of the class.
-2s raise your hands __________ what did you find for your questions?

Smoking web quest(7,8) (60 min) 9:40am
*How is Canadian society showing their support for electronic smoking technology? (7)
*What are the different perspectives related to electronic smoking technology? (8)

INTRO AND REVIEW ASSIGNMENT (15 min)
-handout assignment sheet
-describe what the assignment is and how it will be assessed
- What I expect
-peer evaluation component
-Give 1 minute to pick groups: ***If anyone is left out, I will pick your groups.***
-group of 3s (one group of 2)- Break the assignment into chunks (who does what):
Write it down and give it to me so I have record of it.

WORK TIME (45 min)
-work in computer lab upstairs

CLOSURE 7 min (10:40 am)
Exit slips- everyone fill out before you leave (have to hand it to me to leave class)


Sponge Activity
Crashcourse video on respiratory and circulatory system (14 min)
-how would the circulatory system be like a truck driver?