Download Lungs lesson plan Bio 20.

Lesson Plan for March 22nd, 2010
Bio 20
Lungs
http://www.smm.org/heart/lessons/lesson7.htm
(15-20 mins) Students will enter the room and see materials necessary to make a lung model on
their desks as an anticipatory set. At this time, they are unaware what the materials are for as we
are starting a new unit. I will demonstrate how to make the model as the students follow along.
Then I will use the Smart Board to explain the different physiological aspects of the respiratory
system including the lungs, trachea (windpipe), epiglottis, bronchi, bronchiole tubes (two),
alveoli (3 million), pulmonary capillaries (blood vessels as it says on the diagram), diaphragm
and the thoracic cavity.
http://science.nationalgeographic.com/science/health-and-human-body/human-body/lungsarticle.html
(Under lung anatomy section)
(3 mins) I will then ask the students which parts the balloon (lungs), the bottle (chest cavity) and
the plastic (diaphragm) represents.
(10 mins) Then (under lung functions section) I will demonstrate the process of inhaling and
exhaling showing the diaphragm contract, expand the lungs and creating an area of low air
pressure allowing air to rush in, and relax, compressing the lungs and creating an area of high
air pressure making air rush out. While showing them this diagram I will also explain that an
alveolus is permeable to the diffusion of oxygen into the blood and carbon dioxide out of the
blood through the pulmonary capillaries. Also, how a concentration gradient is created by
having a high concentration of carbon dioxide in the deoxygenated blood and a low
concentration in the alveoli makes the carbon dioxide diffuse out of the blood and allows for
oxygen to diffuse in, making the blood oxygenated.
(35 mins) I will then place a spoonful of water in the lung model that was previously constructed
to demonstrate what happens when there is extra mucus in the lungs and ask them what they
notice happens. I will explain that diseases on the lungs affect oxygen and carbon dioxide levels
in the blood. After this I will split the class into groups randomly and give them 10 to 15 minutes
to research asthma, emphysema, bronchitis, cystic fibrosis, tuberculosis and pulmonary
hypertension. I will tell them to pick two people from their group to come up, one explaining
what the disease is and how it affects oxygen and carbon dioxide levels in the blood, and one
recording it on the white board so everyone can write it down.
If there is any time remaining I will do a review at the end of the class asking students questions
about the structural anatomy, how oxygen and carbon dioxide diffuses into the blood and about
the process of inhaling and exhaling.