Lesson Plan

Day: M T W T F Date: 22-02-2017 Time: _____________ Year: 9 modified class

Learning Area: H. BIO Topic: Respiratory system issues

Curriculum content description: (from ACARA)
Multi-cellular organisms contain systems of organs carrying out specialised functions that
enable them to survive and reproduce (ACSSU150)-Modified?
Students prior knowledge and experience:
Assumed experience with coughing and sneezing, a person they might know who is a smoker, the common cold

Learning purpose: (May refer to the Elaborations of the curriculum content description here)
Focus on linking the respiratory structures with the respiratory issues: coughing, sneezing, asthma,
pneumonia, emphysema
Learning objectives: Evaluation:
On completion of this lesson, students will be able to: (Explain how you will know that lesson objective has
(What will students know and be able to do at the been achieved / monitor student learning).
completion of the lesson specific, concise and
attainable objectives). Through work sheet understanding and questioning

Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment will be required)

Worksheets (approximately 20 sheets)

A video (laptop, projector)
Balloons
Straws (approximately 20)
Plastic coffee stirrers (approximately 20)
Catering for diversity (detail any adjustments considerations for educational/resource adjustments)

As some of the students have learning difficulties and attention span issues, engagement and maintaining
motivation will be made through Activities. These activities will show the students concepts through
balloons and straws
The aboriginal students need more attention to get them on task. They appear to be two bright
individuals who need to be motivated
More time will need to be given with the student with the cleft lip to understand his questions and
answers. Again, bright individual who just needs more of the teachers time.

Timing: Learning Experiences:

1. Introduction: (How will I engage the learners?)

10min Introduce the focus topics on respiratory issues. Make connections to the previous lessons and make
clear the connections with the current topic. Focus on the pronunciation of pneumonia and
emphysema

2. Sequence of learning experiences: (What will you do to help the students achieve the
learning objectives? What tasks and activities will the students be involved in to help
achieve the learning objectives?)
PowerPoint presentation:
15 min
Present the power point presentation slide by slide. Answer questions where necessary. Focus on
asking students questions about the respiratory issues and try to connect the information with their
personal experiences eg. Has anyone had Pneumonia?

Hand out work sheets and attend to students were necessary. Give students a demonstration with
10min
the balloons as to what a damaged or deflated alveoli would look like

10min Second work sheet and attending to students were necessary. Second Activity-Get students to use
straws to replicate a smoker breathing, then ask them to compare breathing through the straw and
without the straw. Next, use coffee stirrers to replicate the breathing of a person with emphysema.
5 min
Pack up materials and get students to glue worksheets into their books

5 min Play an association game for example, each student names an animal associated with the letters of
the alphabet.
Lesson conclusion: (How will you summarise the learning and relate it to the lesson objectives?)
Students are confident in answering questions throughout the lesson. Students work is correct.
Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)