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ED3009: Science 3 Item 1: Unit of Work (Written)

Jessica Adler (20111605), Rebecca Rydzewski (20111679), Emily Follan (20111680), Chloe McLaughlan (20111684)

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Unit Title‘Go with the flow’

Stage 3 (Year 5)

Term4

StrandLiving World

Duration1 Term (10 Weeks- One 60 minute lesson per week)

ConceptFunction of the Respiratory System

RationaleThis unit of work ‘Go with the Flow’ will incorporate whole class, group work and individual tasks in each of the lessons. The whole class method will be used when information needs to be clarified through misunderstandings/ understandings on the Respiratory System. Group work will be used in all of the lessons as students will be in mixed ability groups and are able to discuss their findings with one another, and teach each other (reciprocal teaching). Individual tasks will be used when students write in their Science Journals to record their own thinking journey of the Respiratory System. By teaching this way it allows for all students to create a sense of inclusion through presence, participation, progress or achievement and creates a sense of belonging (Jarvis, 2013).

All learning activities have been designed in line with the 5E’s model (Bybeee et. Al, 2006). These will include lessons where the students begin to learn through engagement, exploration, explanation, elaboration or evaluation. Teaching through the 5 E model allows for all students including indigenous students to be actively engaged. Indigenous perspectives are incorporated through the use of teaching students both the English word and the Indigenous word where appropriate. Along with this, an Indigenous elder may be brought in to discuss natural remedies for the Respiratory System with health issues because it is important to bring in the wider community (Ainscow & Myers, 2008).

It is fundamentally important for students in stage 3 to learn about the Human Respiratory System because it is essential in life and is a system found in animals (human beings). In this unit of work, students also are able to become aware of the health issues (asthma, lung disease etc.) related to the respiratory system and what causes health issues respiratory systems e.g. the environment (pollution), smoking etc.

The study of ‘Go With Flow’ in strand of Living World will make direct links to other Key Learning areas (KLA’s) such as Mathematics, PDHPE and English. In mathematics, students in this unit create graphs to record their results (lesson 3). In English, students are developing questioning skills (lessons 1-10) as well as communication skills (lessons 1-10). A literacy corner will be placed in the classroom where literature on respiratory systems will be available to students to read in their reading time or spare time. In PDHPE, students make links in lesson nine about their health and other individual health issues related to the respiratory system.

Jessica Adler (20111605), Rebecca Rydzewski (20111679), Emily Follan (20111680), Chloe McLaughlan (20111684) 2


ICT is incorporated throughout this unit as students will have the opportunity to interact with the Interactive Whiteboard (IWB) and iPads. The use of ICT will allow for the students to be engaged and allows for a variety of teaching strategies (Hackling & Prain, 2006). They will be able to use the iPads to take photos of their work and activities for their science-learning journal. They will also be able to use computers for research and the Internet.

Literacy- Use of Literature Factual Literature:

1. The Science Library: Human Body. (2008). Miles Kelly Publishing: Essex. 2. Your Body. (1993). Dorling Kindersley: London. 3. Oxford Primary Illustrated Science Dictionary. (2013). Oxford Uni Press: New York.

GoalsKLA: Science and Technology

Outcomes & Indicators:ST3-11LW Describes some physical conditions of the environment and how these affect the growth and survival of living things.

Make predictions about how changing the physical conditions of the environment impacts on the growth and survival of living things, eg different amounts of light or water on plant growth or the effect of different temperatures on the growth of yeast or bread mould.

Identify some physical conditions of a local environment, eg temperature, slope, wind speed, amount of light and water Use gathered data to develop explanations about how changing the physical conditions of the environment affects the growth and

survival of living things.

Working Scientifically-ST3-4WS Investigates by posing questions, including testable questions, making predictions and gathering data to draw evidence-based conclusions and develop explanations.

Applying experience from similar situations in the past to predict what might happen in a new situation With guidance, planning appropriate investigation methods to test predictions, answer questions or solve problems including surveys,

fieldwork, research and fair tests. Using suitable equipment and materials, checking observations and measurements by repeating them where appropriate. Constructing and using a range of representations, including tables, graphs (column, picture, line and divided bar graphs) and labeled



diagrams.

Working Technologically-ST3-5WT Plans and implements a design process, selecting a range of tools, equipment, materials and techniques to produce solutions that address the design criteria and identified constraints

Exploring needs for, or opportunities to undertake, the task. Identifying the users' needs and wants using techniques, e.g. observations, surveys, interviews and market research. Selecting and using creative thinking techniques, including mind-mapping, brainstorming, sketching and modelling. Selecting and using techniques for documenting and communicating design ideas to others, e.g. drawings, plans, flow charts,

storyboarding, modelling and presentations, using digital technologies. Identifying the strengths and limitations of the process used.

Values & Attitudes-ST3-1VA Shows interest in and enthusiasm for science and technology, responding to their curiosity, questions, and perceived needs, wants and opportunities. ST3-3VA Develops informed attitudes about the current and future use and influence of science and technology based on reason. ST3-4WS Investigates by posing questions, including testable questions, making predictions and gathering data to draw evidence-based conclusions and develop explanations.

Reference: Board of Studies. (2012). Science K-10 (Incorporating Science and Technology K-6) Syllabus. Retrieved from http://syllabus.bos.nsw.edu.au/science/

KLA: EnglishOutcomes & Indicators:EN3-1A Communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features. Use interaction skills, for example paraphrasing, questioning and

interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes

Use interaction skills, varying conventions of spoken interactions

KLA: Mathematics Outcomes & Indicators:MA3-18SP Uses appropriate methods to collect data and constructs, interprets and evaluates data displays, including dot plots, line graphs and two-way tables.

Tabulate collected data, including numerical data, with and without the use of digital technologies such as spreadsheets.


http://syllabus.bos.nsw.edu.au/science/


such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience.

Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions.

EN3-2A Composes, edits and presents well-structured and coherent texts.

Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience.

Note: Integration occurs throughout all 10 lessons.

Reference: Board of Studies. (2012). English K-10 Syllabus. Retrieved from http://syllabus.bos.nsw.edu.au/english/english-k10/

Note: Integration occurs throughout all 10 lessons.

Reference: Board of Studies. (2012). Maths K-10 Syllabus. Retrieved from http://syllabus.bos.nsw.edu.au/mathematics/mathematics-k10/

KLA: PDHPEOutcomes & Indicators:Strand- Personal health choices PHS3.12 Explains the consequences of personal lifestyle choices.

Identifies the positive and negative effects of various substances on the body, e.g. sunblock, alcohol, analgesics, tobacco, caffeine.

Identifies the effects of their decisions on themselves, others and the environment, e.g. smoking, recycling.

Note: Integration occurs in lesson 8 and 9.

KLA: Creative and Performing ArtsOutcomes & Indicators:VAS3.2 Makes artworks for different audiences, assembling materials in a variety of different ways.

Note: Integration occurs in lesson 5.


http://syllabus.bos.nsw.edu.au/mathematics/mathematics-k10/

http://syllabus.bos.nsw.edu.au/english/english-k10/


Reference: Board of Studies. (2007). Personal Development, Health and Physical Education K-6 Syllabus. Retrieved from http://k6.boardofstudies.nsw.edu.au/wps/wcm/connect/6e4311c5-336e-44f8-8c39-e289d96597a8/k6_pdhpe_syl.pdf?MOD=AJPERES

Reference: Board of Studies. (2006). Creative Arts K-6 Syllabus. Retrieved from http://k6.boardofstudies.nsw.edu.au/wps/wcm/connect/ce607b51-27b2-45cb-b634-6522141e7c0a/k6_creative_arts_syl.pdf?MOD=AJPERES

Assessment- formative (for learning- throughout the unit) The teacher will use formative assessment during the ten lessons of this unit. This form of assessment is predominantly informal and will be used to direct and shape students’ learning; the teacher will use this form of assessment to make changes to learning engagements to suit each student’s needs as they progress along. Some strategies that will be used include: questioning, observation, oral communication (from the teacher and amongst the students), students’ work (worksheets, diagrams etc. that come as a result of activities) and reciprocal teaching.

The teacher will be providing students with verbal and written feedback throughout the lessons so that they too can be aware of their strengths and weaknesses and be supported in progressing forward.

o Lesson 1 (Diagnostic)- A TWLH chart will see not only the students’ questions being posed but the teacher will see what knowledge and understandings students already have to shape and direct the learning experiences.

o Lesson 2- Learning journal (informal assessment)- teacher will be able to identify (early on in the unit) and can make further adjustments for specific students needs. The whole class discussion will also provide the teacher with the opportunity to assess students’ level of understanding. See MARKING CRITERIA attached.

o Lesson 3- Questioning students (informally) and assessing their

Assessment- summative (final assessment of learning- at the end of the unit)This will occur in the final (evaluate) lesson (lesson 10) whereby the students will be assessed on what they now know (knowledge and understandings) as a result of undergoing this unit. Strategies used will include:

o Collaboration of written evidence (from observations) will be collated and judgement will be made as to whether the student has achieved the outcome being assessed.

o Revisiting the TWLH chart- informal observation from class discussion.

o Use of self-evaluation whereby students will be answering a series of questions about their understanding and attitude at this point (end of the unit).

See MARKING CRITERIA attached.


http://k6.boardofstudies.nsw.edu.au/wps/wcm/connect/ce607b51-27b2-45cb-b634-6522141e7c0a/k6_creative_arts_syl.pdf?MOD=AJPERES



http://k6.boardofstudies.nsw.edu.au/wps/wcm/connect/6e4311c5-336e-44f8-8c39-e289d96597a8/k6_pdhpe_syl.pdf?MOD=AJPERES



responses in order to make appropriate adjustments for students’ specific needs. Students’ tables of results and their responses to why they believe they breathe differently for various physical activities will also allow the teacher to see which students still need assistance at this initial stage.

o Lesson 4- Students’ responses to the 4 questions to demonstrate their understanding of the structure of the respiratory system and their reflections on what they have learnt from the explanations (in their journals), will also be used to allow the teacher to identify which students still need additional assistance.

o Lesson 5- Their visual representations of the Respiratory System will allow the teacher to see who got it correct and who didn’t. It is essential that the teacher walk around to ensure that all group members understand.

o Lesson 6- Observations (teaching observing each students’ involvement in their group). Marking student presentations (this will show whether they understand the parts of the respiratory system).

o Lesson 7- Observation of students making their models. Verbal explanations from students and the process they go through in making their model.

o Lesson 8- Observation of the input of students in the activity as well as verbal explanations of their understandings.

o Lesson 9- Assessment: Marking students’ work and conducting informal observations.

**Work samples will be added during the term. EVALUATION QUESTIONS: To be asked during and at the end of the unit:

1. How did the students react to the lessons within this unit? Was their reaction positive/negative? Why? 2. Have the intended outcomes and indicators been achieved by all students?



3. Have the ability and readiness levels of students been catered for and challenged appropriately?; Were they able to progress forward positively?

4. Which activities in this unit worked and which of them did not work in ensuring that learning and understanding was occurring?5. Were my literacy and numeracy links achieved? E.g. Appropriate scientific literacy terminology learnt etc. 6. Was the time pacing appropriate for all my students?7. Were the resources used always accessible and did they enhance students’ learning?8. Were all 5E’s addressed in this unit/did students experience learning engagements that covered all 5Es? 9. Were students with special needs, gifted and talented students always catered for?10. Was the learning style of Aboriginal and Torres Strait Islander peoples incorporated?11. Did my lessons allow students to see a connection and therefore always increase their understanding?12. Was collaborative learning used in this unit?

Students: Class informationNumber of students= In this year 5 (stage 3) class there are 25 students- 2 students have a visual impairment.

Differentiation needs: Based on Tomlinson Model - Each learning experience will differentiate the content, process

and product and will be based on each student’s readiness level (what they know and their skills), their interests (what students are passionate about) and their learning profile (identified strengths and weaknesses).

- Readiness level- As a result of lesson one (pre-test) and the formative assessment that will occur throughout, the teacher will constantly make adaptations. This will ensure that as students advance (knowledge and skills), so do the tasks they’re presented with.

- Interests- Investigations will be driven by what it is that the students want to know- this is obtained from the TWLH chart- inquiry approach.

- Learning profile- Ability grouping (core, modified and advanced) will be taken into account in terms of supporting

Skills, interests and prior knowledge: 1. Prior knowledge & Skills- (Stage 2- Living World) ST2-11LW Describes ways that science knowledge helps people understand the effect of their actions on the environment and on the survival of living things. o There may be a student(s) in the class that has a parent or guardian

that is a doctor or a nurse. This may result in them having an increased understanding of the respiratory system. This student(s) could share this with the class, and/or their parent/guardian could be invited in as a guest speaker to talk to the students.

2. Interests- All 10 lessons will build on from what students already know but also address what it is they want to find out (their questions). Their interests may be evident from previous years or units, however, it is essential that the teacher uses the KWLH chart (lesson 1) to factor students’ interests into the other lessons.



particular students, however, students will be grouped based on mixed abilities.

- Formative assessment will have been carried out in the first lesson (pre-assessment) and throughout and the teacher will need to continuously make changes and adapt activities to meet the developing needs of students as they progress along.

Different strategies will be employed so that students’ learning styles and preferred ways of learning are catered for:

- Group work - Mindmap, posters, IWB presentations, videos- visual learners- Constant group discussion, reciprocal teaching- auditory

learners.- Information report, use of concrete materials in investigations-

kinaesthetic learners. Students will be grouped:

- In mixed ability groups- In similar ability groups- Many activities will be completed in groups of five- There will be whole class discussions and individual/pair

activities

Learning matterEssential understandings:Students will learn about…This unit will allow students to investigate the function and importance of the human respiratory system.

- The parts of the respiratory system (terminology and function).- Awareness of where each part is located.- The function of each part located in the respiratory system

Understanding the health issues related to the respiratory system (Smoking, Asthma, Physical Activity, Lung Disease and Physical

Essential skills:Students will learn to…

- Label the parts of the respiratory system, as well as, understanding the functions of each part.

- Express the importance of the respiratory system to a human being.

- Recognize the different heath issues and affect it causes on the respiratory system.



Environment- e.g. pollution.

Related text-typesThis science unit will be integrating with the KLA: English and be incorporating three text types:1. Information Report- In their English lessons students will be individually constructing an information report on the respiratory system (at the commencement of the science unit). 2. Explanations- As in any science lesson, providing explanations is essential. In this case, they will be explaining how the respiratory system works. 3. Factual Description- Students will be describing the respiratory system and they will back this up using facts (learnt in science). 4. Procedure- In English, students will write a procedure about the experiment of creating their own lungs conducted in science. As well as this they will write a procedure about what happens (step-by-step) in the breathing process.



LEARNING SEQUENCEJessica Adler (20111605), Rebecca Rydzewski (20111679), Emily Follan (20111680), Chloe McLaughlan (20111684)

Indigenous Students Students will be using their learning journals periodically throughout every science lesson and activity undertaken which involves the 8

ways of Aboriginal thinking such as Learning Maps as it shows the scientific journey from beginning to end and it is a holistic form of formative assessment. This will be done by having at least one of the eight learning ways in every lesson. They can include: Community Links, Deconstruct/ Reconstruct, Non- Linear, Land Links, Symbols and Images, Non Verbal, Learning maps, Story Sharing.

An Indigenous elder (if available) will be invited to come to the school and discuss natural remedies about how they look after their respiratory system. For example, to help with asthma they use the natural remedy of INXS.

Indigenous language would be used throughout the unit where appropriate and then these words will be used discussed and then placed on the Word Wall so they are readily available to be looked at in every lesson.

Students with Special Needs There are 2 students with visual impairments. These students need to be seated at the front of the classroom and have enlarged text

worksheets and enlarged text on the IWB. These students also wear coloured lenses and need to have any worksheets printed on coloured paper matching the lenses of their glasses. For example, one student has blue lensed glasses so needs blue paper for any worksheets or other activities.

For students with visual impairments, there are lots of kinesthetic and auditory activities. For example, role plays, building a model of the lungs, the grape experiment and videos with audio.

Gifted and Talented Students For students that are gifted and talented, they will have opportunities to further explore concepts and terms discovered throughout the

unit of work relating to the Respiratory System. They will be able to research further systems of the body relating to the Respiratory System, such as the Cardiovascular System, and other parts of the Respiratory System that are more advanced, for example, the epiglottis.

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5Es Learning engagement Resources and Preparation

Outcome Sign off

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Lesson 1: Introductory Lesson Respiratory system: Brainstorm/discussion about the first thing that comes to mind when

they think about the respiratory system (this is where students may bring up their own experiences e.g. asthma).

Students go into their group of 5 and are given butchers paper. They trace a group members body. Every group member labels and uses their own knowledge (discussed previously) of where the respiratory system is located on the body. Group members share.

TWLH chart (what we THINK we know, what we WANT to learn, what we LEARNED, HOW we know): start off using ‘What we THINK we know’. Gather students responses.

Question box: Students are given time to write down questions they want to find out about the respiratory system. Students place the question in a box. Teacher will pick out each question and together will discuss what the possible answers may be. Teacher places the questions up on the wall for students to refer back to it when they want.

Students work in small groups and use butchers paper to trace one persons body in the group. They are then to draw and label what they think they know about the respiratory system.

Diagram/labelling: students explore the respiratory system (teacher have empty diagrams/charts/body out for students to explore.

Journal entry (write down their experiences). TWLH chart: ‘What we WANT to learn’ teacher writes down what down what students want

to find out about the respiratory system.

Post-it-notes TWLH chart Butchers

paper Question Box Science

Journals

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INLesson 2: Understanding the purpose of the Respiratory System:

Teacher provides a diagram for students to label the parts of the respiratory system. This is part of their formative assessment and their learning journey and will be stuck in their learning journals so the teacher can map the learning process the students have taken over the course of the unit.

There will then be a class discussion about the diagram. Students will be given another diagram to label through their own research The teacher will use the diagram from the beginning of the lesson and review the parts of

the respiratory system using the correct labels. A YouTube video will then be viewed by the class that explains the respiratory system:

https://www.youtube.com/watch?v=RPdGQ-A_yM4 This video should be stopped at 2 minutes 20 seconds.

Students will then create and label their own diagram of the respiratory system using a multimodal method such as; drawing, painting, apps on the iPad or a computer, poster, etc.

The importance of the respiratory system will be reinforced: we need it to breathe and we need to breathe to live which is our main priority.

Empty diagram of the respiratory system.

YouTube video (see link)

Science Journals

Word Wall

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https://www.youtube.com/watch?v=RPdGQ-A_yM4


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INLesson 3: Upper Respiratory System

Teacher guides students through a descriptive breathing exercise. Have students take a deep breathe while they feel what happens. Air enters the nose and goes down the throat to your lungs. The chest fills out as the lungs fill with air. When your lungs are full, you can’t take in any more air. Hold your breath for a while, but soon you must breathe out. Feel what happens as you breathe out. The air leaves your lungs and goes out through your nose.

Students are given keywords including inhale, exhale, oxygen, carbon dioxide, respiration and lungs. Students will describe in groups writing on the lung vocabulary templates, what they believe each word means and what its function is in the respiratory system.

There will then be a class discussion, with the speaker of the group providing the findings of the group

Activity – “Let’s get physical”. Students will complete the following actions outside for 30 seconds; running on the spot, walking, skipping, standing still, and star jumps. Whilst these activities are being completed, the teacher will remind students of the process of breathing, telling students to focus on their breathing and how it feels during each activity. These activities will be carried out one at a time with one student that is not completing an action measuring the pulse and recording the rate in BPM (beats per minute). They will create a table from this and then graph this information. Each group presents these findings in any way they choose (poster, iMovie (video), Prezi/ppt, diagram, audio, entry in their science journal)- Note: This will be completed outside in the playground.

Class discussion on how breathing felt during each activity.

Stop watch

Lung vocabulary templates

Table for recording results

Cardboard Video

Camera Ipads

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ELesson 4: What makes up the lungs and how do they work? Using an interactive models of the lungs. Talk to the students about Alveoli (air sacs),

Bronchioles (air tubes). This will be completed through the IWB from: http://www.e-learningforkids.org/health/lesson/respiratory-system/

Students breathe in and out and discuss with the students what they think is happening inside their lungs while breathing.

Students watch the video on the IWB from 2:10: https://www.youtube.com/watch?v=RPdGQ-A_yM4

Students separate into groups of 5 and are given a small bunch of grapes. Students are to explore in their groups about which part of the bunch of grapes represents

which part of the lungs. Guide the students with questions of:- Where do you think the Trachea is?- Where is the Bronchioles?- What is connected to the Trachea? - What do the individual grapes represent? Alveoli (air sacs).

Students will now eat the grapes and the teacher will ask them, as they begin to see more of the stems, what do the stems represent? (Bronchioles- air tubes).

The children will be told: that air moves from the nose and mouth to the trachea, bronchi, bronchioles, and then into the alveoli. Tell them that the air we breathe carries the gas oxygen. When we breathe, the oxygen goes to the lungs.

Students will complete an online labelling activity as a class. They will complete this on the IWB from: http://www.purposegames.com/game/respiratory-system-labeling-interactive-game

The new words the students have learnt in this lesson will be added to the word wall. Students will write and draw in their science journals about what they have learnt about the

lungs from this grape experiment.

Youtube video:

https:// www.youtube.com/watch?v=RPdGQ-A_yM4

Grapes Scissors Teacher

questions up on smartboard

Word Wall Science

journal

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http://www.purposegames.com/game/respiratory-system-labeling-interactive-game

http://www.purposegames.com/game/respiratory-system-labeling-interactive-game



http://www.e-learningforkids.org/health/lesson/respiratory-system/



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INLesson 5: Importance of the Diaphragm and Ribs Review of previous lesson will occur first where the teacher will refer back to the

terminology that was added to the word wall and students will be asked to explain what each part of the respiratory system (covered in the last lesson) means.

Students (in groups) will be asked to make their own diagram of the respiratory system using different coloured felt material.

Students will be required to include the following in their diagram:- Alveoli (air sacs)- Bronchioles (air tubes)- Capillaries- Bronchi - Cilia.

Students will be presented with two key words: Diaphragm and Ribs and will need to research (using the ipads) what these two terms are and their functions. They will then need to add these two their diagram.

Finally students will present their model to the class, whereby they will be required to not only point out what they’ve done but also explain what each parts function is.

During the process of constructing their diagram, all students in the group will need to draw this in their science journals and also write each parts function.

Word wall Different

coloured felt material.

Science journals

Scissors Craft glue

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Lesson 6: Representing the respiratory system through role play In groups of 5 students will role-play the different elements of the respiratory system and

how they work together to make up the respiratory system. TEACHER RESOURCE (example): https://www.youtube.com/watch?v=oaDYSYjvOq4 Each student becomes one part of the respiratory system (e.g. Nose, Trachea, Bronchi,

Alveoli, Lungs). They will be required to do the following:

- Visually represent their part of the respiratory system using cardboard.- Present their findings about the function of their chosen part.- Any interesting facts that they hadn’t learnt about in previous lessons.

Students will then in their group of 5 present this to the class and will take on the persona of their part- e.g. ‘I am the Nose…’.

Students’ presentations will be recorded and be used as a form of assessment by the teacher.

Cardboard Ipads- for

research Video Camera

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https://www.youtube.com/watch?v=oaDYSYjvOq4


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INLesson 7: Modelling the respiratory system This lesson will see an experiment occur whereby students create and manipulate with a

model of the respiratory system using: 1 balloon, cup and a straw. Students will be given these materials in their groups and will be required to use their prior

knowledge and experiences (from previous lessons) in order to construct a model that shows how the respiratory system works. Initially students will be given no instruction, only materials.

The teacher will walk around to each group and provide them with any necessary prompts or questions that will guide students in the right direction.

Once students have constructed their model, each group will explain how they constructed their model and why they constructed it in this way to represent the functions of the respiratory system. (Note: Students can question each other’s groups).

A photo will be taken of each group’s model at this point using the ipads. Next, the teacher will give students the opportunity to reassess their models based on the

presentations that have just occurred. Students might have heard another group present a point that causes them to change something in their model.

A whole class discussion will then occur:- Any problems they encountered and what they did to overcome those problems. - Learning process- did they learn anything from the experiment?- Interesting observations that they had. - Any further questions? (These will be added to the TWLH chart).

Finally, the teacher will present the class with the ‘two lung model’ and will inform students that this is a more accurate representation of the respiratory system as it has two lungs. A demonstration and discussion will occur around this.

(Note: This may need to go over two lessons).

Balloons (1 packet)

Plastic cups (20 max)

Packet of straws

Ipads Teachers two

lung model TWLH chart

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INLesson 8: Health of the Respiratory System

Students will brainstorm the positive and negative effects personal health choices and health issues have on the respiratory system. For example: asthma, smoking, lung disease, the physical environment, and physical activity.

Initially, a class discussion will occur where the teacher will pose the question: What are some health issues that you are aware of? - These will be brainstormed on the board and discussed in relation to their impact on the respiratory system (identifying what students’ prior knowledge)

The task for the next two lessons will be a research project whereby each group will be allocated a health issue.

Students will be given the following questions:- Background/overview of the issue- including facts. - How does this issue negatively or positively (or both) affect the respiratory system?- Include one media article that details the negative affects that this issue has on individuals.

Students will be given one of the following health issues:1. Smoking2. Asthma3. Physical Activity 4. Lung Disease 5. Physical Environment- e.g. pollution

LESSON 8 will be the lesson where students will RESEARCH the information.

Ipads Video Camera Camera Cardboard Literature

corner (books) Task cards for

each group containing questions.

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ELesson 9: Presentation of findings

This will be a follow on lesson and will involve the students collating their findings (research).

Student’s will be answering the research questions (see lesson 8) as well as putting their presentation together.

Each group will be required to present their findings (5 minutes maximum) verbally but also using a visual aid (e.g. poster, ppt, diagram, movie etc.)- Informal assessment.

Students watching the presentation will at the end be required to answer the following:1. What I found interesting was…2. I didn’t understand…3. What about…

Ipads Video Camera Camera Cardboard Literature

corner (books)

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Lesson 10: Conclusion lesson Students and teacher will refer back to the TWLH chart. They will discuss the ‘what we

THINK we know’ and ‘What we WANT to learn’. Now students and teacher will fill in the other parts of the chart ‘what we have LEARNED’ and ‘HOW we know’. Teacher will remind students of how as a scientist, we always provide supporting research to back up what we have learned. The TWLH chart will show students their journey from the start of their understanding of the respiratory system to their final understanding.

Teacher will refer back to the wall with the questions that were first asked in lesson 1. Teacher and students will see if they have answered these questions.

Students will complete a role-play of different parts of the Respiratory System. Students will work in small groups (5) and be given a card with a component of the Respiratory System, which they will have to represent with their bodies.

Ask students of something interesting they found on the respiratory system as well as any new questions they have.

Students will be engaging in self-evaluation whereby the teacher will meet with each student independently, not to test them, but rather question them on how they felt about the unit and if they feel that they have understood the concept. The teacher will use this alongside their formal and informal assessment conducted.

TWLH chart Word Wall Card game

ST3-11LWST3-4WSST3-5WTST3-1VAST3-4WSEN3-1A



ResourcesText- These will be available for students to use in the classroom literature corner during the unit.

o The Science Library: Human Body- Miles Kelly Publishing o Your Body- Dorling Kindersley Publishingo Oxford Primary Illustrated Science Dictionary- Oxford Uni

Press

Online/IWB/Audio/VisualVideos-

o https://www.youtube.com/watch?v=RPdGQ-A_yM4 o https://www.youtube.com/watch?v=oaDYSYjvOq4

Websites-o http://www.lawrencehallofscience.org/familyhealth/activities/

breathing/BreathingInvestigations.pdf

Placeo Inside the classroomo Playground

Humano Teachero Students

Materials/Real-life items (realia) o TWLH charto Butchers papero Question Boxo Science Journals o Empty diagram of the Respiratory Systemo YouTube Video: https://www.youtube.com/watch?v=RPdGQ-A_yM4o Word Wallo Stop watcheso Lung Vocabulary Templateso Active Inspire slides: Table for recording results of pulse activity.o Cardboardo Video Camerao Camerao Ipads o Grapes



http://www.lawrencehallofscience.org/familyhealth/activities/breathing/BreathingInvestigations.pdf





o Scissorso Different coloured felt materialo Craft glue o Balloons (1 packet)o Plastic cups (20 max)o Packet of strawso Teachers two lung modelo Literature corner (books)- see literature section. o Task cards for lesson 8o Card game



Formative assessment for lesson two:


Assessed Criteria Outstanding Very Good Satisfactory Improvement Needed

First labelled diagram

– pre-assessment

Extensive knowledge of components of the Respiratory System demonstrated through labelling.

Comprehensive knowledge of the components of the Respiratory System demonstrated through labelling.

Sound knowledge of the components of the Respiratory System demonstrated through labelling.

Basic or incorrect knowledge of the components of the Respiratory System demonstrated through labelling.

Presentation of

researched labelled

diagram

Interesting, engaging and properly labelled diagram of the Respiratory System using a multimodal method.

Interesting and mostly properly labelled diagram of the Respiratory System using a multimodal method.

Mostly properly labelled diagram of the Respiratory System with some mistakes evident using a multimodal method.

Incorrectly labelled diagram of the Respiratory System.

Learning Journals Evidence of extensive research of the components of the Respiratory System mentioned within learning.

Evidence of widespread research of the components of the Respiratory System mentioned within learning journal.

Sound evidence of some further research of the components of the Respiratory System evident within learning journal.

Limited basic research of the components of the Respiratory System somewhat evident within learning journal.

Vocabulary Extensive and correct use of scientific vocabulary relating to the Respiratory system throughout learning journal and demonstrated through labelling the diagram.

Consistent and correct use of scientific vocabulary relating to the Respiratory system throughout learning journal and demonstrated through labelling the diagram.

Sound and correct use of non-scientific vocabulary relating to the Respiratory system implemented non-periodically throughout learning journal and demonstrated through labelling the diagram.

Basic use of non-scientific vocabulary implemented non-periodically throughout learning journal and demonstrated through labelling the diagram.

23


Summative Assessment




Assessed Criteria Outstanding Very Good Satisfactory Improvement Needed

Importance and

purpose of the

Respiratory System

Extensive knowledge of the importance and purpose of the Respiratory System evident throughout learning journal, presentations and other formative assessments.

Comprehensive knowledge of the importance and purpose of the Respiratory System evident throughout learning journal, presentations and other formative assessments.

Sound knowledge of the importance and purpose of the Respiratory System evident within learning journal, presentations and other formative assessments.

Basic or incorrect knowledge of the importance and purpose of the Respiratory System somewhat evident within learning journal, presentations and other formative assessments.

Components and

functions of the

Respiratory System

Proper structure of the Respiratory System consistently identified and referred to consistently throughout learning journal, presentations and other formative assessments. Student has also demonstrated they have extensive knowledge of the functions of each component of the Respiratory System.

Proper structure of the Respiratory System identified and referred to throughout learning journal, presentations, and other formative assessments. Student has also demonstrated that they have a broad knowledge of the functions of each component of the Respiratory System.

Student has demonstrated sound knowledge of the structure of the Respiratory System. Student has also demonstrated they have sound knowledge of the functions of each component of the Respiratory System.

Student has demonstrated they possess basic or incorrect knowledge of the structure of the Respiratory System. Student also demonstrates they have basic knowledge of the functions of each component of the Respiratory System.

Research skills Evidence of extensive research of the Respiratory System mentioned consistently throughout learning journal and referred to in presentations and other formative assessments.

Evidence of widespread research of the Respiratory System mentioned periodically throughout learning journal and referred to in presentations and other formative assessments.

Sound evidence of some further research of the Respiratory System evident within learning journal and mentioned in presentations and other formative assessments.

Limited basic research somewhat evident within learning journal and barely mentioned, or not at all mentioned, during presentations and other formative assessments.

Vocabulary Extensive use of scientific vocabulary relating to the Respiratory system throughout learning journal and demonstrated within presentations and other formative assessments.

Consistent use of scientific vocabulary relating to the Respiratory system throughout learning journal and demonstrated within presentations and other formative assessments.

Sound use of scientific vocabulary relating to the Respiratory system implemented non-periodically throughout learning journal and mentioned within presentations and other formative assessments.

Basic use of scientific vocabulary implemented non-periodically throughout learning journal and mentioned within presentations and other formative assessments.

25


Risk Assessment


Less

on 1

Less

on 2

Less

on 3

Less

on 4

Less

on 5

Less

on 6

Less

on 7

Less

on 8

Less

on 9

Less

on 1

0

Students may faint if holding their breath for too long. Sun burn (wear a hat, sunscreen)Allergies: working with plastic and balloons, felt along with Sharp Objects: Cutting themselves while using scissors: students need to be sensible Injuries (falling over, tripping over, hitting someone) : Students need to make sure they are careful and have sufficient space around them. Carpet burns Permanent marker accidently being put on skin from the tracing of the body. Health issues such as AsthmaGrape allergyUse of inappropriate websites

26


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Board of Studies. (2007). Personal Development, Health and Physical Education K-6 Syllabus. Retrieved from http://k6.boardofstudies.nsw.edu.au/wps/wcm/connect/6e4311c5-336e-44f8-8c39-e289d96597a8/k6_pdhpe_syl.pdf?MOD=AJPERES

Board of Studies. (2012). English K-10 Syllabus. Retrieved from http://syllabus.bos.nsw.edu.au/english/english-k10/

Board of Studies. (2012). Maths K-10 Syllabus. Retrieved from http://syllabus.bos.nsw.edu.au/mathematics/mathematics-k10/

Board of Studies. (2012). Science K-10 (Incorporating Science and Technology K-6) Syllabus. Retrieved from http://syllabus.bos.nsw.edu.au/science/


http://syllabus.bos.nsw.edu.au/science/

http://syllabus.bos.nsw.edu.au/mathematics/mathematics-k10/

http://syllabus.bos.nsw.edu.au/english/english-k10/





Board of Studies. (n.d.). Kindergarten-Year 6 Assessment Strategies. Retrieved from http://syllabus.bos.nsw.edu.au/support-materials/k-6-assessment-strategies/

Bybee, R.W. (2010) the Teaching of Science: 21st Century Perspectives, Arlington, VA: NSTA Press

Cbse Channel. (2013). Tribune Model School- Role Play Respiratory System. Retrieved from https://www.youtube.com/watch?v=oaDYSYjvOq4

E-Learning for Kids. (n.d.). Health- Respiratory System. Retrieved from http://www.e-learningforkids.org/health/lesson/respiratory-system/

Elliott, B. (2005). Catch Your Breath: A Study of the Respiratory System. Retrieved from http://www.coreknowledge.org/mimik/mimik_uploads/lesson_plans/682/Catch%20Your%20Breath%20%20A%20Study%20of%20the%20Respiratory%20System.pdf

Jarvis, J (2013) Learning to Teach in the Primary School. Cambridge University Press: United Kingdom

Kids Health Videos. (2012). Respiratory System. Retrieved from https://www.youtube.com/watch?v=RPdGQ-A_yM4

Kids Health (2012) Respiratory System Teachers Resource, Retrieved from http://kidshealth.org/classroom/3to5/body/systems/respiratory.pdf

Lawrence Hall of Science Family Health. (n.d.). “Go with the Flow”- Breathing Investigations. Retrieved from http://www.lawrencehallofscience.org/familyhealth/activities/breathing/BreathingInvestigations.pdf

NSW Department of Education & Communities. (2011). School A-Z: Text types (different types of writing). Retrieved from https://www.det.nsw.edu.au/eppcontent/glossary/app/resource/factsheet/4108.pdf

Oxford Primary Illustrated Science Dictionary. (2013). Oxford Uni Press: New York.

Primary Connections. An elaboration of the primary connections 5Es teaching and learning model. Retrieved from http://www.science.org.au/primaryconnections/teaching-and-learning/

The Science Library: Human Body. (2008). Miles Kelly Publishing: Essex. Jessica Adler (20111605), Rebecca Rydzewski (20111679), Emily Follan (20111680), Chloe McLaughlan (20111684) 28

http://www.science.org.au/primaryconnections/teaching-and-learning/

https://www.det.nsw.edu.au/eppcontent/glossary/app/resource/factsheet/4108.pdf


http://kidshealth.org/classroom/3to5/body/systems/respiratory.pdf


http://www.coreknowledge.org/mimik/mimik_uploads/lesson_plans/682/Catch%20Your%20Breath%20%20A%20Study%20of%20the%20Respiratory%20System.pdf

http://www.coreknowledge.org/mimik/mimik_uploads/lesson_plans/682/Catch%20Your%20Breath%20%20A%20Study%20of%20the%20Respiratory%20System.pdf




http://syllabus.bos.nsw.edu.au/support-materials/k-6-assessment-strategies/

http://syllabus.bos.nsw.edu.au/support-materials/k-6-assessment-strategies/


Your Body. (1993). Dorling Kindersley: London.


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