Lesson Plan
Concept/Skill/Theme: Love Your Lungs
Duration: 1 Hour
By - Bonnie Reed Hanna
Modified by- Arielle Study
Grade Level: 3
Objectives-Goals: The student will…
Learn to value their lungs by embracing healthy behaviors and avoiding detrimental situations, and this
will be determined by answers on a questionnaire.
Next Generation Sunshine Standards: (Floridastandards.org)
Standard 3: Demonstrate the ability to use decision-making skills to enhance health.
Standard 3: HE.2.B.3.3 : Compare the consequences of not following rules/practices when
making healthy and safe decisions.
Concept Planning/Scaffolding:
Concept Planning: Read the book : The Monster Health Book: A Guide to Eating Healthy, Being
Active & Feeling Great for Monsters & Kids! by Edward Miller. Introduce the students to the topic of
bad heath and then ask them questions pertaining to their healthy behaviors and non healthy
behaviors.
Scaffolding: Give the students ideas that they can incorporate in their daily activities that promote
good health.
Teaching Materials and Props
Teacher Resources:
(including technology being used):
A. Dowshen, Steven, ed. Looking at Your
A. Lesson Plan
B. Overhead projector
C. Transparency
D. Chalk
E. Paper -- 25 sheets
F. Baggies containing food pieces
(cheerios, twizzler, tortilla, pretzel,
rolled cookies, fruit rolls, mini
marshmallows) -- 25
G. Straws -- 25
Lungs. 7/2003.
http://kidshealth.org/PageManager.jsp?dn.
11/21/05
B. Henzl, Kelly. Edible Health.
6/14/2000.
www.pecentral.com/lessonideas.
11/14/05.
C. Meeks, Linda, Heit, Philip, and Page,
Randy. Comprehensive School Health
Education. McGraw-Hill: New York.
2005.
Lesson Steps/Procedure:
Content:
i. Functions of the respiratory system
1. Allows for inhalation of air providing oxygen for cells.
2. Allows for exhalation of air removing carbon dioxide.
3. Contributes to the ability to talk.
Lesson Plan
ii. Structures and their main functions
1. Diaphragm
a. Muscle contracts to enlarge space sucking in air.
b. Muscle relaxes to shrink space pushing air out.
2. Nose and mouth
a. Air enters body here.
b. Mucus warms and moistens air and traps particles.
3. Trachea (windpipe)
a. Tube connecting throat to lungs.
b. Lined with cilia (hairlike) that remove dust and particles.
4. Bronchi
a. Tubes that split off trachea, one to each lung.
b. Allow for air movement into lungs.
5. Lungs
a. Two main organs of respiratory system (large).
b. Left lung is smaller because of space for heart.
c. Protected by ribs and pleural membrane (outer covering like the
skin on an apple).
6. Bronchioles
a. Smaller tubes that branch off like tree limbs (thickness of a hair).
b. About 30,000 in each lung.
7. Alveoli
a. Microscopic air sacs (extremely thin walls, 600 million).
b. Exchange of gases occurs here.
i. Oxygen is absorbed into bloodstream.
ii. Carbon dioxide & wastes are passed out of the body.
8. Larynx (voice box)
a. Air flows between vocal cords when exhaled.
b. Vibrations allow ability to make sounds.
iii. Tips for the health of your respiratory system
1. Exercise helps make lungs stronger (more efficient).
2. Avoid breathing in cigarette smoke. Do not smoke!
a. Damages alveoli irreversibly over time.
b. Affects quality of life.
3. Avoid breathing in air pollution, toxic fumes and chemicals, dust, etc.
(Car exhaust, spray paint, magic markers)
a. Wear a protective mask as needed.
4. Keep resistance up to avoid bronchitis and other respiratory illnesses
(pneumonia, flu).
Procedure:
Show students the power of their lungs.
1. Have students place their hand on their chest and take a deep breath.
2. Have students place their hand on their stomach and take a deep breath.
Lesson Plan
3. Demonstrate taking a deep breath and counting as high as you can
before taking another breath. Have students try it themselves.
4. Have students do exercise for thirty seconds (run in place and box like
Rocky), and afterwards check their breathing.
5. Hand out straws. Have the students repeat the thirty seconds of exercise
while breathing through the straw and then have them check their
breathing again. Compare the two situations. Ask students how lessened
lung capacity would affect their activity level.
ii. Review the parts of the respiratory system with edible activity.
1. As we go over the respiratory system initially, have students draw it
roughly on a piece of paper.
2. Ask if any students have food allergies.
3. Hand out the baggies of foodstuff; instruct students not to eat it.
4. Following the path of air, have students follow along by placing the
food in the appropriate place. For example the air enters the nose and
mouth; make a nose and a mouth with your cheerios (trachea-twizzler,
bronchi-pretzel, lungs-tortilla, bronchioles-fruit rolls, alveoli-mini
marshmallows).
5. Allow students to eat the edible parts when reviewing the pathway of air
for a second time.
Adaptations (special needs, ESOL, etc.):
Food Allergies: If students are allergic to the foods we use, they can use a different food that they are
not allergic to.
ESOL Students: Visual instruction and demonstration will be provided so the ESOL students can
visually see what is expected of them to do for the activity.
Higher Order Thinking Questions:
1.Who can tell me what body part is most responsible for our breathing in air?
2.Discuss healthy behaviors that benefit the lungs.
Gardner’s Intelligences Covered:
1.Kinesthetic: Take the students to the playground to exercise their bodies.
2.Visual: Use age appropriate preps and diagrams in the class room.
3.Auditory: Incorporate a music and movement activity.
4.Tactile: Paint healthy and unhealthy lungs with finger paints (prints).
Types of Assessments:
1.Give a quiz or game type of assessment using the Promethean Interactive White-board activity.
Lesson Plan
Follow-up Activities:
1. All students have to ”share” a healthy
behavior with their peer.
2. Read …book to the class
3. Plan a field trip to the Orlando Science
Center
4. Read and follow up with a class discussion:
Spriggles Motivational Books for Children:
Health & Nutrition (Spriggles Motivational
Books for Children, 2) by Jeff Gottlieb and
Martha Gottlieb
Home Connection:
1. Students can include their parents; ask them
what healthy behavior they did that day and also
share this with the class.
2. Share the following book with the family: We
Like to Move: Exercise Is Fun by Elyse April,
Regina Sara Ryan and Diane Iverson
Self-Assessment and Reflection:
Use a graph or chart in the classroom and have record their daily healthy behaviors.
References:
http://www.amazon.com/s?ie=UTF8&keywords=Exercise&rh=n%3A4%2Ck%3AExercise&page=1