Name: Olivia Noboa Date: Time:

March 27, 2018 8:05-8:30

Big Idea/Topic: Human Body: Lungs Grade/ Subject: 2nd/ Science
CPALMS/ Resource link: http://www.cpalms.org/Public/PreviewStandard/Preview/1622
Lesson Structure:
Lesson 3: Whole Group/ Hands-on activity
Standards: (CCSS/NGSSS)
SC.2.L.14.1: Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and other basic functions.
Instructional outcomes/objectives(s):
Students will describe the function and location of lungs.
Students will identify ways to live healthy, such as eating fruits/ vegetables, exercising, and not smoking.
Language Objective(s):
Students will listen to the teacher explain the function of the lungs.
Students will write ways to stay healthy and keep our organs healthy. Students will write to answer questions about their lungs.
Key Vocabulary Instructional
Materials/Resources/Technology
 Function: the special purpose or activity for which a thing exists or is
used. (Synonym: job)  Picture of lungs
 Organ: a part of the body that has a particular function  Brown paper lunch bags (40)
 Oxygen: a chemical element found in the air as a colorless odorless  Straws (40)
tasteless gas that is necessary for life  Markers and tape
 Carbon dioxide: the chemical we breathe out  Whiteboard/ dry erase markers
 Rib cage: the curved wall of ribs that surrounds and protects the chest  Doc Cam
 Diaphragm (dye-a-fram): big muscle that works with lungs to get air in  Your Lungs. (2016, December 7).
(inhale) and out (exhale). Retrieved March 1, 2018, from
 Inhale: breathe in http://www.cyh.com/HealthTopics/Health
 Exhale: breathe out TopicDetailsKids.aspx?p=335&np=152&i
d=2406
 Fun Lung Facts for Kids - Interesting Facts
about Lungs. (2016, July 8). Retrieved
March 1, 2018, from
http://www.sciencekids.co.nz/sciencefacts/
humanbody/lungs.html

H.O.T.S. Graphic Organizer/Thinking Map:

Bloom’s Taxonomy

Apply: N/A
Students will demonstrate their knowledge of making healthy choices by
making awareness signs.
Create:
Students will assemble their own paper bag lungs to understand the function
of our lungs.
Lesson Portion: Pacing ESOL Support
 How will you introduce the lesson, activate prior For each level EL at each instructional step.
knowledge, motivate students to learn?
 How will the lesson develop or proceed? What steps will
you follow? What are the students expected to do?
 Highlight differentiated strategies.
 Box Higher Order/High Quality Questions in lesson.
Introduction/Building Background: B: Pre-teach vocabulary.
1-2 I, A: N/A
1. Ask: Have you ever looked at the sky and thought
min.
about whether there are people living in outer space?
Scientists have proven that there are no people, animals, or plants
like us out in the solar system because no other planet has air like
Earth!

Why do we need air?

Because we could not survive without the oxygen in the air that we
breathe. We could not take in the oxygen if we didn't have lungs.

Without our lungs, we would not be able to live.

Instructional Steps: B, I, A: N/A
1. Display a picture of lungs to show students which organ we will
be discussing.
There are two sides of the lung: left and right. The left side is a 1-2
little smaller than the right to make room for your heart to fit in the min.
chest, too!

The heart and lungs need to be close together because they work
together to keep us alive.
2. Model feeling ribs. Tell students to feel their sides. Explain the B: Gesture and point to the ribs.
hard bones we are feeling are called ribs. Our ribs protect our 1-2 I, A: N/A
lungs from damage. min.
Bellow your lungs is the diaphragm, this muscle works with your
lungs to get air in (inhale) and out (exhale).
3. Have students inhale, and then slowly exhale. B, I, A: N/A
Explain this process is working your lungs.
Inhale- our lungs get big (expand)
Exhale- our lungs get small (deflate) 2-3
Our lungs get bigger when we inhale because they are filled with min.
air. When we exhale, we are releases air so our lungs get smaller.
Explain our body does not even need to think of “breathing”, we
do not have to tell our body to breathe in and out. Our body just
does this automatically.

Which parts of your body Have students take a deep

move? breath in. Then breathe out
slowly.

Tell students we will find out why our chest moves when we
breathe after we complete an activity.
4. Begin process of making our own lungs with brown paper bags. B: Complete lungs with Biancel
Students complete hands on activity (process). I: Have a partner help them (if necessary).
Write Instructions on board: A: N/A
1. Place one straw in each bag. 1-2
2. Put your thumb up when you have finished step 1 and 2. min.
3. Use tape to tape the straws to your lungs.
4. Blow into straws and watch lungs expand and deflate.

Model how to make paper bag lungs.

5-7
min.
5. Pass out materials to students at their desk. 2 min. B, I, A: N/A
6. Monitor students while they complete their paper bag lungs. B, I: Do our lungs help us breathe in oxygen?
Once they have completed their bag, explain this is why our chest 8-10 Where are our lungs located?
moves when we breathe. min. Do our lungs expand and deflate?
When we put air into the lungs, they inflate. When we take air out, A: N/A
the lungs deflate.
7. Ask: 1-2 B, I: Refer to leveled questions listed above.
min. A: N/A
Why is it important to take care of our lungs?
Which is true: smoking is good for our lungs or bad
for our lungs?
How are the heart and lungs similar? Different?

Content/Procedural Closure: B, I, A: N/A

Content: Without our lungs, which are an organ in our body, we
would not be able to breathe in oxygen. Oxygen is needed to stay
alive. Lungs help us breathe in oxygen to live.
1-2
Procedural: Please place your paper bag lungs inside your min.
backpack. Line up for specials quietly.
JOKE: What do you call a bear with no teeth?
(A gummy bear!)
ESE Modifications CPLAMS Access Points ESE Accommodations
http://www.cpalms.org/Standards/AccesspointSearch.aspx  Use immediate reinforcements
(identify access point, if needed)  Allow extra time for assignments
Independent: N/A  Use a reader for content areas and
Supported: N/A assignments
Participatory: N/A Allow student to demonstrate understanding of
directions (ex: repeat/rephrase).
Assessment of Student Learning:
Objective 1: Whiteboard: Ask students to write the answers to the following
questions:

Draw a human body and circle where the lungs are located.
What chemical do the lungs allow us to breathe in?
What chemical do the lungs allow us to breathe out?
Which organ helps us breathe?

Post Lesson Analysis

Lesson Adjustment: (How are you re-teaching objectives for mastery based on formative assessment? Include evidence.)

I think the students got a little confused because the paper bag lungs were a model on the outside of the body. So I was trying to
explain that when we breathe air in (which we were blowing air into the bag) our lungs expand and when we breathe out, our
lungs shrink. The students did not understand this concept. I could have shown a video on how real lungs work in our body. I
would have students explain how the lungs work and ask which chemical we breathe in and out. This extra exposure to those
words would help them remember it!
Reflection on Teaching: (Analyze and evaluate your lesson and class management.)

I spent a lot of time repeating how the lungs allow us to breathe and what we breathe in. I did not focus on the lungs allow us to
release carbon dioxide (I mentioned it briefly). My CT came in at the end of the lesson to review that information with them.
Before my lesson started, I laid out all the materials at their desk. This saved me time because I was able to tell them to grab
their supplies instead of spending instructional time cutting tape. The students listened well, but got really excited about their
paper bag lungs; I could have been more explicit. I should have been clearer with my expectations because I had some students
get out of their seat to show their friends their lungs. I modeled how to build their own lungs, BUT I think it would have been
better to model under the doc cam so the students in the back had a better view.
Also, I forgot to ask my ELs their leveled questions, but they did well at answering my oral questions. The students were able
to tell me the function, location, and one fact about the lungs after the lesson. I was glad the students were able to recall the
function of the heart during this lesson. I explained how the lungs and heart are located close to each other because they work
together. I also was able to spend time discussing how smoking is bad for our lungs because we want to breathe in fresh
oxygen.
Content Summary (One to two paragraphs describing the content to be presented. Do not restate lesson.
Show what YOU know about the content supplemental to lesson. )

They are located in the chest and protected by the ribs. The lungs have a left and a right side. They
help us breathe in oxygen. Plants provide oxygen. We need oxygen to live. When we breathe in, our lungs
expand. When we exhale, out lungs get smaller. Lungs are a smooth muscle. This means the muscle moves
involuntarily. Breathing is an involuntary task since we do not need to think about it to do it.
A sheet of muscles called the diaphragm that forms the floor of chest cavity controls the size of the
lungs.
From http://factslegend.org/20-interesting-human-lungs-facts/:
Human lungs are the organs responsible for respiration. Respiration is different than breathing.
Breathing involves the act of inhaling oxygen and exhaling carbon dioxide. The nose usually accomplishes
this. Breathing on the other hand is a process of breaking down oxygen so that it can be used by body cells
for creating energy. Thus, breathing is a part of respiration because without breathing, oxygen cannot enter
our body. Thus, the job of our lungs is to process oxygen.

FUN FACTS ABOUT LUNGS:

 Can you live without one lung? Yes you can, it limits your physical ability but doesn’t stop you
from living a relatively normal life. Many people around the world live with just one lung.
 When resting, the average adult breathes around 12 to 20 times a minute.
 The two lungs together weigh around 2.9 pounds.
 Similar to the heart, the lungs are protected by the ribs.