UNIT LESSON PLAN: BREATHING MACHINE

DESIGNED BY

GIWAMORYE M-M.

 

NAME: GIWAMORYE M-M.

CROSS CURRICULUM :   SCIENCE / MATHEMATICS / LANGUAGE ART
 
TITLE OF UNIT: BREATHING MACHINE
GRADE : 3RD - 7TH


OBJECTIVES:  AFTER 2 DAYS OF INSTRUCTION AND HANDS-ON ACTIVITIES, STUDENTS WILL BECOME AWARE THAT AIR IS MADE UP OF GASES. STUDENTS WILL UNDERSTAND THAT IN BREATHING AN EXCHANGE OF GASES TAKES PLACE IN THE LUNGS.

SUBJECT MATTER : Invite students to talk about what they know about lungs. 
Using K-W-L strategy students will share their own knowledge about lungs.
Explain to the students that they will make a model of their lungs and they will learn how the diaphragm works.
 
 MATERIALS:
  • 1 CLEAR PLASTIC BOTTLE
  • 1 LARGE BALLOON
  • 2 SMALL BALLOONS
  • 2 PLASTIC STRAWS
  • 3 RUBBER BANDS
  • CLAY OR PLAY DOUGH



ACTIVITIES. A:  Help students cut the bottom off of the bottle, leaving a portion of the bottom edge  on.
Cut the bottom of a large balloon and discard.
Tie the stem of the balloon in a knot and slip the open end over the bottom of the  bottle.
Student will attach the small balloons to the straw with a rubber band and insert the  straw, balloon side down into the bottle.
Student will seal the top around the straw with clay or play dough.
Students will experiment by pulling down on the knotted balloon. The small  balloons will inflate the same as when the chest is expanded and inhales air through  the nose.
 
ACTIVITIES. B: After observing how the model works, the class will discuss and conclude that breathing is a mechanical process by which there is an interaction between the  organism and the surrounding air; the lungs and other parts of the respiratory  system perform this mechanical process; that we breathe air ( a mixture of gases composed of oxygen, nitrogen, and a minute amount of carbon dioxide);  oxygen, the gas the body needs, comes from the air; the lungs and other parts  of the respiratory system remove carbon dioxide from the blood as a waste  product and that this excess carbon dioxide is exhaled.

ACTIVITIES. C: Write on the chalkboard the following questions and have the students answer each question on a sheet of paper:

  1. Douglas went to the Park to play basketball; he inhaled 5 liters of air circulating. He exhaled 8% of that amount as carbon dioxide.
    What is the amount of carbon dioxide (in liters) did he exhale?

  2. Jeremy, Cooper, and Danielle went for a walk. Each inhaled 6 liters, 4 liters, and 5  liters, of the air circulating respectively. They exhaled altogether 10% as carbon dioxide.
    What is the total amount of carbon dioxide (in liters) that they exhaled?

  3. How many pair of lungs does our body have?

  4. Yes, we should breathe through our nose; but how many nostrils do we have?

  5. Six people are in a room; one is a dead body.
    How many  pair of lungs are functioning?

 
DAY TWO 
GROUP ACTIVITIES 		Organize students into small groups to observe the following web sites. Students will  discuss and write a journal entries on the important things they learned on these web sites. 

References:  

EVALUATION /ASSESSMENT: 
  1. In addition to ACTIVITIES Part C, students will be assessed with the model of the human lungs they constructed.
  2. Students will explain in writing steps they followed to put their breathing machine together.
  3. Students will name by writing the gases that compose air that we inhaled and the gas we exhaled.
  4. Complete journal entries.

See the Grading Rubric:

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