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Samantha McStraw

DIFF 590
180 Hours Observation #1
Unit Topic: Respiratory System
Lesson: Respiratory System Model
Common Core or other appropriate standard:

CCSS. R.I.6.7: Integrate information presented in different media or formats

(e.g., visually, quantitatively) as well as in words to develop a coherent
understanding of a topic or issue.

Lesson objective:


Students will identify and label the different parts of

the Respiratory System; nose, mouth, trachea, rib cage,
left lung, right lung, diaphragm, and alveoli (air sacs).

Students will draw their own models of the Respiratory

Systems with labels. Students will be assessed on the
labeling of their models (8 parts: nose, mouth, trachea,
rib cage, left lung, right lung, diaphragm, and alveoli
(air sacs). In order to demonstrate mastery of the topic,
students will need to label 8 out of the 8 parts correctly.
Students will also create their own models of the
respiratory system using plastic bottles and balloons.

IEP goals addressed:

M.B: will display school appropriate behaviors, encompassing the entire

school day, in a variety of settings in 3 out of 5 days for four consecutive
weeks. Behaviors include, though are not limited to, remaining focused/on
task, using school appropriate language, following instructions, and engaging
in appropriate interactions with peers.
E.M will learn and practice coping skills to help him more appropriately
handle frustrating situations, in 3 out of 4 trials.

Scaffolds/Supports/Accommodations Provided:

A modification in the Science class is based on the pace at which material is

covered. This Science class has been modified to meet the needs of students
who are unable to keep up with the pace of a General Education Science
Class. The material in this class is the same material covered is the same as
it would be in the General Education class, just at a slower pace to ensure all
students are understanding the topics.

1. Students will review the Respiratory System using their notes.
a. Ask students to identify the parts of the respiratory system by giving
them the jobs that each does.
i. For example, What part of the respiratory system helps keep
dust from getting into the lungs?
ii. Go through each part of the respiratory system for review.
2. Explain to students what we will be doing today.

Samantha McStraw
DIFF 590
180 Hours Observation #1
a. Today, we will be drawing models of the Respiratory System, as well as
creating our own model of the Respiratory System using plastic bottles
and balloons.
b. Direct students to look at their Respiratory Pack page 1.
i. Before beginning, have students define what the words
contracts and expands mean.
ii. Go over what each word means:
1. Contracts: when the lungs are not filled with air and
become smaller.
2. Expands: when the lungs fill with air and become larger.
c. Direct students to fill in the chart.
d. Next, have students draw a model of what the lungs look like when you
inhale and exhale.
e. Have students practice labeling the Respiratory System.
3. Students will now begin drawing their models of the Respiratory System.
i. Students will draw the model before cutting out and labeling the
ii. Once students are finished drawing, have students use the
words to check their work. Have students place a check next to
the word if they have it on their system.
b. Give students about 15 minutes to draw and label their Respiratory
System Models.
c. Once students have finished explain to students that now we will begin
creating our own models using balloons and water bottles.
d. Each student will get one bottle that has been cut for them. Each
student will also get two balloons.
i. Show students step by step what to do.
1. Cut one balloon at the neck. (Model this for students)
2. Place that balloon on the bottom of bottle. (model)
3. Take the next balloon and jam it inside the top of the
bottle leaving the top of the balloon out. Put the top of the
balloon around the bottle. (Model)
ii. Now explain to students that the bottle acts as your chest and
the balloon inside the bottle is the lung. Ask students to tell you
what the bottom balloon represents?
4. Have students (as a group) explain the steps in the Respiratory System using
their drawings and models.

Respiratory Packet
Balloons (14)
Plastic Bottles (7)