SCIENCE LESSON PLAN #1

TEACHER: Karyn Corbett

SCHOOL: St. Joseph`s Convent, Port – of - Spain

DATE: February, 2020

CLASS: Form 2 Integrated Science

TIME: 35 minutes Periods: ONE

UNIT: Respiration

LESSON: Introduction to Respiration

TOPIC: The structure and functions of the Respiratory system.

REFERENCES (Include page numbers. Avoid using the student’s class textbook).

Introduction Video: The structure and function of the Respiratory System ( https://youtu.be/asKr2bqo5Sw )

PRE REQUISITES

Knowledge:- students should know:

 To define Respiration
 Write and analyze the equation for Respiration
 Identify and explain the two types of Respiration
 Understand that respiration takes place in all cells

Skill:- students should know how to:

 They can write the word equation for respiration (Aerobic and Anaerobic)
MATERIALS AND RESOURCES

For Teacher For each group/student

Black or white board with markers or chalk. Pencils, Blank Paper, activity sheets
LapTop and Projector with speakers, timer/watch.

CONCEPT OR PRINCIPLE

How to define respiration, to understand that it is a chemical process within the Respiratory system which is made up of a
group of tissues and organs in your body that enable you to breathe.
 Identifying/formulating a problem 
Designing and Planning an experimental procedure 
Setting-up and executing experimental work 
Observing and measuring 
Recording of data and observations 
Interpreting and evaluating data and observations 
Communicating scientific ideas, observations and arguments 
Applying scientific ideas and methods to solve qualitative and quantitative problems 
Decision-making on examination of evidence and arguments 
Extracting from available information data relevant to a particular situation 

Types of Objectives Classification

Cognitive
1) Name and Identify the different components of the respiratory system Understand

2) State the function of the Respiratory System Analyse

Affective
1) Students would work cooperatively in groups to develop questions and Responding
solutions which can be posed to their peers in the other groups.

Psychomotor:

HFLE: Students are now able to understand why they need to respire if they are to acquire
energy to complete everyday tasks.

OBJECTIVES

At the end of this lesson, students should be able to :

PROCESS SKILLS

ACTIVITIES

Introduction:
Introduce the Set Induction, as a means of capturing the students immediate interest.
Students are allowed to respond to the question, “What is our topic today?”
Transitional statement:

Respiration is an important life process and its presence renders an organism as living or non-living. It is the
chemical reaction which occurs within a system where each component has specific functions to make this
reaction possible.

Development:

 The students are welcomed to the class and introduced to the topic through the use of ICT, via a 4 minute
You tube video.
 The students were invited to identify the topic of the day.
 The definition for the respiratory system, identifying the key components is derived through the use of
probing questions at the class.
 Students are allowed to complete an activity sheet which highlights a diagram of the Human respiratory
system which they are asked to label.
 They will be engaged in a (10 min) group activity (3 students peer group) aimed to encourage critical
analysis through the teaching model, Differentiation by Process. The students were instructed to work
collaboratively in their groups and choose ONE activity from a list of activities (A song or a pin the
function to the correct part and /a drawing of the respiratory system labelled and annotated) which
engages the students and allow them to master the key content that is, the function of the various
components in the respiratory system. One person or member per group will have to present the groups
work.
 Teacher informs students of the next topic and identifies the home- work.
 A Concluding exercise, which encourages the same groups to develop one exit question and solution
which they will use to ask one of the other groups and correct their responses before they can exit the
class,

Consolidation:

 A summary will begin to highlight key points through the group presentations
 Students will be asked by their peers to answer one question, to allow their group the opportunity to exit
the class room
ASSESSMENT:

Formative Assessment, as they engage in activities throughout the lesson

TEACHER’S EVALUATION OF LESSONS

TUTOR'S COMMENTS
 SCIENCE LESSON PLAN #2
TEACHER: Karyn Corbett

SCHOOL: St. Joseph`s Convent, Port – of - Spain

DATE: February, 2020

CLASS: Form 2 Integrated Science

TIME: 35 minutes Periods: ONE

UNIT: Respiration

LESSON: Introduction to Respiration

TOPIC: What is Breathing?

REFERENCES (Include page numbers. Avoid using the student’s class textbook).

Introduction Video: Respiratory system and Breathing (https://youtu.be/bHZsvBdUC2I )

Activity: How to make lungs with balloons (https://youtu.be/6oMFAMqSlq4 )
Consolidation Video: What is Breathing?( https://youtu.be/tCyfOq4zNy8)

PRE REQUISITES

Knowledge:- students should know:

 To define Respiration
 Write and analyze the equation for Respiration
 Identify and explain the two types of Respiration
 Understand that respiration takes place in all cells
 How to identify and analyze the function of the respiratory system

Skill:- students should know how to:

 Label and annotate the Human respiratory system and write the word equations for respiration
MATERIALS AND RESOURCES

For Teacher For each group/student

Black or white board with markers or chalk. Pencils, Blank Paper, activity sheets
LapTop and Projector with speakers, timer/watch.

CONCEPT OR PRINCIPLE

How to identify the components of the respiratory system, the importance of Breathing to facilitate respiration and
identify the importance of gaseous exchange to enable the respiration process.
 Identifying/formulating a problem 
Designing and Planning an experimental procedure 
Setting-up and executing experimental work 
Observing and measuring 
Recording of data and observations 
Interpreting and evaluating data and observations 
Communicating scientific ideas, observations and arguments 
Applying scientific ideas and methods to solve qualitative and quantitative problems 
Decision-making on examination of evidence and arguments 
Extracting from available information data relevant to a particular situation 

OBJECTIVES

At
the
end Types of Objectives Classification
of Cognitive
this 3) Define Breathing Understand

4) Describe the process of inhalation and exhalation and changes which occur in Analyse
both

5) Explain the process of gaseous exchange Evaluate

Affective
2) Students would work cooperatively in groups to develop questions and Responding
solutions which can be posed to their peers in the other groups.

Psychomotor:
1) Students are given the task to design and construct a working model of the Create
Respiratory system.
HFLE:
1) Students are now able to understand why they need to respire if they are to acquire
energy to complete everyday tasks.
2) Understanding the effects of exercise on breathing rate.

lesson, students should be able to :

PROCESS SKILLS

ACTIVITIES
Introduction:
Introduce the Set Induction or You tube video on “Breathing”, as a means of capturing the students
immediate interest.
Students are allowed to respond to the question, “What is our topic today?”

Transitional statement:

The respiratory system comprises both a chemical and physical aspect. The physical aspect is referred to as
breathing a mechanical process which accommodates the entry of the reagents for respiration. It allows for the
understanding of inhalation, exhalation and the importance of gaseous exchange.

Development:

 The students are welcomed to the class and introduced to the topic through the use Technology to
Introduce a task, but first they watch a 9 minute You Tube video as their set induction which introduces
the new topic and recaps key points from the last class.
 The students were asked to identify the topic of the day.
 The definition for breathing and its contrast to respiration is highlighted during a guided class discussion,
as a result of probing questions posed by the teacher.
 Students are allowed to complete an activity sheet which is formatted in the form of a table to facilitate the
mechanical differences during inhalation and exhalation.
 A three (3) minutes instructional video, “How to design a Respiratory Model,” aimed at displaying how
Breathing takes place. They will be engaged in a (15 mins) group activity (3 students peer group) aimed to
design and construct a working model of the respiratory system. The students must demonstrate that the
model works and the physical features are aligned with identifiable structures within the respiratory
system.
 Teacher informs students of the next topic and identifies the home- work.
 A Concluding exercise, A summarising video of today`s topic is shown to conclude the main point within
this lesson.
Consolidation:

 A summary video is shown to highlight the terms and information learnt during this class.

ASSESSMENT:

Formative Assessment, as they engage in activities throughout the lesson

TEACHER’S EVALUATION OF LESSONS

TUTOR'S COMMENTS