TECHNOLOGY INTEGRATED CLASSROOM

LESSON
Listed below are the categories and guidelines for the classroom
lesson.
Please make sure you have addressed each category in your lesson.

Teacher
Christine Collins

Title
Artificial Respiration

Description of Activity
Breathe in, breathe out!

Suggested grade level

Primary level
Grade 3

Pennsylvania Subject Area Standards

Pennsylvania Academic Standards for Science/Technology
3.1.4.B Know models as useful simplifications of objects or processes.
3.2.4.A Identify and use the nature of scientific and technological knowledge.
3.2.4.C Recognize and use the elements of scientific inquiry to solve problems.
3.3.4.B Know that living things are made up of parts that have specific functions.
3.7.4.A Explore the use of basic tools, simple materials and techniques to safely solve
problems.

NETS Standards
1.Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative
products and processes using technology. Students:

a. apply existing knowledge to generate new ideas, products, or processes.

b. create original works as a means of personal or group expression.

2. Communication and Collaboration

Students use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning and contribute
 TECHNOLOGY INTEGRATED CLASSROOM
LESSON
to the learning of others. Students:

a. interact, collaborate, and publish with peers, experts, or others employing a

variety of digital environments and media.
d. contribute to project teams to produce original works or solve problems.

3. Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information. Students:

d process data and report results.

.

4. Critical Thinking, Problem Solving, and Decision Making

Students use critical thinking skills to plan and conduct research, manage projects,
solve problems, and make informed decisions using appropriate digital tools and
resources. Students:

c. collect and analyze data to identify solutions and/or make

informed decisions

Learning objectives
Students will be able to:
Identify and label the parts of the Respiratory System.
Observe how the lung works.
Create a wordle using the vocabulary.
Design a glogster for the human lung.

Materials required
Website that gives information on the respiratory system
http://library.thinkquest.org/5777/resp1.htm
Smartboard
Computer
Laptop for each student
MS Word
MS Excel
Internet sites
Students Science Lab books
Printer
Worksheets
 TECHNOLOGY INTEGRATED CLASSROOM
LESSON
Approximate number of class periods and length
This lesson will be taught in 3 class periods over 3 days.

Classroom management strategies:

The lesson is for a third grade class of approximately 20 students. It will be taught in the third
grade classroom using both small group and large group lessons. When the students take the
Respiratory System Quiz, create their wordle or work on their glogster we will use the laptops in
the classroom.

Warm up
The preceding lessons introduced the human body and described its composition of several
systems, working together. These lessons continue with the respiratory system defining it and
discovering how it works. The students will already have prior knowledge of the use of a laptop
and how to create a wordle and glogster

Activities/ Procedures
MONDAY Begin the science lesson by introducing the Respiratory System. To get an
understanding of what the students know about this system, give the Pre Test Quiz
http://kidshealth.org/kid/htbw/_bfs_RSquizsource.html. Students can take this on their laptops.
Do not record the score. Review briefly their results. Using the Smartboard and Respiratory
System site http://library.thinkquest.org/5777/resp1.htm, explain to the
students what is the respiratory system and how it works. Identify the
vocabulary for this lesson, which the students have in their Lab books. Using
the laptops in the classroom, each student will create a WORDLE with these
words. http://www.wordle.net/ They will share these with their classmates
later in the lesson.
Show the video on the respiratory system using the Smartboard.
http://player.discoveryeducation.com/index.cfm?guidAssetId=50EA330C-DFE3-4443-B142-
111DD7DB0764 Discuss with the students the important parts of the respiratory system. Give
them time to finish their WORDLE.

TUESDAY Open the lesson with a review of the respiratory system using this video clip.
http://player.discoveryeducation.com/index.cfm?guidAssetId=285F07FD-AB74-4230-A9A3-
542BDB5355DC Have students complete the diagram of the respiratory system.
http://www2.asd.wednet.edu/Pioneer/barnard/lessons/bodysys/resp/respws.htm
Working in small groups of 5, students will perform the Respiration Rate Investigation
and record their information on the data sheet provided. ..\..\..\..\Desktop\Respiration Rate
Investigation.doc
The investigation:
While sitting at their desks, students will take their respiration rate for 1 minute. (This
means they will count the number of breaths they take in 1 minute.) As a group, they will record
their data. Then students will jog in place for 1 minute and again take their respiration rate for 1
 TECHNOLOGY INTEGRATED CLASSROOM
LESSON
minute. (This means students jog for 1 minute and then count the number of breaths they take in
1 minute.) Record the information on the data sheet. They will discuss and compare their data
with others in their group. The teacher will show the Respiration Rate Data chart on the
Smartboard ..\..\..\..\Desktop\Respiration Rate Form - Class Data.xls and each student will
record their results of the 2 investigations. Class will discuss the results of the two investigations
and what the results mean. Teacher will evaluate the students during the Investigations using the
Rubistar Rubric.
Using the laptops, students will share their WORDLES with the class.

WEDNESDAY Students will create a GLOGSTER on the respiratory system. Using the
information they have previously gathered to use for this GLOGSTER, students will work
together as partners to create a glog. http://www.glogster.com/register Before the end of class,
students will take the Respiratory System Quiz to see what they’ve learned.
http://kidshealth.org/kid/htbw/_bfs_RSquizsource.html

Assessment strategies
Students will be assessed in the following ways:
Using the diagram of the respiratory system, students will label the parts of the
respiratory system.
http://www2.asd.wednet.edu/Pioneer/barnard/lessons/bodysys/resp/respws.htm
As students work in groups for the Investigations, they will be assessed using the
RubiStar Rubric Lab Report: Respiration Rate Investigation.
The final test on the Respiratory System will be given at the end of the unit on the
Respiratory System.
Assessment Test on the Respiratory System - Click on Respiratory System Cloze
http://bogglesworldesl.com/respiratorysystem.htm
 TECHNOLOGY INTEGRATED CLASSROOM
LESSON

Lab Report : Respiration Rate Investigation

Teacher Name: Mrs. Collins

Student Name: ________________________________________

CATEGORY 4 3 2 1
Participation Used time well in lab Used time pretty well. Did the lab but did Participation was
and focused attention Stayed focused on not appear very minimal OR student
on the experiment. the experiment most interested. Focus was hostile about
of the time. was lost on several participating.
occasions.

Procedures Procedures are listed Procedures are listed Procedures are listed Procedures do not
in clear steps. Each in a logical order, but but are not in a accurately list the
step is numbered and steps are not logical order or are steps of the
is a complete numbered and/or are difficult to follow. experiment.
sentence. not in complete
sentences.

Data Professional looking Accurate Accurate Data are not shown

and accurate representation of the representation of the OR are inaccurate.
representation of the data in tables and/or data in written form,
data in tables and/or graphs. Graphs and but no graphs or
graphs. Graphs and tables are labeled tables are presented.
tables are labeled and titled.
and titled.
Components of All required elements All required elements One required Several required
the report are present and are present. element is missing, elements are missing.
additional elements but additional
that add to the report elements that add to
(e.g., thoughtful the report (e.g.,
comments, graphics) thoughtful comments,
have been added. graphics) have been
added.
- Please Choose undefined undefined undefined undefined
-

Date Created: Jul 15, 2009 05:13 pm (CDT)

 TECHNOLOGY INTEGRATED CLASSROOM
LESSON

Related Web Sites

The Parts of the Respiratory system
http://player.discoveryeducation.com/index.cfm?guidAssetId=285F07FD-AB74-4230-A9A3-
542BDB5355DC
Research Information on Respiratory System
http://library.thinkquest.org/5777/resp1.htm,
Respiratory System Quiz about system- Use as Pre and Post Tests
http://kidshealth.org/kid/htbw/_bfs_RSquizsource.html
The Respiratory System
http://player.discoveryeducation.com/index.cfm?guidAssetId=50EA330C-DFE3-4443-B142-
111DD7DB0764
WORDLE
. http://www.wordle.net/
Breath of Life: Our Respiratory System
http://player.discoveryeducation.com/index.cfm?guidAssetId=285F07FD-AB74-4230-A9A3-
542BDB5355DC
Label parts of the respiratory system-
http://www2.asd.wednet.edu/Pioneer/barnard/lessons/bodysys/resp/respws.htm
GLOGSTER
http://www.glogster.com/register

Back-up plan: (if the technology fails!)

If the technology is not working, the teacher will take the students to
the Science Lab and perform the Investigation 3 in their Lab books. The
students will define their vocabulary from this lesson and write the
definitions on their file cards.

Branching out
To help my students who need extra help, I would pair them with a classmate to create
their WORDLE and GLOGSTER.
For those students who are above level, I would have them research other ways to
investigate the respiratory system. They might create a model of the lung using a 2 liter bottle
and balloon and then demonstrate how it works.