Lesson Plan Respiration.

Subject: Biology Reader: IX C Topic Respiration Week: Date:

Objectives Methodology Time Resources AssessmentAt the end of the lesson the students will be able to :i). Define respiration andaerobic respiration ii). State the equation (in words or symbols) for aerobic respiration.

Introduction: to respiration by brain storming. Teacher’s exposition:Aerobic respiration and the equation in words and symbols.

Query/ feedback: by students if any regarding respiration or student will define respiration and aerobic respiration.

Written task: state the equation (in words or symbols) for aerobic respiration.

Wrap up: by student to describe the process of respiration.

4-5 mins8-10 mins

5-6 mins

8-10 mins

2-3 mins

Students will be assessed on their ability to :Orally define respiration andaerobic respiration.

State the equation (in words or symbols) for aerobic respiration.

Evaluation of student’s learning:What did the children learn in this lesson?

What did they actually do?

Evaluation of teaching:What went well? How do you know?

What went wrong? How will you fix it?

Subject: Biology Reader: XI C Topic: the uses of energy in the body of Humans week: Date:

Objectives Methodology Time Resources AssessmentAt the end of the lesson the students will be able to :

i) Name and state the uses of energy in the body of humans.

Recap: respiration and aerobic respiration.

Active reading: the uses of energy in the body of humans (muscle contraction, protein synthesis, cell division, active transport, growth, the passage of nerve impulses and the maintenance of a constant body temperature).Oral feedback: by student asking them about uses of energy produced in the body.Written task:Students may produce a ‘spider diagram’ to state the uses of energy and may illustrate their diagram with hand-drawn or pictures or further annotations. Wrap up: by student to describe the uses of energy in the human body.

4-5 mins

8-10 mins

5-6 mins

8-10 mins

2-3 mins

Students will be assessed on their ability to :

Illustrate a diagram with hand-drawn or pictures or further annotations to state the uses of energy.

Evaluation of student’s learning:What did the children learn in this lesson?

What did they actually do?

Evaluation of teaching:What went well? How do you know?

What went wrong? How will you fix it?

Energy and the Human Body

1. Structure: The cells and the organs, bones, muscle, skin layers, blood vessels, nerves and other physical structures that they form.

 Through the food we ingest. Multiple biochemical pathways (basically the food you eat is converted into either energy for immediate use -glycose, starch energy storage) or fat energy storage) convert the food into one typoe of energy.Usable energy when you have oxygen to your body is called Aerobic Glycolysis. In short the energy from food is "added" chemically to a molecule called ADP (Adenosine Di Phosphate) converting ADP into ATP (Adenosine Triphosphate). This extra phosphate acts as a primer. Imagine drawing the string on a crossbow. that's exactly what this does - it primes it for energy release - releasing it only once the body needs it.The ATP is used by the body, converting it back to ADP. The body uses the energy.The cycles that create ATP and ADP are rather complicated - using many enzymes and other biomolecules. For ease of asnswering I've left them out -but open up a biochemistry book if you want to know more.This priming of ADP into ATP and energy use etc etc uses oxygen - hence the name aerobic (which means air loving) whcih creates the most amount of enegry. From a single glucose the body can make 30 something ATP's (the number doesn't come to me..but 32 or 36 stick out in my mind.)When the body is short on oxygen (like when you are working out or overstraining muscle) the body sstill makes ATP. However it uses a different biochemical pathway - an anaerobic pathway (meaning air hating). This pathway creats ATP (though far far fewer molecules of it) AND lactic acid. the Lactic acid formed is what gives you the sensation of being soar or having soar muscles.

Subject: Biology Reader: IX C Topic: anaerobic respiration week: Date:

Objectives Methodology Time Resources AssessmentAt the end of the lesson the students will be able to :i). define anaerobic respiration.

ii). state the equation (in words or symbols) for anaerobic respiration in humans and in yeast;

iii). describe the effect of lactic acid production in muscles during exercise;

Recap: Name and state the uses of energy in the body of humans; by questioning.Teacher’s exposition: anaerobic respirationequation (in words or symbols) for anaerobic respiration in humans and in yeast;effect of lactic acid production in muscles during exercise;Query: by student if any relevant to the topic.Pair work: In a pair student will read about Oxygen debt and describe the effect of lactic acid production in muscles during exerciseRandom feed back: Orally define anaerobic respiration and equation (in words or symbols) for anaerobic respiration in humans and in yeast;Written task:Describe the effect of lactic acid production in muscles during exercise.Wrap up:By student to summarize the learning outcome.

4-5 mins

8-10 mins

4-5 mins

6-8 mins

4-5 mins

8-10 mins

2 mins

Flip chart for equation of anaerobic respiration

Picture to show effect of lactic acid production in muscles during exercise(http://gobblegreen.com/blog/wp-content/uploads/2009/08/runner-with-muscle-cramp-by-cesareb.jpg )

Students will be assessed on their ability to :Orally define anaerobic respirationAndequation (in words or symbols) for anaerobic respiration in humans and in yeast;

Describe the effect of lactic acid production in muscles during exercise as a written task.

Evaluation of student’s learning:What did the children learn in this lesson?

What did they actually do?

Evaluation of teaching:What went well? How do you know?

What went wrong? How will you fix it?

Subject: Biology Reader: XI C Topic: investigation for inspired and expired air week: Date:

Objectives Methodology Time Resources AssessmentAt the end of the lesson the students will be able to :

i) Investigate the percentages of gases in atmospheric air and state the differences between inspired and expired air.

Recap: anaerobic respiration and oxygen debt will be revised through questioning.

Teacher’s exposition: through demonstration investigation for comparing inspired and expired air.Query: by student if any regarding investigation.

Group activity: investigate the percentages of gases in atmospheric air and state the differences between inspired and expired air. Written task: Given worksheet will be completed individually by student.Oral feedback: question on worksheet will be discussed.Wrap up: by student to describe the activity.

4-5 mins

8-10 mins

1-2 mins

18-20 mins

10-12 mins

4-5 mins1-2 mins

2 conical flask rubber bungslime stoneglass tubing

work sheet

Students will be assessed on their ability to :

Investigate the percentages of gases in atmospheric air and state the differences between inspired and expired air.

Complete the provided worksheet.

Evaluation of student’s learning:What did the children learn in this lesson?

What did they actually do?

Evaluation of teaching:What went well? How do you know?

What went wrong? How will you fix it?

Subject: Biology Reader: IX C Topic: investigation on effect of physical activity on breathing week: Date:

Objectives Methodology Time Resources AssessmentAt the end of the lesson the students will be able to :i). investigate and state the effect of physical activity on rate and depth of breathing;

Steeling: arranging the class in to pairs.

Teacher’s exposition: instructions for the activity will be done. Query: students will be allowed to ask topic related questions if any.Pair work: Working in pairs, with one student as the subject, breathing rates before and after exercise may be

measured. Graphs may be drawn of the results and compared with the rate of the pulse at rest.(exercise time 5mins ).Random feed back: Each pair will present their result on a graph.Wrap up:Student will describe their learning outcome.

3-4 mins8-10 mins4-5 mins

25-30 mins

10-12 mins

2-3 mins

Students will be assessed on their ability to :Investigate and state the effect of physical activity on rate and depth of breathing by plotting a graph and comparing the result with the pulse rate.

Evaluation of student’s learning:What did the children learn in this lesson?

What did they actually do?

Evaluation of teaching:What went well? How do you know?

What went wrong? How will you fix it?

Working in pairs, with one student as the subject, breathing rates before and after exercise may be measured (using the ‘count for 15 sec then multiply by 4’ method – repeated for 10 minutes after the exercise). Graphs may be drawn of the results and compared with the following.

Students should locate an artery (e.g. at their wrist or at the side of the neck) and count and record the rate of the pulse at rest. The number of beats per 15 sec should be recorded and multiplied by 4 to give beats per minute. Students should work in pairs – one as the researcher and one as the subject, who takes two minutes brisk exercise. Immediately afterwards, the researcher takes the pulse rate for 15 sec every minute until the rate returns to normal. Graphs may be drawn of rate (beats per minute) against time. Data for the whole class may be pooled if they all perform exactly the same exercise and the investigation used as an opportunity to discuss control of variables.

Subject: Biology Reader: XI C Topic: respiratory tract and role of alveoli week: Date:

Objectives Methodology Time Resources AssessmentAt the end of the lesson the students will be able to :

Identify on diagrams and name the larynx, trachea, bronchi, bronchioles, alveoli and associated capillaries

State the characteristics of, and describe the role of, the exchange surface of the alveoli in gas exchange.

Recap: process and type of respiration will be revised through questioning.Teacher’s exposition: through diagram the respiratory tract and through website the working of alveoli during gaseous exchange will be described.Query: by student if any Or Feedback: students will be able to identify the names of the larynx, trachea, bronchi, bronchioles, alveoli and associated capillaries on a worksheet.Written task:State the characteristics of, and describe the role of, the exchange surface of the alveoli in gas exchange.Wrap up: by student to summarize the lesson.

H.W:Find out the role of cilia, diaphragm, ribs and intercostal muscles in breathing.

4-5 mins15-18 mins

2-3 mins

10-12 mins

1-2 mins

1 min

http://www.biotopics.co.uk/humans/resyst.htmlworksheet unlabelled diagram of respiratory tract

Gas exchange animation:http://www.bbc.co.uk/schools/gcsebitesize/pe/appliedanatomy/1_anatomy_respiratorysys_rev3.shtml

Students will be assessed on their ability to :

Identify the names of the larynx, trachea, bronchi, bronchioles, alveoli and associated capillaries on a worksheet.

State the characteristics of, and describe the role of, the exchange surface of the alveoli in gas exchange.

Evaluation of student’s learning:What did the children learn in this lesson?

What did they actually do?

Evaluation of teaching:What went well? How do you know?

What went wrong? How will you fix it?

Beaconhouse school systemJuniper campus

QuettaWorksheet on respiratory system