Teacher Natalie Slade Page 3.1. Subject/Topic/Unit Life Science: Respiratory and Circulatory Systems Date Grade 6 LESSON PLAN

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1 Teacher Natalie Slade Page 3.1 Subject/Tpic/Unit Life Science: Respiratry and Circulatry Systems Date Grade 6 III. Prcedure A. Intrductin/Mtivatin B. Study/Learning Activities C. Culminatin D. Fllw-up (Include directinal statements fr evaluatin and any enrichment r individual activities) IV. Materials/Resurces V. Evaluatin related t bjectives Objective: Withut resurces, the student will create a Venn diagram cmparing and cntrasting the circulatry and respiratry systems with at least three unique characteristics fr each and tw things they have in cmmn. A. Intrductin/Mtivatin 1. Remind students that yesterday we discussed the different parts f a seed and their functins. 2. Hand students a KWL chart and remind them t fill ut the K and W parts f the chart with what they knw abut the cardivascular and respiratry systems and what they want t knw. Ask each student t name ne thing they knw and ne thing they want t knw abut the respiratry and circulatry systems. 3. Tell students that by the end f the lessn they will be able t fill ut a Venn diagram with three facts unique t each system and tw things they have in cmmn. 4. Explain that learning abut these systems is imprtant because it helps us realize hw cmplex things like breathing and bld flw can be. B. Study/Learning 1. Give students a graphic rganizer and tell them t take ntes n the respiratry system vide: Respiratry/samples/animatins/Respiratin/index.html. Remind students t pay special attentin t bdy parts invlved in the respiratry system including the nasal cavity, pharynx, larynx, trachea, brnchi, lung, brnchile, and alveli. Call n students at randm and ask them t describe a bdy part f yur chsing. Call n ther students t place it in its crrect place in the rder air enters and leaves the bdy. Write the rder in which air mves n transparencies. KWL Chart: Attachment Respiratry Organizer: Attachment I. Main Ideas/Cnceptual Understandings/Gals: Students will understand cnnectins and uniqueness f the respiratry and circulatry systems.

2 Teacher Natalie Slade Page 3.2 Subject/Tpic/Unit Life Science: Respiratry and Circulatry Systems Date Grade 6 III. Prcedure A. Intrductin/Mtivatin B. Study/Learning Activities C. Culminatin D. Fllw-up (Include directinal statements fr evaluatin and any enrichment r individual activities) IV. Materials/Resurces V. Evaluatin related t bjectives Ask students t name the tw gases exchanged in the lungs during respiratin: xygen and carbn dixide. 2. Shw students a vide n the circulatry system: ated. Give students a graphic rganizer and tell them t use it t take ntes n the vide. Ask students t name the gas (xygen) that is transprted by red bld cells t prvide energy t the bdy. Pint ut that red bld cells are what transprt xygen as it travels in the bld. Ask students t name the gas (carbn dixide) that is transprted ut f the bdy as waste. Ask students t name the main rgan in the circulatry system (heart). Remind students that the heart pumps bld thrughut the bdy. Remind students that it is the heart that sends xygen pr bld t the lungs. Remind students f the size, lcatin, and divisin f the heart. Remind the student that relaxatin allws bld int the heart and cntractin sends bld ut f the heart. Remind students that there are fur types f cells in bld: red cells, white cells, plasma, and platelets. Remind students that there are three types f vessels that transprt bld in the bdy: arteries, capillaries, and veins. Remind students that arteries carry xygen rich bld t the bdy and veins carry xygen pr bld t the heart. Circulatry Organizer: attachment 2

3 Teacher Natalie Slade Page 3.3 Subject/Tpic/Unit Life Science: Respiratry and Circulatry Systems Date Grade 6 III. Prcedure A. Intrductin/Mtivatin B. Study/Learning Activities C. Culminatin D. Fllw-up (Include directinal statements fr evaluatin and any enrichment r individual activities) IV. Materials/Resurces V. Evaluatin related t bjectives 3. Discuss the impact fats, ils, and sweets can have n the respiratry system. Health Integratin Remind students that this grup includes fds like salad dressing, butter, sda, cake, and candy. Explain that eating t much f this kind f fd can lead t weight gain. Tell students that added weight can make it harder fr us t breath. Explain that if we struggle t breath it puts stress n the heart because the heart is nt getting the xygen it needs. Explain that chlesterl fund in these fds can build up in the wall f ur arteries and prevent xygen frm being transprted thrughut the bdy. Explain that chlesterl build up can lead t cnsequences like heart attacks and strkes. 4. (Guided Practice) Divide student int tw grups and have them create travel brchures fr the circulatry and respiratry systems. Language Arts Integratin. Tell grup A t wrk n a travel brchure that talks abut the travels f air thrugh bdy parts invlved in the respiratry system including the nasal cavity, pharynx, larynx, trachea, brnchi, lung, brnchile, and alveli. Remind students that travels f air shuld be placed in their crrect rder. Tell students t include ne interesting fact fr each stp n the tur. Tell students t explain what type f air travels int the bdy and what type f air travels ut f the bdy. Fd Pyramid: Attachment Clred paper, pencils, markers, crayns, phts, glue 3

4 Teacher Natalie Slade Page 3.4 Subject/Tpic/Unit Life Science: Respiratry and Circulatry Systems Date Grade 6 III. Prcedure A. Intrductin/Mtivatin B. Study/Learning Activities C. Culminatin D. Fllw-up (Include directinal statements fr evaluatin and any enrichment r individual activities) IV. Materials/Resurces V. Evaluatin related t bjectives Tell grup B t wrk n a travel brchure fr the passage f bld in the circulatry system. Remind students t include infrmatin n the heart including size, lcatin, and divisin. Remind students t include infrmatin n types f bld vessels and types f bld cells. Tell students t include travels f xygen and carbn dixide at different stages f traveling bld. 5. (Independent Practice) Tell students t write a paragraph describing hw xygen travels frm the respiratry system t the circulatry system and hw carbn dixide travels frm the circulatry system t the respiratry system. Remind students that their paragraphs shuld include infrmatin n where the exchange takes place, the type f bld vessel that transprts each, and the side f the heart each type f gas mves int. G ver students answers. C. Culminatin. 1. Tell students that yu are ging t play a review game using infrmatin abut the circulatry and respiratry systems. Divide students int teams and hand them red and blue cards. Tell students t hld up the red card if the fact refers t the respiratry system. Tell students t hld up a blue card if the fact refers t the circulatry system. If a student hlds up an incrrect card have them explain their chice. Tell students that the teams that answers the mst questins crrectly wins. Red and blue cards 4

5 Teacher Natalie Slade Page 3.5 Subject/Tpic/Unit Life Science: Respiratry and Circulatry Systems Date Grade 6 III. Prcedure A. Intrductin/Mtivatin B. Study/Learning Activities C. Culminatin D. Fllw-up (Include directinal statements fr evaluatin and any enrichment r individual activities) IV. Materials/Resurces V. Evaluatin related t bjectives 2. Tell students that they shuld nw wrk individually t fill ut the L part f their KWL charts. Ask students t share ne thing they learned abut the systems. D. Fllw Up 1. Hand each student a Venn diagram and explain that they shuld label ne as circulatry and ne side as respiratry. Tell students t include infrmatin unique t the system in the parts f the diagram that d nt verlap. Tell students t place shared characteristics inside the part f the diagram where the circles verlap. Tell students that each system shuld have at least three unique characteristics. Tell students that there shuld be at least tw characteristics the systems share. 2. Take up the diagram and grade it accrding t the checklist. 3. Tell students that fr hmewrk they need t ask their parents what rganisms prvide us with ur xygen and take in ur carbn dixide. KWL Chart: Attachment Venn diagram: Attachment Systems Checklist: Attachment Grade each diagram accrding t the checklist making sure there are at least three unique characteristics fr each system and tw share characteristics. 5