Respiration connections game
Teaching notes
The idea behind this activity is to encourage pupils to think around the process of
respiration, make connections between it and other processes in the body and expand
their understanding of the importance and implications of respiration.
It is effective with high ability and/or very motivated students. Students play in groups of
2 – 4. Each group needs a set of cards, an A3 piece of paper and a marker pen.
Each group writes the word equation for respiration onto the piece of paper.
glucose + oxygen → carbon dioxide + water + energy
Depending on their level of confidence the keyword cards could be spread out face up or
put into a pile. Individuals take turns to pick a card and say a sentence explaining the
connection between the word on the card and the relevant keyword in the equation,
before laying the card on top of the keyword. The keywords on top of each stack then
become the keyword they must connect their card to. Five piles of cards are built up as
the game progresses.
Rules
1.
Only one card keyword or phrase can be used in a given sentence at a time.
For example:
‘Large numbers of capillaries help to maintain a high concentration gradient for oxygen’
is allowed.
‘A good blood supply maintains a high concentration gradient, allowing rapid diffusion of
oxygen’ is not allowed!
2.
Players take it in turns. Players score one point for each sentence which other
players agree is accurate and acceptable. If an answer is not accepted then no point
is scored and the card is returned to the pile.
3.
A player cannot repeat a previous sentence word for word (or just give the essence
of a previous answer).
4.
Play ends when all the cards have been used or when the given time limit has been
reached.
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20025
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Respiration connections game
Suggested variations
1.
Players can not go back a step in a sequence but they can begin a new sequence, or
choose a card which has no follow on.
E.g. ‘Glucose molecules are absorbed by villi in the small intestine’, followed by, ‘the
digestion of carbohydrates begins in the mouth’, is not allowed.
2.
It could be stipulated that each sentence must include the keyword from the word
equation which forms the base of the stack.
E.g. ‘Glucose is transported in blood plasma’
‘The enzyme amylase breaks down large carbohydrate molecules into small glucose
molecules’
‘Some glucose is stored in the liver’
3.
Play could focus on one part of the word equation at a time. Use the Teachit Timer
to signal a change of focus to another part of the equation.
4.
After the first couple of games, players could decide who in their group was the most
eloquent, the most accurate, the loudest/quietest, most succinct and new teams
created from these individuals.
Extension activities
Teams share sentences which they are most proud of with the rest of the class for further
discussion.
Students build up a mind map around the equation by sticking down the keyword cards,
adding notes and arrows.
Students list which organ systems are connected to respiration.
Teams design their own cards for ‘respiration in plants’ or for ‘photosynthesis’.
© www.teachitscience.co.uk 2013
20025
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Respiration connections game
breathing rate
homeostasis
alveoli
isotonic
concentration
gradient
starch
good blood supply
exhaled air
oxyhaemoglobin
glycogen
inhalation
colon
large surface area
red blood cells
liver
diffusion
isotonic
kidneys
photosynthesis
heart rate
hypoglycaemic
dissolves
oxygen debt
dissolves
lactic acid
anaerobic
absorbed
insulin
plasma
mitochondria
mouth
exercise
amylase
© www.teachitscience.co.uk 2013
20025
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