Lesson Plan #1 Introduction to Gas Exchange and Respiration Form II Biology Content background Goals and Objectives II- 5.1 The Concept of Gaseous Exchange II- 5.2 Gaseous Exchange in Mammals The learner will be able to identify the gases present during gas exchange in mammals. The learner will be able to identify the path that oxygen takes through the body. Misconceptions Identified Students may have the misconception that gases simply disappear once in the body. This may be because they cannot always be felt or seen when leaving the body. Students may also have the misconception that gases do not travel throughout the body and that they only stay in the lungs. This may be because students cannot see the gases effect in the rest of their body unlike how their chest will rise and fall with each breath. Another misconception students may have is that all animals respire in the same way. This may be because they are unfamiliar with other animals and the ways they exchange gas. Engage Group Discussion What gases do we inhale and exhale? Where do they come from? How are they transported? How do they help/harm us? What organs are used? Write the answers to these questions on the board. Exploration Oxygen transportation game: Divide the class up into two teams and have each team form a single file line at the same end of the classroom. Have one student from each team volunteer to be the "organs" for their team. Have the organs stand at the other end of the room from their team and then supply each "organ" with 50 blue circles representing carbon dioxide. Stand in the middle of the room and hold a box, the "lungs", with 75 white circles labeled oxygen and 50 gray circles labeled carbon monoxide mixed together. Place an empty box at your feet labeled exhaled . Tell the students that the object of the game is to supply their "organs" with as much oxygen as possible and clear the body of carbon dioxide. Each student will take a turn, walking quickly one at a time from each team to the lungs where they pick without looking 2 gases from the lungs. Then they will go to their organs to exchange oxygen with carbon dioxide from the organs and then return to lungs to exhale their carbon dioxide (leave the exchanged carbon dioxide in the box labeled exhaled ) and the retur to the e d of their tea ’s li e. If they select two Oxygen molecules from the lungs, they can transport those oxygen molecules to the "body" and trade each oxygen for a carbon dioxide. If they pick any carbon monoxide molecules they must hold onto the Carbon Monoxide for the remainder of the game and cannot trade it for either oxygen or for carbon dioxide molecules. Once a student has selected two carbon monoxide molecules, they are out of the game. Continue until either all of the carbon dioxide has been exhaled or all of the students of a team can no longer play. The team which clears the organs of carbon dioxide the fastest wins. Explanation Group discussion. What did each color of circle represent in the game? What slowed you down? What would have made it go faster? What did the boxes represent? Write the path that the oxygen took for humans. Is it the same for all animals? Brainstorm how respiration happens in other animals. Extension Draw an illustration of the path that the gases take as they go through the body. Label all parts. Evaluation A student is awarded two points per item if it is in the correct place on the diagram. If it is not in the correct place no points are awarded. 14 points possible. Oxygen Carbon dioxide Inhale Exhale Lungs Organs Red blood cells Points: Questions Questions for those struggling and those excelling are embedded in the lesson. Reflection 1. What parts of the lesson were more effective? What went well in your teaching? What evidence can you provide? Students were able to correctly identify the gases present in mammal respiration. Total 2. 3. 4. 5. Students were also able to correctly identify the organs necessary for gas exchange and explain and draw the path that gases take throughout the body. What parts of the lesson ere less effecti e? What didn’t go as ell in your teaching? What evidence can you provide? The students found it difficult to apply this new knowledge to other types of animals. During our exit discussion of how other animals respire, very few students were able to provide plausible answers. What aspects of the lesson did not go as planned? How did you address this? Provide support. The students were not as engaged in the respiration game as I had hoped. They did not seem interested and were not as competitive as I thought they would be. I tried to prompt the students to become more competitive and I eventually added in more players so that the game would move faster and more students would be involved at once. If you were to teach this lesson again, what would you change or do differently? Why? The extension activity was very easy for students. I would create a more challenging or hands on extension activity along the lines of making a model or creating a new game. What insights did you gain from teaching this lesson? I was surprised at how much the students knew about gas exchange and respiration. This lesson for them was more of a reinforcement rather than an introduction. It made me realize that sometimes I underestimate my students which requires me to modify my lessons quickly.
