Day 4 in Unit

Unit: Respiratory System Lesson: 4 Date: 11/30/12 Stage One Part A. Objectives and Criteria for Success Mastery Objective of the Lesson: - You will be able to describe diffusion in the lungs

Language Objectives: - You will use the words “oxygen” and “carbon dioxide” when discussing diffusion in the lungs.

Formative Assessment of Student Understanding 1. Your exit ticket will…

a. Explain that during diffusion, oxygen enters and carbon dioxide leaves the bloodstream. What is really important for kids to know by the end of class? During diffusion in the lungs, oxygen enters the bloodstream and carbon dioxide leaves the bloodstream. Part B. The Plan (60 minute block) 7Es Teacher Does Students Does CT/Co-resident Does Time Elicit Why do you think that you yawn? Share out and

Once students are seated, I will read the question aloud. While students are writing, I will circulate and read their answers. Lead discussion.

Write answers to the question in their notebooks. Discuss answers.

Circulate and help as needed. Look for noteworthy answers. Dower – sit next to Seth.

5 min 10 min

Day 4 in Unit

discuss Ss answers What might students say/do/write during this phase? you’re sleepy/tired, you saw someone else yawn, you’re bored, you’re at school Explore 1 Reading about yawning

Facilitate reading

Read aloud.

Circulate and help as needed.

10 min

What might students say/do/write during this phase? Students will be reading the article out loud. Explain 1 Add glossary words “alveoli” “oxygen” “carbon dioxide”

Put glossary words on ELMO. Instruct students.

Copy words into glossary.

Circulate and help as needed.

10 min

What might students say/do/write during this phase? They will write the definitions. Oxygen: a gas your body needs Carbon dioxide: a gas your body needs to get rid of Alveoli: a tiny air sac in the lungs where your body exchanges carbon dioxide and oxygen Explore Diffusion: “the exhibition” activity

Explain and

Participate in the

Help as needed.

10-15 min

Day 4 in Unit

Students will either be CO2 or Oxygen and move through the respiratory system, following the path these molecules take. Parts of the room will be labeled with the body parts. Oxygen will enter through the mouth and travel down the esophagus into the lungs. In the lungs they will diffuse into the blood stream, where they will continue to move through the body and then diffuse into the other body parts. CO2 will be crowded in the body parts and will diffuse into the blood stream. It will then diffuse into the lungs and travel out through the mouth.

facilitate the activity.

exhibition as an O2 or CO2. Watch while the other group goes.

Direct students when they are confused.

What might students say/do/write during this phase? Students should not be talking (oxygen and CO2 don’t have mouths) Evaluate Exit slip: How does diffusion work in the lungs?

Read the question aloud. Circulate and read students’ answers.

Write down their answers.

Collect exit slips from students who are finished. Ms. Smith – make sure Eyleen understands the question.

5 min

What might students say/do/write during this phase? The carbon and the oxygen switch places. The oxygen spreads out. They go from a more crowded place to a less crowded place. Explain 2 Discussion of the exit slip question

Facilitate discussion.

Participate in the discussion.

Circulate and help as needed. Mr. Dower will sit next to Seth.

10 min

Day 4 in Unit

What might students say/do/write during this phase? Oxygen diffuses out of the alveoli. Carbon dioxide goes in. The carbon and the oxygen switch places. The oxygen spreads out. Evaluate Students will answer

the same question as before.

Students will be asked

Collect exit slips from students who are finished. Ms. Smith – make sure Eyleen understands the question.

What might students say/do/write during this phase? Oxygen diffuses out of the alveoli. Carbon dioxide goes in. The carbon and the oxygen switch places. The oxygen spreads out. They go from a more crowded place to a less crowded place. Stage Two Connections to MA State Frameworks and BPS Standards MA frameworks want students to compare body systems. To compare the body systems, students need to know about them. Scientific Content Standards How have students been prepared for this lesson? Students have been introduced to the anatomy of the respiratory system.

How will you follow up on this lesson? The Do Now for the next day will be: How are the villi and the alveoli similar? How are they different?

Big Ideas

Day 4 in Unit

1. Diffusion Anticipated Student Strengths/Obstacles/Difficulties

1. Strengths: Understanding more to less crowded 2. Obstacles: Understanding how CO2 is more crowded in the blood

Differentiated Instruction: • ELLs: The reading has been modified for the ELLs. All questions will be read aloud. • Students with IEPs: The reading will be read aloud for all students. This will help the students with IEPs. All questions

will be read aloud.