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Lesson
Class: Respiratory Lesson Four Course Biology 20
Title/Focus
LEARNING OBJECTIVES
At the end of the lesson students will be able to:
1. Discuss how the body regulates breathing.
2. Explain the importance of different receptors and nerves in the body.
3. Describe their understanding of the topics of muscles and respiratory systems.
4. Identify concepts that they will need to study more to have a better understanding.
MATERIALS AND EQUIPMENT
• SMART board
• Laptop
• Presentation
• Lesson plan
• Student notes
• Review packet
• Find someone who printout
• clipboards
PREPARATION AND LOGISTICAL CONSIDERATIONS
• Have the entire lesson planned in sequential order with key concepts outlined.
• Ensure there are enough materials for the entire class
• Ensure the SMART board is working and the slides are up on the screen
• Pre-watch all the videos and ensure they are relevant
PROCEDURE
Introduction Time
• Daily Question: discuss the importance of hemoglobin, what functions does it
serve?
• Have the question up on the board and allow students time to discuss and come 10 min
up with an answer to the question. Discuss as a whole group once the discussion
has died down.
Body Time
Control of 1) Your respiration rate is the number of times a person
Breathing breathes in one minute. This is usually around 16-24
times/minute. The number can change depending on many 10 min
different factors like physical activity, condition and age.
Different nerves and chemical receptors control the
2
breathing rate. There are nerves in the lungs, diaphragm
and intercostal muscles that lead up to the respiratory
control center in the medulla oblongata.
2) Video: https://www.youtube.com/watch?v=R6XtJOeuhNg
3) Chemoreceptors or chemical receptors in the medulla
oblongata are sensitive to the amount of carbon dioxide or
acid in the blood. If there is an increase in carbon dioxide, it
will relay a message to the diaphragm and intercostal
muscles to increase the breathing rate. What does this do?
Other chemoreceptors in various arteries measure oxygen
levels. If oxygen levels drop, this kicks in to raise it. This
could happen from CO poisoning or moving to a higher
altitude.
4) Video
https://www.youtube.com/watch?v=hER6W4lMKd0&t=38
Conclusion Time
• Students can use the remaining time for review of their choice.
• Ask students to pack up their materials. Remind them of the quiz on Monday. remaining
Assessment
• Observations- formative
• Discussion- formative
• Worksheet- formative
3
• Review booklet- formative
Additional Notes:
4
Find Someone Who… Motor and Respiratory Systems
Find someone in your class who can correctly answer the following questions. Write
down their answer in the space provided and have them sign or initial the square next to
their answer. When you have completed the review, return to your desk and be ready to
provide answers to those still looking.