Jennifer Stephenson

ELED 3221 Section 001

IMB
edTPA Indirect Instruction Lesson Plan Template
Lets Make a Lung
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Central Focus/Big Idea: The Respiratory System
Subject of this lesson: Learning about the structure and function of the Respiratory System.
Grade Level: 5th
NC Essential Standard(s): 5.L.1- Understand how structures and systems of organisms (to
include the human body) perform functions necessary for life.

Next Generation Science Standard(s):

Analyzing and Interpreting Data- Student will analyze and interpret the model of the lung and
distinguish which model part represents each part of the Respiratory System.
4-LS1-1.
Construct an argument that plants and animals have internal and external structur
behavior, and reproduction.

21st Century Skills:

Creativity and Innovation- Students will create a model lung out of a water bottle, balloons, a
straw, and clay and watch how the lung expands and contracts with the help of the diaphragm
and trachea.
Collaboration- Students will work with their lab groups in order to create one functioning model
lung and discuss the functioning of each part of the model in comparison to an actual human
lung.
Academic Language Demand
Language Function: In the table below highlight the one most important language
function for your lesson. Explain why you chose these.
Analyze

Argue

Categorize

Interpret

Predict

Question

Compare/contras
t
Retell

Describe

Explain

Summarize

Students will work together with their lab groups in order to explain how the Respiratory System
works through their lung model.

Scientific Vocabulary: Respiratory System, diaphragm, trachea.

Instructional Objective: Students will be able to describe the Respiratory System through their
model lung and come to the conclusion that this system is necessary for life. Students will
complete a four question quiz about the Respiratory System and the model they created and are
expected to answer at least 3 out of 4 questions correctly.
Prior Knowledge (student): Students need to understand that we breathe in oxygen and why
oxygen is important to the human body.
Content Knowledge (teacher):

Cells in the body require oxygen and the Respiratory System brings oxygen into the body.
Your diaphragm is the muscle below your lungs.
You breathe with the help of your diaphragm. You breathe in and your diaphragm pulls down to
allow room for the lungs to fill with air. You breathe out and your diaphragm relaxes and pulls
back up.
You breathe in air through your nose and your mouth. This air goes down your trachea into your
lungs.

Accommodations for special needs (individual and/or small group): For students with reading
disabilities I will help read the questions off the board for the quiz. For students with limited eye
sight, I will make sure they are seated at the front of the room or can move closer to see
questions and videos if needed.
Materials and Technology requirements:

Smartboard
https://www.youtube.com/watch?v=p4zOXOM6wgE video on the Respiratory System
https://www.brainpop.com/health/bodysystems/respiratorysystem/preview.weml video- login was
provided by CT.
https://www.teachervision.com/tv/printables/concepts/LS_Visuals_18.pdf un-labeled picture of
respiratory system
6 water bottles
6 large balloons
6 small balloons
6 straws
6 pieces of clay
6 rubberbands
Scissors
Tape

Total Estimated Time: 60 minutes

Source of lesson: CT
Safety considerations: I will precut all water bottles for the experiment.

Content and Strategies (Procedure)

In your procedure, be sure to include all of the following 5 Es. Your procedure should be
detailed enough for a colleague to follow. If you will be relying on technology (e.g., a YouTube
video), describe your back up plan thoroughly. Imagine your most novice colleague needing to
teach from your plan. Dont just answer the questions. Additionally, I expect you to include
possible questions you could ask for each section. This needs to include higher-order questions.
Engage: https://www.youtube.com/watch?v=p4zOXOM6wgE We will watch this video by Mr.
Parr.
We will then review the reading given to them for the previous nights homework. I will ask
students:

Why do our bodies need oxygen? Our cells need oxygen and without it they couldnt move, build,
reproduce, or turn food into energy.
How do our bodies get oxygen? By breathing
Where does air enter our body through? Mouth and nose
After air enters our nose or mouth, where does it go? Down the trachea to the lungs.

I will ask students to place one hand below their ribcage and breathe in and breathe out. I will
ask them what they felt, and explain to them that they felt their diaphragm muscle moving up
and down as they breathed in and out.
Explore: Students will get with their lab groups (4-5 students per group, pre-assigned). One
student will get all materials for their group.
Teacher will show a completed model to students and detail how they put the model together:

Start by showing the students the pre-cut water bottle. Take the large balloon and tie a knot in it,
and with the knot facing down, cut the top of the balloon off, about an inch from the top. Have
students complete this step and teacher assists where needed.
Next, have students pull this balloon around the base of their water bottle and secure it with a
rubber band.
Have the students take a piece of tape and tape the small balloon to the end of the straw. Explain
to students to leave some room so the straw is not touching the bottom of the balloon.
Show students how to secure the straw so that the balloon is hanging inside of the water bottle
and not touching the bottom or the sides. Secure the straw in place with the clay.
Do not model how the model works for students, instead challenge them by asking them What
can you do to get the balloon to expand and contract? If needed, help students by showing them
to pull the bottom balloon in order for the lung to expand.
Ask students: Why did the balloon inside the bottle expand when we pulled the balloon on the
bottom down? Because it changed the air pressure inside of the bottle so the small balloon
pulled in air through the straw and expanded.

Explanation: Teacher will instruct students to turn and talk with their lab groups and discuss
what part of the Respiratory System that they think each part of the model represented. They
should come to the conclusion that the water bottle acted as the rib-cage or the chest, the bottom
balloon on the model represented the diaphragm, the smaller balloon represented the lungs, and
the straw represented the trachea.

Ask students: What is missing from our model? Students may answer the alveoli, or the two
windpipes, or the bronchi, but ultimately lead them to the answer that this model represents just
one lung, when we have two lungs in our bodies.
Ask students: Based on the functioning of the Respiratory System, is the lung a vital organ?
Students are familiar with this term from learning about previous body-systems. The answer is
yes, have them explain why. Without the lungs our bodies could not bring oxygen into our bodies
and we need oxygen to survive.

Elaborate: Ask students the following questions, if they answer the question with the correct
body part, have them come up to the board and label them on the picture:
https://www.teachervision.com/tv/printables/concepts/LS_Visuals_18.pdf

How does air enter our bodies? (Mouth, Nose)

After air enters our mouth and nose, where does it go? (Down the trachea/windpipe)
After the air flows down the trachea, where does it go? (into the lungs)
What is missing from our diagram? (Diaphragm)

Evaluate: I will write the following questions on the board and have students answer the
questions on notebook paper.
1)
2)
3)
4)

What did you learn about The Respiratory System?

In the model, what did the water bottle represent?
In the model, what did the balloon at the bottom represent?
In the model, what did the balloon in the bottle represent?

To be complete after the lesson is taught as appropriate

Assessment Results of all objectives/skills:
When asked the questions during elaborate, the students all seemed to know how to label the
parts of the respiratory system.
After reviewing the questions that the students answered, it is clear that most of students
understood what parts of the respiratory system that the model represented. There was some
confusion on the diaphragm, but most had the right idea with the diaphragm moving up to exhale
air, and the diaphragm moving down to breathe in air.
Reflection on lesson:
Overall, I really enjoyed the outcome of this lesson. The Mr. Parr song that I used to introduce
the lesson I thought was so silly, but the students really enjoyed it and seemed captured about
wanting to know more about the respiratory system. When explaining the model to students, I
about pulled on the bottom balloon, and I would definitely add it into the lesson to specifically
not model how the model works for students! The students enjoyed putting together the model,

but they even more they enjoyed learning how the model worked. I think this lesson was a
success. One thing I might change about my lesson would be to wait and explain the parts of the
model without the students having their supplies because they were very distracted with their
supplies as I was showing them how to create the model.
(WORKSHEETS AND EXPERIMENT INSTRUCTIONS BELOW)
CT signature/confirmation: _________________________________ Date: ________________