School of Education
Lesson Plan Format
I.
Lesson Data:
Grade Level: 3-5
Subject Area: Science
Time: 1hour 30 minutes
Lesson Title: Lung Capacity
Lesson Topic: Human Body
II.
Instructional Data:
A. New York State Standard(s) and Core Curriculum:
1. Standard 1: Analysis, Inquiry, and Design (NYS Standard)
Students will use mathematical analysis, scientific
inquiry, and engineering design, as appropriate, to pose
questions, seeks answers, and develop solutions.
2. Scientific Inquiry: (Core Curriculum)
Key Idea 1: The central purpose of scientific inquiry is to
develop explanations of natural phenomena
in a continuing, creative process.
3. Standards 4: Science
Students will understand and apply scientific concepts, principles,
and theories pertaining to the physical setting and living
environment and recognize the historical development of ideas
4. (English Language Arts) Standard 1: Language for Information
and Understanding
Students will listen, speak, read, and write for information and
understanding. As listeners and readers, students will collect data,
facts, and ideas; discover relationships, concepts, and
generalizations; and use knowledge generated from oral, written,
and electronically produced texts. As speakers and writers, they
will use oral and written language that follows the accepted
conventions of the English language to acquire, interpret, apply,
and transmit information.
B. Essential Question(s)/Overarching Objectives:
 Where are the bronchial tubes located?
 What is the purpose of the bronchial?
 How many bronchioles do we have in each lung?
 What are alveoli and capillaries?
 How are your lungs, heart, muscles, and blood flow related?
Introduction to
the Lungs and Parts of
the lungs and their functions.
|2
C. Lesson Behavioral Objectives:
 Students will measure the amount of air the lungs are able to hold.
 Students will be compare and contrast lung capacity with others, and
form a conclusion as to why their peers had different results.
 Students will be able work as a group to gain an understanding of
different functions of the respiratory system.
 Students will be able to make connections on how the lungs, heart,
muscles, and blood flow are related, through written expiation as well
as visual.
III.
Materials:
A. Materials:
 K-W-L charts
 Vocabulary worksheet
 2 Small Balloons
 Repertory worksheet
 Water
 Tape
 Straw
 Pan
 Clear cup or glass
 Rubber bands
 Book: Breathe In, Breathe Out: Learning About Your Lungs by: Pamela
Hill Nettleton
 Computer to view clip on lungs:
http://kidshealth.org/kid/htbw/RSmovie.html
IV.
Procedure/Presentation:
A. Anticipatory Set/Motivation:
The teacher will put the teacher skeleton out by the classroom door so
students can see it when entering the room when they return to lunch. The
skeleton will have balloon lungs filled as tight as can be. The skeleton
will be holding a sign saying….how much air can our lungs hold?”
B. Procedure/Development:
1. The teacher will welcome back the students from lunch and ask them to
sit at their desks.
2. The teacher will ask students to take notes while she/he reads a book.
3. The teacher will read Breathe In, Breathe Out: Learning About Your
Lungs by: Pamela Hill Nettleton
4. The teacher will review the function of the lungs and vocabulary
discussed in yesterday’s class.
Introduction to
the Lungs and Parts of
the lungs and their functions.
|3
5. The teacher will take the classroom made skeleton out and review what
they have learned so far about the human body.
6. The teacher will have new parts to add to it: The lungs.
7. The teacher will ask students to look at their notes and to work as a class
to put the parts that make the lungs up on the skeleton.
8. The teacher will go over the new vocabulary once again and ask if the
students have any questions so far:
Bronchial tubes
Bronchioles
Trachea
Lungs
Alveoli
Capillaries
9. The teacher will tell the students that they will be performing an
experiment relating to lungs in a group.
10. The teacher will ask the students “How much oxygen can our lungs
hold?”
11. The teacher will ask students to make their prediction and she/he will
write them on the board.
12. The teacher will tell the students that they will be working with groups
of 4.
13. The teacher will have the equipment needed to perform this experiment
in the front of the room.
14. The teacher will assign each group to different sections in the group.
15. The teacher will say, “Some of you will be working on their journals,
others will be working on vocabulary worksheets, and other will be
creating a diagram. The last group will be creating their models of their
lungs, and lastly the last group will perform the experiment”.
16. The teacher will continue by saying you will be given 10 to 15 minutes
in each section. When I turn the lights off and on that means it is time to
move to the next station.
17. The teacher will direct the students to read the directions and to gather
supplies needed from the front of the room.
18. Before they start their experiment the teacher will ask the students what
lung capacity means.
19. The teacher will then ask the students what could affect the results of
lung capacity.
Introduction to
the Lungs and Parts of
the lungs and their functions.
|4
20. The students will write down their answers as a group.
21. Once the students have all their supplies ready the teacher will
emphasize to the class that when they are performing the experiment
they are only allowed to use one breath when blowing into the straw.
More than one puffs of breaths will compromise the experiment.
22. The teacher will ask the students to measure how much water they were
able to blow out of the container.
23. The teacher will then ask the students to compare and contrast why they
got different results and why.
24. The teacher will walk around the room when the student perform their
experiments and working in different centers and will answer any
questions or problems they may have.
25. The teacher will gather the student’s attention to the front of the room
and ask the students to share what they came up with.
26. The teacher will ask the students if they have any more questions.
27. The teacher will ask the students what they have learned so far and to fill
out their K-W-L charts.
28. The teacher will go over what the students learned as a class.
C. Instructional Summary:
Students will watch a short clip about the lungs. The teacher will then
read: Breathe In, Breathe Out: Learning About Your Lungs by: Pamela
Hill Nettleton. The teacher will reintroduction to new vocabulary. The
students will perform hands on experiments during center time activities.
The students will be able to make connections to past lessons, circulatory,
muscular, and respiratory. The students will write in their journals. The
students will create diagrams of the respiratory system.
D. Application/Guided Practice:
The students will have the opportunity to work on hands on experiments.
The class will complete K-W-L chart as a class.
E. Closure:
The teacher will ask the students if they have any more questions. The
teacher will review the vocabulary learned the importance of oxygen to
the human body and how it is related to our lung functions. The teacher
will go over the K-W-L charts and hold a discussion on what the students
learned. Finally the teacher will ask the students if they have any more
questions.
E. Reinforcement/Independent Work:
Introduction to
the Lungs and Parts of
the lungs and their functions.
|5
Students will complete journal responses independently. Students will
complete worksheets as a group and independently. Students will work
independently when making predictions on the classroom science
experiments.
G. Assessment:
The teacher will collect worksheets and the K-W-L charts. The teacher
will observe the students during the class experiments and their responses.
The teacher will observe the students by walking around during group
experiments and sit in each group to listen to the vocabulary used and see
if they have an understanding of the lungs.
V.
Academic Considerations:
A. Diversity:
The teacher will discuss different animals and their lung capacity and
oxygen cycle.
B. Accommodations/Special Needs:
The teacher will provide images for student’s journal. The teacher will
provide starter sentences for those who need help writing.
C. Enrichment Activities:
The teacher will leave extra materials out for the students to use on their
free time to create their own models of the lungs. The teacher will provide
books that talk about the respiratory system.
E. Technology:
Computer to show video.
VI.
Reflections:
1. Did the students understand the lesson?
2. Did I make the lesson to long?
3. Were the students able to work as a group effectively?
4. Did I give enough information to help the students understand the respiratory
system.
VII. Bibliography (APA-5):
Nettleton, P. H. (2004). Breathe In, Breathe Out: Learning About Your Lungs. Mankato,
Minnesota: Picture Window Books .