1. Day 4 in Unit
Unit: Respiratory System
Lesson: 4
Date: 11/30/12
Stage One
Part A. Objectives and Criteria for Success
Mastery Objective of the Lesson:
- You will be able to describe diffusion in the lungs
Language Objectives:
- You will use the words “oxygen” and “carbon dioxide” when discussing diffusion in the lungs.
Formative Assessment of Student Understanding
1. Your exit ticket will…
a. Explain that during diffusion, oxygen enters and carbon dioxide leaves the bloodstream.
What is really important for kids to know by the end of class?
During diffusion in the lungs, oxygen enters the bloodstream and carbon dioxide leaves the bloodstream.
7Es
Elicit
Part B. The Plan (60 minute block)
Teacher Does
Students Does
Share out
and
Time
Once students are seated, I will Write answers to the
read the question aloud. While question in their
students are writing, I will
notebooks.
circulate and read their
answers.
Circulate and help as needed.
Look for noteworthy answers.
5 min
Lead discussion.
Why do
you think
that you
yawn?
CT/Co-resident Does
Dower – sit next to Seth.
Discuss answers.
10 min

2. Day 4 in Unit
discuss
Ss
answers
What might students say/do/write during this phase?
you’re sleepy/tired, you saw someone else yawn, you’re bored, you’re at school
Explore
1
Facilitate reading
Read aloud.
Circulate and help as needed.
10 min
Explain 1
Add
Put glossary words on ELMO. Copy words into glossary. Circulate and help as needed.
glossary
Instruct students.
words
“alveoli”
“oxygen”
“carbon
dioxide”
What might students say/do/write during this phase?
They will write the definitions.
Oxygen: a gas your body needs
Carbon dioxide: a gas your body needs to get rid of
Alveoli: a tiny air sac in the lungs where your body exchanges carbon dioxide and oxygen
10 min
Explore
Diffusion: “the exhibition” activity
10-15 min
Reading
about
yawning
What might students say/do/write during this phase?
Students will be reading the article out loud.
Explain and
Participate in the
Help as needed.

3. Day 4 in Unit
Students will either be CO2 or Oxygen and
move through the respiratory system,
following the path these molecules take.
Parts of the room will be labeled with the
body parts.
facilitate the
activity.
exhibition as an O2 or
CO2. Watch while the
other group goes.
Direct students
when they are
confused.
Oxygen will enter through the mouth and
travel down the esophagus into the lungs.
In the lungs they will diffuse into the blood
stream, where they will continue to move
through the body and then diffuse into the
other body parts. CO2 will be crowded in
the body parts and will diffuse into the
blood stream. It will then diffuse into the
lungs and travel out through the mouth.
What might students say/do/write during this phase?
Students should not be talking (oxygen and CO2 don’t have mouths)
Evaluate
Exit slip: How does
diffusion work in the
lungs?
Read the question
Write down their
Collect exit slips from students
aloud. Circulate and
answers.
who are finished. Ms. Smith –
read students’
make sure Eyleen understands
answers.
the question.
What might students say/do/write during this phase?
The carbon and the oxygen switch places.
The oxygen spreads out.
They go from a more crowded place to a less crowded place.
Explain 2
10 min
Discussion Facilitate discussion. Participate in the
Circulate and help as
of the exit
discussion.
needed. Mr. Dower
slip
will sit next to Seth.
question
5 min

4. Day 4 in Unit
What might students say/do/write during this phase?
Oxygen diffuses out of the alveoli. Carbon dioxide goes in.
The carbon and the oxygen switch places.
The oxygen spreads out.
Evaluate
Students will answer
the same question as
before.
Students will be
asked
Collect exit slips from
students who are
finished. Ms. Smith –
make sure Eyleen
understands the
question.
What might students say/do/write during this phase?
Oxygen diffuses out of the alveoli. Carbon dioxide goes in.
The carbon and the oxygen switch places.
The oxygen spreads out.
They go from a more crowded place to a less crowded place.
Stage Two
Connections to MA State Frameworks and BPS Standards
MA frameworks want students to compare body systems. To compare the body systems, students need to know about them.
Scientific Content Standards
How have students been prepared for this
lesson?
Students have been introduced to the anatomy
of the respiratory system.
Big Ideas
How will you follow up on this lesson?
The Do Now for the next day will be:
How are the villi and the alveoli similar? How are they different?

5. Day 4 in Unit
1. Diffusion
Anticipated Student Strengths/Obstacles/Difficulties
1. Strengths: Understanding more to less crowded
2. Obstacles: Understanding how CO2 is more crowded in the blood
Differentiated Instruction:
•
•
ELLs: The reading has been modified for the ELLs. All questions will be read aloud.
Students with IEPs: The reading will be read aloud for all students. This will help the students with IEPs. All questions
will be read aloud.