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LESSON PLAN

SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 7M Time: 8:55am-9:45am Date: 06/05/16
Learning Area: Health
Strand/Topic from the Australian Curriculum
Develop skills to evaluate health information and express
health concerns (ACPPS076)

Students Prior Knowledge:


Anatomical names of components in skeletal
system and their function in the human body.
Individual health with specific focus on Growing
up (physical, emotional, mental changes)
ABC Goal setting (C for Cardio): Students set
fitness goals as to motivate, gain fitness
knowledge, and encourage life-long healthy life
styles.
Students have knowledge and experience in the
appropriate way to conduct themselves while
outside the classroom setting.

General Capabilities (that may potentially be covered in the lesson)


Ethical
Literacy
Numeracy
ICT
Critical and
behaviour
competence
creative
thinking
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander
histories and cultures (N)
Proficiencies:(Mathematics only)

Personal and
Social
competence

Asia and Australias engagement with Asia


(N)

Intercultural
understanding

Sustainability (N)

Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
As a result of this lesson, students will be able to:
Identify the key anatomical components in the respiratory system (including accurate spelling and
pronunciation of organs, and their relationship with one another).
Investigate personal resting expiration rate (RER) through the use of physical activity.
Apply knowledge of the respiratory system and resting expiration rate (RER) to everyday life including,
breathing, lung health, personal fitness and peer fitness.
Teachers Prior Preparation/Organisation:
Provision for students at educational risk:
Observation of prior English lessons (with specific
Students with learning difficulties (including but not
attention to NAPLAN revision sessions)
limited to dyslexia, dyspraxia, low level
concentration, and/or low level cognitive ability) will
Liaise with Mentor approximately 2 days before
be catered for through the interactive Label the
scheduled lesson to allow for editing and improvement
diagram activity on the white board. Anatomical
of lesson plan if necessary
names will be increased in size on the whiteboard
YouTube video: How the human body works for kids is
to allow for students to read with ease. Its
loaded and ready to be played
interactive nature (in conjunction with written
Link: https://www.youtube.com/watch?v=-plG8W8JZ0o
activities) should allow for greater understanding of
Students are made aware that they will be required to
the topic.
bring their Health Work Book to class prior to lesson

Students who are gifted and/or talented will have


Label the Diagram (Appendix 1) is created, loaded and
benefit from the numerical aspects of the lesson as
ready to be projected onto interactive whiteboard
they calculate and compare (optional) their
Timer has been purchased and brought to the lesson.
personal resting expiration rate (RER) with the
Teacher has Teachers Copy of Health work book
RER of their peers.


(Appendix 2)

LESSON EVALUATION (to be completed AFTER the lesson)


Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

***See lesson feedback form***


LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)
Time
8:55am

Motivation and Introduction:

Resources/References

Students transition from Pastoral Care (8:45am-8:55am)


Teacher greets students: Good morning 7M
Inform students that I will be taking their health lesson and they need their Health
Work Book (to take out now).
Before reading, teacher will turn off the lights and instruct students to stop and
take a few deep breaths (sometimes important to take some time for peaceful
reflection). Mediative music is teacher chooses.

Real reason introduce the topic of todays class: the respiratory system (by
bringing attention to breathing)

9:00am

Health Work Book

Meditation Music
https://www.youtube.
com/watch?v=zHjG
Grmrfdo

Lesson Steps (Lesson content, structure, strategies & Key Questions):


Teacher instructs students to turn to the bottom of page 41 and asks for a
volunteer to read the first two sentences (from The word cardio)
Elaborations
Provides your body with the oxygen and nutrients it needs to function
Carries out waste
Provides energy to muscles, brain, glands etc.
Teacher continues reading introduction paragraph, asking students to
highlight/underline important information: The cardiovascular system to
bloodstream.
9:05am

The video How the human body works for kids is played on the interactive
white board to students.

YouTube Video
https://www.youtube.
com/watch?v=-plG8
W8JZ0o

**Teacher to remind students that they are required to be sensible**


Teacher asks students to contribute any points they feel important.
Points may include:
Lungs are a part of the respiratory system
We provide the oxygen to fuel your cells
Keeping us healthy is your mission Lung health is very important to
overall health.
To solidify learned information from video, teacher reads Respiratory System
paragraph (end of page 41) encouraging students to either take notes/highlight
or underline important parts, such as the flow of oxygen (see below)
Oxygen Nose/mouth Pharynx Epiglottis Larynx Trachea
Bronchial tubes Bronchioles Alveoli Bloodstream
9:10am

Turing to page 42, teacher explains that students will be completing Label the
diagram activity both on the interactive white board and in their books (as a
class).

Appendix 1

Interactive: Teacher invites students up individually to drag the featured


anatomical names into the corresponding box on the diagram image (wrong


9:20am

answers to be corrected by teacher).


Students are encouraged to follow along with white board and enter answers into
their Health work book.
Instruction is given for students to continue on with questions 2-5 independently
by reflecting on video, information paragraph and diagram.
(Answers to questions in teachers copy of Health work book)

Appendix 2

Answers are checked by teacher, students to tick or insert correct answer.


Teacher to read Respiration and Exercise paragraph (bottom of page 42).
9:30am

Teacher instructs students that they will be moving outside for a portion of the
lesson to complete the Analysing Reparation Activity on page 43 (question 2
and 3). Students to bring a pen and their Health work book.
**Teacher to remind students of the expectations of moving outside of the
classroom when other lessons are occurring**

9:40am

Lesson Closure: (Review lesson objectives with students)


Students return to the classroom.
Students turn to page 43 of their Health work book. Teacher asks class if they felt
out of breath after the activity. Poses question (q1 pg 43): Why might someone
who is unfit get out of breath quickly?
(Answer to questions in teachers copy of Health work book)
Students complete question 4: How has your expiration rate changed?
Elaborations
Expiration rate was higher during exercise
Lungs are working harder to get more oxygen into the body
Question: Are there any other times that you can think of when your
expiration rate changed, besides after exercise? (answer: anxiety etc.)
Teacher instructs students to now look to question 5b: Compare expiration
rates (ignore 5a)
Hands up poll: Teacher to ask if students feel they need to improve their
fitness levels (if yes, what could they do to improve?) as well as if students
do not feel they need to improve (why? What can they do to maintain?)
Teacher to make reference to Cardio Goals (Vis mentioned in middle school
assembly)
Transition: (What needs to happen prior to the next lesson?)
Teacher instructs students to pack away their Health work book into the Health
box and to get ready for periods 2, 3 and 4 as they will not be returning to the
classroom.

9:45am

Students are dismissed.

Assessment: (Were the lesson objectives met? How will these be judged?)
Identify the key anatomical components in the respiratory system (including
accurate spelling and pronunciation of organs, and their relationship with
one another).
To meet the objective students must possess the ability to recognise and explain
key anatomical organs and their use in the respiratory system. Students must
participate in class Label of Diagram activity to demonstrate their ability.

Investigate personal resting expiration rate (RER) through the use of


physical activity.
To meet this objective, students will participate in the Respiration and Exercise
activity and enter appropriate information into their Health work book.

Apply knowledge of the respiratory system and resting expiration rate


(RER) to everyday life including, breathing, lung health, personal fitness and
peer fitness.
To be evaluated through verbal assessment and written work in Health work
book.