Lesson 1

Unit Title:  Respiration
Caretaker:  CLL

Unit No   
8B

Lesson Title:  Energy for Life

NC Ref: 
Sc2 2c, d, j,  k & l   

Objectives:    

MK -  the products of digestion are transported in the blood to other parts of the body; glucose is an energy resource for cells; the words respiration, oxygen, carbon dioxide, limewater.
SK -  that respiration is the sum of the chemical reactions that release energy from food molecules; the word equation for aerobic respiration; the words word equation, aerobic respiration, hydrogencarbonate indicator.
CK -  that respiration and burning have a similar word equation but respiration occurs in more controlled steps; respiration occurs in mitochondria; the word mitochondria

Lesson outline: How is digested food used?

Starter activity:
Recap - digestion and circulation; how digested food travels in the blood to the cells.
Worksheet 8Ba/9 (flash cards) or acetate for OHP or Red, Amber, Green activity.                                     Recap that respiration is one of the 7 life processes.

Main course:

Show the pupils some Lucozade and glucose tablets and discuss what they are used for and who uses them.  You could use the clip blood around the body to reinforce how digested food is transported in the blood.  Discuss that glucose is a product of digestion that is carried round the body dissolved in the blood and is used by all cells in respiration to release energy. 

Compare respiration to burning.  Demo sugar burning in oxygen.  Stress that energy is not a substance (hence the brackets in the equation) and that in respiration the reaction occurs in several stages and is much more controlled than in burning. (oxygen and glucose            carbon dioxide + water (+energy).  Ensure students understand the terms reactants and products.  Tin can bomb demo (pg 48 of Teachers Guide Y8) - check with technicians first.  Respiration is a chemical process that takes part in every cell in the body and is different to breathing which is a mechanical process.

Gently heat a piece of mars bars in a boiling tube with a delivery tube leading to limewater to show that carbon dioxide is produced during burning.

Demo: exhaled air changes limewater and hydrogencarbonate indicator - worksheet 8Ba/6.  If using hydrogencarbonate indicator an information chart about the colour changes next to the apparatus would be useful.

Worksheets 8Ba/1, 8Ba/2, 8Ba/3, 8Ba/7 and 8Ba/8 describe a range of practical activities and / or demos that allow students to practice Sc1 skills and reinforce the lesson objectives.  These could be done using data logging and so may take up more than this lesson.

Board works powerpoint.

Plenary:

Worksheets 8Ba/4 and 8Ba/5 provide instructions and cards for a game of snap that can be used to reinforce what pupils have learned during this topic.

Timings:

5 mins

5 mins

10 mins

10 mins

25 mins (or over 2 lessons using data logging)

5 mins

Homework Suggestion: 
8Ba/7 8Ba/8

Resources: 
Please let the technician know of any worksheets you require. 

Exploring Science 8 textbook.  Teachers unit summary sheets.  Pupils target sheets.  Key word lists and definitions.

SEN - worksheets

Lesson 2 

Unit Title:  Respiration
Caretaker:  CLL

Unit No   
8B

Lesson Title:  Round and round.

NC Ref: 
Sc2 2c, d & l

Objectives:    

MK -  circulatory system consists of heart and blood vessels; heart is a double pump; pumping of heart can be felt as a pulse; how exercise affects pulse rate; blood transports substances; words circulatory system, heart, blood vessels, pulse, pulse rate
SK -  arteries carry blood away from the heart and veins carry blood back to the heart; exchange of substances with cells happens in capillaries; role of tissue fluid; oxygen is carried by red blood cells; dissolved digested food and waste products are carried in the plasma; words artery, vein, capillary, tissue fluid, red blood cell, plasma.
CK -  names of chambers of the heart and main blood vessels, human circulatory system is a double system; heart valves; how red blood cells are adapted to their function; how ideas about circulation were discovered; words atrium, venricle, aorta, vena cava, oxygenated, deoxygenated, haemoglobin

Lesson outline: How does the circulatory system carry substances around the body?

Starter activity:  Worksheet 8Bb/2 - recap circulation - more able pupils, ask them to colour oxygenated blood in bright red, and blood without oxygen in dark red.  Or 8Bb/9 - basis for a class discussion ‘What is the organ shown?’, ‘How many different types of blood vessel are there?’, ‘Why are there lots of small blood vessels in the lungs/brain?’ etc.

Main course:

Children to label a diagram of the heart - 8Bb/5

Heart dissection - show comparative sizes of heart chambers and wall thickness, valves and main blood vessels.  Relate to the model heart.

Show video clip blood around the body if not already done so.  Can discuss "hole-in-the-heart" babies at this point.

Discuss roles of arteries (artery = away from heart), veins (vein = into heart) and capillaries (site of substance exchange).  Could show sections of arteries and veins and compare the thickness of the walls ands relate to pressure etc.  Discuss nature of valves in veins - relate to valves in heart.

Blood transports substances - oxygen on red blood cells, dissolved food and waste substances (urea, carbon dioxide etc) in the plasma.  Can make "fake" blood vessel with plasticine rbc, wbc, and platelets floating in fake plasma - see a biologist.  Role of tissue fluid (in blood vessels it is called plasma, when it bathes the cells it is called tissue fluid, when it enters the lymph system it is called lymph).  Could discuss how red blood cells are adapted to their function - use 8Bb/5.

Show pupils how to take pulse (cannot use a thumb as it has its own pulse).  Measure pulse at rest for 2 minutes, do 2 minutes of exercise and take pulse again for 2 minutes - could draw a line graph and discuss results.  8Bb/1 can help.

Could use stethoscope to measure heart rate.

Could discuss how ideas about circulation were discovered - 8Bb/7 and 8Bb/8 (pg 20 of Exploring Science 8 textbook).  Can use tourniquet to show how valves in veins work - see a biologist.

Board works powerpoint.

Plenary: Worksheet 8Bb/3 is a crossword can be used to summarise the lesson.  Or diagram on Worksheet 8Bb/9 can be handed out and pupils asked to annotate it as a lesson summary.

Timings:

5 mins

10 mins

20 mins

5 mins

5 mins

5 mins

5 mins

5 mins

Homework Suggestion: 
8Bb/3, 8Bb/7, 8Bb/8.  Could plan how they would investigate the effect exercise has on heart rate.

Resources: 
Model heart, Exploring Science 8 textbook

SEN - worksheets

Lesson 3  

Unit Title:  Respiration
Caretaker:  CLL

Unit No   
8B

Lesson Title:  Aerobics

NC Ref: 
Sc2 2c, d, j, k & l

Objectives:    

MK -  effect of exercise on breathing rate; calls need good supply of oxygen to release energy by respiration; carbon dioxide is produced during aerobic respiration, word equation for aerobic respiration; words aerobic respiration.
SK -  reactants and products of respiration and how they are carried to and from the cells; how tissue fluid is formed; some effects of reducing oxygen supply to cells; words tissue fluid, product, reactant and aerobic.
CK -  how the body responds to a shortage of oxygen; why heart rate increases during exercise; equation for anaerobic respiration; words anaerobic respiration, cramp, lactic acid, oxygen debt.

Lesson outline: What are the effects of getting too little oxygen?  What happens to the products of respiration?  What happens when the body is short of oxygen?

Starter activity:

What exercise do they take on a regular basis?  Free writing exercise - describe the changes they notice in their body when exercising. Share ideas - why do they think these changes occur?

Or Myrtles Marathon pg 13 from Red Hot Starters book - see Kath for the book.

Main course:

Practical - effect of exercise on breathing rate (in and out = 1 breath, 12 breaths a minute at rest is normal)- 8Bc/1 and / or 8Bc/3.  Could use the gym to do this.

Word equation for respiration.

Discuss what happens when there is a lack of oxygen (frost bite, post-op bed sores, athletes training at high altitudes, problems during childbirth, strokes and heart attacks etc - see pg 33 of teachers guide) and for higher ability pupils discuss anaerobic respiration including equation.  Mini-practical - ask students to repeatedly clench their fist in the air for a few minutes.

Could use lung volume bags to measure lung capacity - discuss asthma.

Board works powerpoint.

Plenary:

Worksheet 8Bc/2 - true and false statements  Sort true statements into summaries of respiration and circulation.

Timings:

5 mins

or

5 mins

30 mins

10 mins

5 mins

5 mins

Homework Suggestion: 
Research the benefits of exercise and produce a poster for a doctors surgery.  8Bc/4 or 8Bc/5.

Resources: 
 

SEN - worksheets
 

Lesson 4 

Unit Title:  Respiration
Caretaker:  CLL

Unit No   
8B

Lesson Title:  Air Supply.

NC Ref: 
Sc2 1c, Sc2 2i, j, l, m & n

Objectives:    

MK -  positions of diaphragm, heart, lungs, windpipe; carbon dioxide is breathed out; oxygen and carbon dioxide are carried in the blood; reason for large surface area of lungs; lung damage reduces amount of oxygen entering blood; words  lungs, windpipe, air sacs, breathing, respiration, diaphragm, ribs
SK -  how breathing occurs; what gas exchange is; alveoli in lungs cause the increased surface area for gas exchange; how the area for gas exchange can be reduced; diffusion of gases and definition; words trachea, bronchus, alveoli, gas exchange, absorb, excrete, ventilation, diffusion.
CK -  how lungs are adapted for gas exchange;  the role of mucus and cilia in keeping the lungs clean; oxygen is carried on the haemoglobin of red blood cells; causes and symptoms of some lung diseases; words mucus, cilia, haemoglobin.

Lesson outline: How are gases exchanged in the lungs?

Starter activity:
Use CAP activities on page 10 of Teacher's Guide Y7 to revise topic.  Remind pupils of the substances carried by the blood, ask them to suggest where in the body these substances are exchanged with the air.

Main course:

Label lung diagram - 8Bd/1, 8Bd/3

Inflation and dissection of sheep lungs - 8Bd/1.  Use bunch of grapes or cauliflower to demo alveoli - relate to large surface area.  Discuss cartilage rings

Alveoli - site of gas exchange - discuss large surface area etc and the structure.  Describe concentrations of oxygen and carbon dioxide in blood relative to inside alveoli.  Describe diffusion of gases.  Stress that excretion of carbon dioxide equally important as absorption of oxygen.  8Bd/2, 8Bd/3 8Bd/4

Adaptations of lungs - relate alveoli structure to function (higher ability) - have large surface area, moist lining for gases to dissolve in, thin membrane = short diffusion distance, good blood supply so products and reactants constantly exchanged. 

State difference between breathing and respiration.  Discuss the muscles (diaphragm and intercostal muscles) involved in inspiration (inhaling) and expiration (exhaling).  Children can put their hands on their own ribs and breath to feel the movements of the rib cage.  Discuss mechanism of breathing.

Discuss role of mucus, cilia etc and how smoking affects these parts (can link to ciliated epithelial cells lining the oviducts that help move egg from ovary to uterus).

Board works powerpoint.

Plenary:
8Bd/6 - revise new words from this topic.

Timings:

5 mins

5 mins

20 mins

10 mins

5 mins

5 mins

5 mins

5 mins

Homework Suggestion: 
8Bd/4 8Bd/5.  A project on smoking and the lungs / BBC report for Newsround or similar in small groups. Research the diseases

 of the breathing system (e.g. asthma, bronchitis, laryngitis, lung cancer, pleurisy, tracheitis, TB, emphysema etc).

Resources: 
 

SEN - worksheets

Lesson 5 

Unit Title:  Respiration
Caretaker:  CLL

Unit No   
8B

Lesson Title:  Detecting respiration.

NC Ref: 
Sc2 2j, k & l

Objectives:    

MK -  inhaled air contains more oxygen and less carbon dioxide than exhaled air; carbon dioxide can be detected by limewater; all living organisms respire and produce carbon dioxide; words inhaled air, exhaled air.
SK -  exhaled air contains the same amount of nitrogen gas as inhaled air, more water vapour and is warmer and cleaner; why a candle burns longer in inhaled air than exhaled air; cobalt chloride paper can be used to detect water vapour; hydrogencarbonate indicator changes colour depending on the concentration of carbon dioxide; fish breathe using gills; words cobalt chloride, gills.
CK -  how aquatic organisms are adapted to obtain dissolved oxygen; warm water contains less dissolved oxygen; how other organisms carry out gas exchange; pyrogallol is a chemical that absorbs oxygen.;

Lesson outline: How are inhaled and exhaled air different?

Starter activity:
Demo - burning tea light on a deflagrating spoon in a jar (e.g. in inhaled air).  Discuss why the tea light went out and predict what would happen in exhaled air.

Main course:
Burn candles in normal and exhaled air - practical - 8Be/2 8Be/3.  Opportunity to discuss repeats and sources of error.

Difference between inhaled and exhaled air - draw a table showing differences in concentrations - for higher ability students use 8Be/8. 

Investigating the difference between inhaled and exhaled air - practical - 8Be/1 (see pgs 46 - 49 of Teachers Guide Y8).  Students test for carbon dioxide, water vapour and increased temperature.

Respiring organisms (e.g. yeast, germinating lentils, woodlice, maggots and pondweed etc) - practical - 8Be/4 (higher ability) and 8Be/7 (see pgs 46 - 49 of Teachers Guide Y8).  These are an opportunity for Sc1 skills and using data logging equipment - lesson could extend to 1 - 2 further lessons.
 

Discuss how fish breathe.

Discuss how other animals carry out gas exchange.

Resources that support the Sc1 practical skills and datalogging - Sc1 writing frame, Sc1 log, fermentation of yeast, How does the temperature affect the speed at which yeast respires?, How does the amount of sugar affect the speed at which yeast respires?, method writing frame

Please inform technician of any changes to the next few lessons in terms of equipment needed.

Plenary:
8Be/5  / concept map / 8Be/6 / Odd One Out exercises pg 31 of Y8 Teacher's Guide -. answers to Odd One Out.

Timings:

5 mins

20 mins

5 mins

depends on the activity chosen and number of lessons taken.

5 mins

Homework Suggestion: 
Revise, 8Be/6,

Resources: 
Please inform technician of any changes to the next few lessons in terms of equipment needed.

SEN - worksheets

Lesson 6

Unit Title:  Respiration
Caretaker:  CLL

Unit No   
8B

Lesson Title:  Detecting respiration.

NC Ref: 
Sc2 2j, k & l

Objectives:    

MK -  inhaled air contains more oxygen and less carbon dioxide than exhaled air; carbon dioxide can be detected by limewater; all living organisms respire and produce carbon dioxide; words inhaled air, exhaled air.
SK -  exhaled air contains the same amount of nitrogen gas as inhaled air, more water vapour and is warmer and cleaner; whya candle burns longer in inhaled air than exhaled air; cobalt chloride paper can be used to detect water vapour; hydrogencarbonate indicator changes colour depending on the concentration of carbon dioxide; fish breathe using gills; words cobalt chloride, gills.
CK -  how aquatic organisms are adapted to obtain dissolved oxygen; warm water contains less dissolved oxygen; how other organisms carry out gas exchange; pyrogallol is a chemical that absorbs oxygen.;

Lesson outline: 

Starter activity:
 

Main course:
 

as lesson 5.

Plenary:
 

Timings:

Homework Suggestion: 
 

Resources: 

Lesson 7 

Unit Title:  Respiration
Caretaker:  CLL

Unit No   
8B

Lesson Title:  Detecting respiration.

NC Ref: 
Sc2 2j, k & l

Objectives:    

MK -  inhaled air contains more oxygen and less carbon dioxide than exhaled air; carbon dioxide can be detected by limewater; all living organisms respire and produce carbon dioxide; words inhaled air, exhaled air.
SK -  exhaled air contains the same amount of nitrogen gas as inhaled air, more water vapour and is warmer and cleaner; whya candle burns longer in inhaled air than exhaled air; cobalt chloride paper can be used to detect water vapour; hydrogencarbonate indicator changes colour depending on the concentration of carbon dioxide; fish breathe using gills; words cobalt chloride, gills.
CK -  how aquatic organisms are adapted to obtain dissolved oxygen; warm water contains less dissolved oxygen; how other organisms carry out gas exchange; pyrogallol is a chemical that absorbs oxygen.;

Lesson outline: 

Starter activity:
 

Main course:
 

as lesson 5.

Plenary:
 

Timings:

Homework Suggestion: 
 

Resources: 
 

Lesson 8 

Unit Title:  Respiration
Caretaker:  CLL

Unit No   
8B

Lesson Title:  Test

NC Ref: 
n/a

Objectives:    

MK -  n/a
SK -  n/a
CK -  n/a

Lesson outline: 

Starter activity:
Revision and recap.

Main course:
 

Test

Peer mark test?

Introduce the next topic

Plenary:
 

Timings:

10 mins

30 mins

15 mins

5 mins

Homework Suggestion: 
 

Resources: 
End of unit test.  Mark scheme for end of unit test..  Quick quiz.  .