KUTZTOWN UNIVERSITY ELEMENTARY EDUCATION DEPARTMENT PROFESSIONAL SEMESTER PROGRAM LESSON PLAN FORMAT

Teacher Candidate: Alyssa Ball_______________________________________ ____________________ Cooperating Teacher: _________________________________________________ ________________ Group Size: _____________________ Allotted Time: ______________________ _________________ Su!"ect or Topic: ____________________________________________________ _____________________ Date: Coop. Initials: Grade Le el: Section:

STA#DA$D: %&A Common Core': ():(G Concepts o* +ealth ():,- &hysical Acti ity
I. &er*ormance .!"ecti es %Learning .utcomes' The students /ill !e a!le to understand /hat role the lungs play in the !ody The students /ill !e a!le to determine their respiratory rate using a chart and e0plore the *actors that a**ect !reathing rate. The students /ill demonstrate /hat happens inside our lungs /hen /e inhale and e0hale II. Instructional 1aterials (. Breathing $ate chart 2. &ens 3. Crayons ,. 4ideo on 5idshealth.org 6. #ame stic5y tags 7.Cloc5 Boo5s: The +eart8 Lungs8 and Blood !y Ste e &ar5er 9our +eart !y Terri Degezelle III. Su!"ect 1atter: Content %prere;uisite s5ills8 5ey oca!ulary8 !ig idea' &rere;uisite s5ills: A. The Body B. The s5eleton C. <oints D. 1uscles =ey 4oca!ulary A. The 3 ma"or organs in the !ody: (. The !rain 2. The heart 3. The lungs B. The brain is a spongy mass o* tissue made up o* ner e cells. C. The cerebrum is the control center o* the !rain8 and it is di ided into 2 hal es. D. The ear! pumps the !lood /e need around the !ody. >. The "un#$ are one o* the largest organs in your !ody that help you to !reathe !y helping you ta5e in ne/ air and e0hale old air -. Beneath the lungs is the %ia& ra#m that mo es do/n /hen you !reathe in to gi e your lungs more room to gro/ G. The air you !reathe in goes do/n your !rac ea8 also called the /indpipe +. The lungs contain 2 large tu!es called br'nc i that !ranch o** into tinier tu!es. I. These tinier tu!es are called br'nc i'"e$ and there are a!out 3)8))) o* them in each lung <. At the end o* the !ronchioles are tiny air sacs that are called a"(e'"i$) They allo/ the o0ygen in your !ody to pass Into your !lood

I4. Implementation A. Introduction ? (. Teacher /ill as5 the students a!out yesterday@s lesson and /hat they remem!er 2. The teacher /ill tell the class that Atoday /e /ill !e learning a!out some organs in the !odyBA 3. The teacher /ill as5 the class i* they 5no/ /hat some organs are inside the !ody. Call on ,C6 people to ans/er this ;uestion ,. I* a student mentions the lungs8 tell the students AthatDs the one I /as /aiting *or8 good "o!BA 6. As5 the students /hy they thin5 the lungs are important 7. As5 the students i* they remem!er /here the lungs are in the !ody *rom the pre ious lesson %li*e size model o* the !ody and some o* its parts:organs' E. 1a5e a =FL chart a!out the lungs on chart paper B. De elopment ? 2. The teacher /ill then hand out guided notes to the class *or them to *ill in as the lesson proceeds 3. The teacher /ill tell the students that Aother than the lungs8 there are 2 other main organs o* the !ody: the !rain and the heart.A ,. The teacher /ill pull up a picture o* the !rain *rom /e!site pro ided and sho/ the class 6. The teacher /ill tell the class that the !rain is a spongy mass o* tissue made up o* ner e cells and its control center is called the cere!rum 7. The teacher /ill point to /here the cere!rum is E. The teacher /ill sho/ the students a picture o* the heart on page 7 o* the !oo5 Your Heart G. The teacher /ill tell the students that the heart pumps the !lood that /e need throughout our !ody H. The teacher /ill sho/ the students a picture o* the lungs *rom the !oo5 The Heart, Lungs, and Blood on page (3 (). The teacher /ill tell the class that today /e /ill !e *ocusing on learning a!out the lungs and /hy they are important to us ((. The teacher /ill put up interacti e /e!site onto the smart !oard so students can see e0actly ho/ the lungs /or5 (2. The teacher /ill call on di**erent students to come up and do the Interacti e parts o* this /e!site. (3. A*ter the students ie/ this /e!site8 they /ill !e told that the teacher is going to turn the class into a !reathing system. (,. The students /ill then !e told to pic5 a name tag *rom the *ront o* the room. (6. >ach name tag /ill either !e la!eled /ith: Athe lungs8A Ane/ air8A or Aold air.A (7. A*ter each child has a name tag8 they /ill !e told to get into groups depending on their name tags. (E. The teacher /ill ha e e eryone in the IlungsJ group "oin hands in the middle o* the classroom to *orm t/o circles8 lea ing a small opening at the top o* each circle. (G. The teacher /ill ha e the group la!eled Iold airJ stand outside the lungs (H. The teacher /ill lastly ha e the Ine/ airJ group stand near the opening o* the lungs 2). The AlungsA group /ill !e told to step !ac5 , times8 and then step *or/ard , times repeatedly8 demonstrating the lungs e0panding during !reathing in 2(. The group that is Ane/ airA /ill go in the openings !et/een the AlungsA group holding hands /hile they step in and out o er and o er. 22. The group that is Aold airA /ill go under the hands o* the AlungsA group and out the opening to sho/ old air lea ing the lungs. 23. A*ter this acti ity8 students /ill !e told to sit do/n !ac5 at their des5s. 2,. The teacher /ill then as5 the students /hy they thin5 she had them do that and /hat they learned *rom it. 26. The students /ill then each !e gi en a diagram o* the lungs8 and the teacher /ill *ill it out /ith them on the pro"ector. 27. Fhen *inished8 the students /ill !e told to put this diagram in their science "ournals.

2E. The students /ill ne0t do an In;uiry on !reathing rate. 2G. >ach student /ill !e gi en a chart to chart their !reathing rate 2H. Learning centers /ill !e set up around the room *or this in;uiry. 2H. The teacher /ill tell the class that respiratory rate is the num!er o* !reaths ta5en per minute 3). At the *irst learning center8 students /ill !e as5ed to hypothesize i* they thin5 !reathing rate /ill !e di**erent *or !oys s girls8 i* e0ercise /ill change !reathing rate8 and /hy they thin5 this. In groups o* 2 they /ill /rite a hypothesis and place it in the *older pro ided at the learning center /ith their names. 3(. At the second learning center8 one student /ill /atch the cloc5 and count ho/ many times their partner !reathes in t/o minutes8 and they /ill do this three times. 33. The students /ill then s/itch and the student8 /ho /as /atching the cloc58 /ill no/ !e the one !reathing /hile their partner /atches the cloc5. 3,. A*ter 3 trials8 !oth students /ill chart their !reathing rate at their des5s. 36. The students /ill then mo e on to the third and last learning center to do arious e0ercises such as: /al5 in place8 run in place8 and do "umping "ac5s. 37. They /ill do this again in partners and then s/itch and chart their !reathing rate. 3E. .nce e eryone has gone to all 3 learning centers8 the teacher /ill !ring the class !ac5 as a /hole. 3G. The teacher /ill call on each group o* partners and as5 /hat the conclusion o* their in;uiry /as and i* their hypothesis /as correct *rom the !eginning 3H. .nce *inished8 the teacher /ill collect each chart to ma5e sure e ery child did the in;uiry and /ill go to each learning center to ma5e sure each child chec5ed o** on the name sheets pro ided that they /ere there. C. Closure ? (. At the end o* the day8 the teacher /ill pass around e0it slips num!ered (C6. 2. The students /ill /rite 3 things that they learned8 2 things they *ound interesting8 ( thing they might still !e con*used on8 and ( thing that they still /ould li5e to learn a!out the lungs. D. Accommodations : Di**erentiation C (. Suzy has a learning disa!ility8 and so /ill !e pro ided /ith already completed diagram. Also8 her partner /ill help her *ill out her !reathing rate chart. >. Assessment:> aluation plan (. -ormati e a. The teacher /ill use a chec5list to ma5e sure e eryone did the lungs diagram as /ell as ma5ing sure that e ery student /ent to the di**erent learning centers. 2. Summati e 4. $e*lecti e $esponse A. $eport o* StudentsD &er*ormance in Terms o* States .!"ecti es %$e*lection on students per*ormance /ritten
a*ter lesson is taught8 includes remediation *or students /ho *ailed to meet accepta!le le el o* achie ement'

B. &ersonal $e*lection %Kuestions /ritten !e*ore lesson is taught.'%$e*lecti e ans/ers to

;uestions recorded a*ter lesson is taught.' 4I. $esources

In Lungs Video . $etrie ed 1onth. Day8 9ear8 *rom http:::5idshealth.org:5id:ht!/:$Smo ie.html In Respiratory System. $etrie ed 1onth. Day8 9ear8 *rom http:::classroom.5idshealth.org:pre5to2:!ody:systems:respiratory.pd* In Ins And Outs Of Respiration. $etrie ed 1onth. Day8 9ear8 *rom https:::///.smm.org:heart:lessons:lessonG.htm

&lease note:
Do not try to *it your lesson plan into the spaces on this *ormat sheet. Scan this *orm or retype it. Ad"ust the spacing to match the needs o* your indi idual lessons. A*ter the cooperating teacher has appro ed and initialed the plan8 any recommendations or re isions should remain on the plan.

4I. $esources